5th Grade Core Standards Guide- Unit 7 Instructional Period 3
Higher Level Comprehension
Flexibility with Narrative and Expository Text
Rationale: Students become balanced readers when they are able to move flexibly between
narrative and informative text. The ability to read fluently and comprehend both types of text
will allow students to move to a higher level – now they can utilize text, not just read to draw
meaning.
Big Idea: Reading about other’s experiences helps us to make good decisions.
Unit Outcome: TSW analyze text to derive information or life lessons necessary to be successful
in life. TSW use comprehension strategies flexibly when interacting with text. TSW increase
fluency and stamina.
Learner Evidence: 1. TSW flexibly use strategies to comprehend narrative and informative text.
2. TSW Identify author’s purpose, main idea and relevant details or theme. 3. TSW identify
organizational structure components of text. 4. TSW read for fluency and stamina. 5. TSW
correctly use academic vocabulary related to text type. 6. TSW write a summary of the text. 7.
Write a literary response after reading text. (Literary Response would reflect the type of text
read.)
Performance Based Assessment: Students write a literary response to a piece of text, analyzing
for a specific purpose (e.g. compare texts, text connections, character analysis, theme analysis)
Type of literary response depends on the type of piece read.
Approximate Length of Unit: Introduction 15-20 days
Continue to spiral for mastery through-out year.
Year-Long Components:
Sequential Processing: cursive handwriting, syllabication, affixes, morphology
Vocabulary: Ayres List class based and content related words
Fluency: Practice reading fluently daily
Stamina: increased length and complexity of text
Comprehension: Comprehension strategies, Mental Actions, Text Structure
Unit Specific Components:
Comprehension strategies (mental actions), Author’s purpose, Text structure, Academic
Vocabulary, Main idea (implied, stated) - Relevant details- elaborating details- Topic, narrow
topic, key words identifying text structure , Plot components- character type- theme, Text
Features
Lexile Level 4-5: 770-980
See appendix B page 77 for recommended and exemplar text
Fluency Rate: 140-170 WPM
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5th Grade Core Standards Guide- Unit 7 Instructional Period 3
Academic Vocabulary: Narrative and Informative based AV
Integrated Text Usage Component: The entire unit focuses on the flexibility of narrative and
informative text. Students should continue to use informational narratives to show the
elements/structure of the text.
Assessment Strategy: Read questions before reading the text, highlighting or coding key details,
use text evidence, underlining the answers in the text before answering the question (prove your
answer) etc.
Common Core Standards:
5.RF.4. Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on
successive reading.
c. Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
5.RI.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.
5.RI.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).
5.RI.2. Determine two or more main ideas of a text and explain how they are supported by key
details; summarize the text.
5.RI.3. Explain the relationships or interactions between two or more individuals, events, ideas,
or concepts in a historical, scientific, or technical text based on specific information in the text.
5.RI.6. Analyze multiple accounts of the same event or topic, noting important similarities and
differences in the point of view they represent.
5.RI.1. Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
5.RI.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.
5.RI.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.
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5th Grade Core Standards Guide- Unit 7 Instructional Period 3
5.RL.2. Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a
topic; summarize the text.
5.RL.1. Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
5.RL.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories)
on their approaches to
5.RL.6. Describe how a narrator’s or speaker’s point of view influences how events are
described.
5.RL.3. Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact).
5.RL.5. Explain how a series of chapters, scenes, or stanzas fit together to provide the overall
structure of a particular story, drama, or poem.
5.RL.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty
of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
5.RL.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.
5.W.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.
5.SL.2. Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
5.L.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).
Arizona State Standards:
S1C4PO1: Use knowledge of root words and affixes to determine the meaning of unknown
words.
S1C4PO1 Use context to determine the relevant meaning of a word or the intended meaning of a
word with multiple meanings.
S2C1PO1 Identify components of plot
S2C1PO2 Identify theme
S2C1PO3 Distinguish between major and minor characters
S2C1PO4 Analyze character traits
S2C1PO5 Identify Narrative Point of view
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5th Grade Core Standards Guide- Unit 7 Instructional Period 3
S2C1PO6 Determine aspects of setting
S2C1PO7 Identify intended effect of author’s techniques
S2C1PO9 Identify various genres of fiction
S3C1PO1 Identify main idea and relevant details
S3C1PO2 Distinguish fact from opinion
S3C1PO3 Determine authors main purpose
S3C1PO4 Locate information using organizational features
S3C1PO6 Interpret information from graphic features
S3C1PO7 Identify cause/effect relationships
S3C1PO8 Draw conclusions
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