File - Reading Street Resources

Department of Teaching & Learning

Last Revision:9/5/14

1

How to Use this Guide

The purpose of this document is to connect the FSA test item specs for your grade level with assessments and curriculum materials. This is a suggested focus sequence.

TIP: Pages can be viewed as a Powerpoint presentation or pages can be printed back to back in order to form a flip book.

More information on the FSA can be found at: http://www.fsassessments.org/resources/?section=2-educators-general

Grade Level Standards can be found at: http://www.cpalms.org/Public/search/Standard

2


Textbook Resources:

Red Kayak

Leveled Readers:

Wilma Rudolph, The Long Trip Home, The Signs,

Molly Pitcher

Teacher Selected:

Possible Text

Resources

Grade Level State

Standard

How it Appears in Reading

Street

State Standard

Description

Sample FSA question stems

Sample DE question stems

Focus Standard: LAFS.5.RL.1.2 (Literature 2)

Determine the 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 topic.

What does this look like?

 Students select words or phrases from the text that explicitly state the theme of the passage.

 Students select words that support the theme from a text.

 Students select sentences from the text that represent key events that should in included in a summary.

 Students select a summary of a text.

 Students state the theme of a passage and a detail from the text.

Terms to Teach

Theme, Detail, Summary, Support

Terms you may need to introduce based on the standards/FSA item specs

Sample FSA Questions:

 Select the details that support the theme of the text.

 What does this passage suggest about ___________________?

 How does the main character respond to ______________________?

 What does the character’s response reveal about the relationship?

 What does this passage suggest about __________________?

 Use details to support your response.

 Which statement correctly summarizes this passage?

Sample DE Questions:

 What sentence best summarizes the article?

 Readers can assume that __________________.

Example Questions :

 Which sentences show Charlie’s feelings when the power goes out?

 Go back into the passage and select words that describe Charlie’s traits after he yells at his sister.

 How is Charlie’s sister affected by Charlie’s actions?

What might this look like on the

FSA?

Example questions from

Reading Street 3



Space for Teacher

Resources outside of Reading Street

Teacher Created Questions

Space for planned teacher created questions to refer back for future use.

Looking for Text-Dependent Questioning Resources? Visit this site: http://achievethecore.org/page/710/text-dependent-question-resources

Grade Level Standards can be found at: http://www.cpalms.org/Public/search/Standard

4

Standards Covered

Standard

Question: Are these

ALL my grade level standards?

Answer: No, these are only the standards covered on the

Language Portion of the FSA from the test item specs. LAFS.5.RL.2.6

LAFS.5.RL.3.7

LAFS.5.SL.1.2

LAFS.5.RL.3.9

LAFS.5.SL.1.3

LAFS.5.RI.3.9

LAFS.5.L.1.2

LAFS.5.RL.1.1

LAFS.5.RL.1.2

LAFS.5.RL.1.3

LAFS.5.RL.2.4

LAFS.5.L.3.4

LAFS.5.L.3.5

LAFS.5.RL.2.5

Week(s)

Covered

X

X X

X

X

X

X

Standard

X

LAFS.5.RI.1.1

LAFS.5.RI.1.2

LAFS.5.RI.1.2

LAFS.5.RI.1.3

LAFS.5.RI.2.4

LAFS.5.L.3.4

LAFS.5.L.3.5

LAFS.5.RI.2.5

LAFS.5.RI.2.6

LAFS.5.RI.3.7

LAFS.5.SL.1.2

LAFS.5.RI.3.8

LAFS.5.L.1.1

LAFS.5.RF.3.3 & 4.4

Week(s)

Covered

X

X

X X

5

X

X X

Week 1


Red Kayak


Wilma Rudolph, The Long Trip Home, The Signs,

Molly Pitcher





















Terms to Teach


Example Questions :

 On what page do you learn about Mrs.DiAngela? How does Brady respond?

 Using what you learned in this selection, tell how people can be inspired to act courageously.


Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text


 Students select words or phrases from the text to answer questions using explicit information in the text as support.

 Students select an inference from choices and then words or phrases that support the inference.

 Students select quotes directly from the text that support an answer.

Terms to Teach

Quote, Inference


 According to the passage, what made the garden look ________?

 Select two phrases from the passage that show that the main character is

__________________.

 Which sentence shows that the character feels uneasy about

____________?

 How does the character feel about his father’s return? What phrase supports your answer?

