Grade 5
Unit 8: Determining Important Ideas and Summarizing (Fiction and Narrative Nonfiction)
5Weeks
Students should understand and be able to:
Comprehension Focus
- Students make inferences to understand text.
- Students think about important and supporting ideas in text.
- Students use important ideas to build summaries.
- Students read independently.
- Students take responsibility for their learning and behavior.
- Students develop the group skills of giving reasons for their opinions and reaching agreements.
- Students have a class meeting to discuss working independently.
Mentor Texts
- Letting Swift River Go
- A River Ran Wild
- Harry Houdini: Master of Magic
- “Mrs. Buell” in Hey World, Here I Am!
Making Meaning
Week 1
Day 1: Read-aloud – Letting Swift River Go
- Pair students and learn a prompt for supporting opinions
- Introduce the story and read aloud
- Discuss the story
- Reflect on giving reasons for opinions
- IDR: Review the “Reading Comprehension Strategies” chart
- Use “Think, Pair, Write” to think about what’s important
- Reread and model thinking about what’s important
- Reread with “Think, Pair, Write”
- Reflect on “Think, Pair, Write”
- IDR: Discuss Reading Comprehension Strategies
- Extension: Learn more about Jane Yolen
- Review giving reasons for opinions
- Review thinking about what’s important
- Reread with modeling and “Think, Pair, Write”
- Reflect on “Think, Pair, Write”
- IDR: Discuss Reading Comprehension Strategies/document IDR conferences
- Model distinguishing between important and supporting ideas
- Agree on one important and supporting idea
- Discuss important and supporting ideas as a class
- Add to the “Reading Comprehension Strategies” chart
- Reflect on reaching agreement
- IDR: Write about Reading Comprehension Strategies in IDR journals
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.
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, 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.
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, 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.5.10 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. / 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.
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, 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.
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. / RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
RF.5.4a Read on-level text with purpose and understanding.
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, 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.5.10 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 20
Vocabulary Words:befuddled, heartless, quality, deliberately, drastic, injustice
Word-learning Strategies: Recognizing Synonyms, Using the suffix –less to determine word meanings, Recognizing antonyms
Day 1
- Introduce and define new words
- Review synonyms
- Discuss words
- Review the suffix –less
- Review antonyms
- Extension: Give your best friend a new name
- Review words
- Vocabulary activities
- Introduce and define new words
- Discuss words
- Review words
- Vocabulary activities
- Display word cards and review the words
- Discuss what you might say or do
Individual Vocabulary Assessment: Word Check (BLM27)
Student Self-Assessment: (BLM30)
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.5.6 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).
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.5.6 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- A River Ran Wild
- Review giving reasons for opinions
- Introduce the story and read aloud
- Discuss the reading as a class
- Reflect on giving reasons for opinions
- IDR: Think about important ideas
- Review the story and reread
- Model thinking about what is important
- Read with “Think, Pair, Write”
- Reflect on reaching agreement
- IDR: Think about important ideas
- Review important ideas
- Identify important and supporting ideas in an excerpt
- Decide whether an ideas is important or supporting
- IDR: Have students think about important ideas/document IDR conferences
- Review important and supporting ideas
- Identify important and supporting ideas in the rest of the excerpt
- Discuss important and supporting ideas
- Reflect on reaching agreement
- IDR: Write about an important idea in IDR journals/document IDR conferences
- Extension: Learn more about protecting the environment
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.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize 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.
SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. / 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.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize 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.
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. / 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.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize 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.
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.