Grade 5
Unit 7: Analyzing Text Structure (Expository Nonfiction)
5Weeks
Students should understand and be able to:
Comprehension Focus
- Students use text structure to explore nonfiction articles.
- Students hear and discuss expository text.
- Students identify what they learn from expository text.
- Students explore how articles can inform by highlighting pros and cons and investigating one side of an issue.
- Students explore author’s point of view.
- Students explore functional texts.
- Students identify what they learn from functional texts.
- Students explore how functional texts inform readers.
- Students explore how information is organized in textbooks.
- Students explore text structures such as cause and effect, chronological, and compare and contrast relationships in expository text.
- Students read independently.
- Students take responsibility for their own learning during group work.
- Students include one another and contribute to group work.
- Students explain their thinking.
- Students listen respectfully to others’ thinking.
Mentor Texts
- “Copycats: Why Clone?”
- “The Debate on Banning Junk Food Ads”
- “All-girls’ and All-boys’ Schools: Better for Kids”
- “Do Kids Really Need Cell Phones?”
- “How to Make an Origami Cup”
- “Ashton Hammerheads Schedule for July, 2008”
- “Frontier Fun Park” Ticket Prices
- Survival and Loss: Native American Boarding Schools
Making Meaning
Week 1
Day 1: Read-aloud – “Copycats”
- Get ready to work together
- Review expository nonfiction
- Introduce and preview the article
- Read aloud and discuss
- IDR: Review and practice self-monitoring with articles
- Review the article
- Introduce pros and cons
- Reread article and discuss in groups
- Discuss pros and cons
- Reflect
- IDR: Practice self-monitoring
- Extension: Read more about cloning
- Review pros and cons
- Introduce and preview the article
- Read aloud and discuss
- IDR: Students read for information/document IDR conferences
- Review the article
- Reread and discuss in groups
- Discuss pros and cons
- Reflect on group work
- IDR: Read for information/record facts in IDR journals
- Extension: Research advertising
Common Core State Standards
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
RF.5.4a Read on-level text with purpose and understanding.
RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.5.1b Follow agreed-upon rules and carry out assigned roles.
SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. / RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
RF.5.4a Read on-level text with purpose and understanding.
RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.5.1b Follow agreed-upon rules and carry out assigned roles.
SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. / L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
RF.5.4a Read on-level text with purpose and understanding.
RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.5.1b Follow agreed-upon rules and carry out assigned roles. / RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
RF.5.4a Read on-level text with purpose and understanding.
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.5.1b Follow agreed-upon rules and carry out assigned roles.
SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Making Meaning Vocabulary
Week 15
Vocabulary Words:topple, a shambles, thrust, churn, gush, batter
Word-learning Strategies: Recognizing synonyms, Using context to determine word meanings
Day 1
- Introduce and define new words
- Review synonyms
- Discuss the words
- Vocabulary activities
- Review words
- Vocabulary activities
- Introduce and define new words
- Vocabulary activities
- Review words
- Vocabulary activities
- Display word cards and review the words
- “Alike or Different”
Common Core State Standards
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.5.1b Follow agreed-upon rules and carry out assigned roles.
SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. / L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.5.1b Follow agreed-upon rules and carry out assigned roles.
SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. / L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.5.1b Follow agreed-upon rules and carry out assigned roles.
SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. / L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.5.1b Follow agreed-upon rules and carry out assigned roles.
SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. / L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.5.1b Follow agreed-upon rules and carry out assigned roles.
SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others
Making Meaning
Week 2
Day 1: Read-aloud – “All-girls’ and All-boys’ Schools”
- Get ready to work together
- Review and introduce the article
- Preview and read aloud
- Discuss and reflect
- IDR: Use comprehensions strategies to read articles
- Review the article and introduce author’s point of view
- Reread and highlight evidence
- Discuss the article
- Discuss point of view
- IDR: Read articles and other expository text/document IDR conferences
- Extension: Read and discuss other articles that investigate one side of an issue
- Review and introduce the article
- Preview the article and read aloud
- Discuss reading
- IDR: Read independently/write in IDR journals
- Review the article
- Reread and discuss
- Underline evidence and author’s point of view
- Discuss evidence in groups
- Reflect on explaining thinking
- IDR: Think about how authors write articles
Common Core State Standards
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
RF.5.4a Read on-level text with purpose and understanding.
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.5.1b Follow agreed-upon rules and carry out assigned roles.
SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. / L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
RF.5.4a Read on-level text with purpose and understanding.
RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.