Example Questions :

 Which sentences show Charlie’s feelings when the power goes out?

 Go back into the passage and select words that describe Charlie’s traits after he yells at his sister.

 How is Charlie’s sister affected by Charlie’s actions?

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Week 1



 What will the character most likely do the next day?

 What is probably the reason for _________________?

 What is something (character) would have said?

 What effect does ____ have on the character?


Focus Standard: LAFS.5.L.3.5 (Language 5)

Demonstrate an understanding of figurative language, word relationships and nuances in word meanings. (c) Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.


 Students select words or phrases from the text that show the meaning of words used in the text.

 Students select the meaning of the word or phrase and select words or phrases in the text that support the correct meaning.

 Students select one or more examples of figurative language and to select the correct explanation of their meaning.

 Select the correct meaning as used in the text of a word that has multiple meanings.

 Select the correct use of figurative language or to recognize the nuances in word meaning.

Terms to Teach

Homographs, Figurative Language, Simile, Metaphor


 Determine the meaning of words or phrases where the meaning is explicitly stated in the text.

 Determine the meaning of words or phrases by using context clues.

 Determine the correct meaning of words or phrases that use figurative language or nuances in word meaning, including similes and metaphors.


 What two meanings are used in this sentence?

 Which words have the same meaning?

 What does the author mean when he/she says ____?

 What does ___ mean in the sentence above?

Example Questions :

 The word Bow can be pronounced in a different way. Which meaning makes the most sense in the story?

 Turn back to page 28. Find the word winds in the second sentence. What does winds mean in this context, how do you know?

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Week 2


Thunder Rose


The Most Powerful Storm on Earth, Storm

Chasing Challenges, Weather Forecasting,

Tommy and the Tornado


Focus Standard: LAFS.5.RI.1.1 (Informational Text 1)

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.



 Students select an inference and then selects words or phrases from the text to support their answers.

Terms to Teach

Detail, Inference

Example FSA Questions:

 What is the primary reason schools are offering ______________?

 Which sentence from the text shows that parents would most likely agree with the idea that it is better for students to complete a/an ____?

 How would student __________most likely want to spend his time?

 Which sentence best supports your answer?

 Based on the text, how do most parents feel about ___________? Which sentence best supports your answer in Part A?

Sample Questions :

 In the first paragraph on pg.65, what examples of figurative language does the author use? What does the author convey with these two phrases?

 When Rose wants “the heavens to yield forth,” what does that mean?

 Why does Rose squeeze the clouds to create a rainstorm?


 What is probably the reason that __________?

 What will (character) most likely do the next day?


Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


 Students select words or phrases from the text that explicitly state the main ideas of the text.

 Students select words or phrases from the text that provide explicit support for the main ideas.

 Students select the correct summary.


 What are the two main ideas presented in the article?

 Select two details from the text that support these ideas.


Example Questions :

 How do I know which information belongs in a summary?

 Using what you learned, tell about some of the challenges in nature.

 How can I use my own words to state what happened to Rose?

Terms to Teach

Summary, Main Idea

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Week 2



 What information supports the idea ______?

 Which detail from the encyclopedia support the conclusion that ____?

 What lesson can be learned from this poem?


 Based on the graph, what is a reasonable conclusion?


Focus Standard: LAFS.5.L.3.4 (Language 4a)

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. (a) Use context as a clue to the meaning of the word.


 Select the word or phrase from the paragraph that help the reader understand the meaning of the word __________.

 What does the phrase ____ mean? Select the phrases from the text that reveal the meaning of _________.

 What does the phrase _____ suggest about the astronauts’ trip?



 Students select the meaning of a word that has multiple meanings.


 One or more texts.

Terms to Teach

Phrase, Context Clue, Idioms, Adages, Proverbs


 What does the phrase ____ mean?

 What can the readers tell from this line?


 Which word is used in the sentence in the same way as the story?

 What does this word mean from the passage?

 Which sentence best support the author’s description?

Example Questions :

 When rose wants “the heavens to yield forth” what does that mean?

 What examples of imagery does the author use on p.69? Why does the author use it?

 What in the passage helps you clarify what might means in this passage?

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Week 3


Island of the Blue Dolphins


Surviving on a desert island, Toby’s California

Vacation, The Medicine Harvest, Finding Home





















Terms to Teach


Example Questions :

 Karana puts the ribs curving outward so they are impossible to climb. She uses kelp instead of sinew. Why does she do this? What motivated her to do this?

 In paragraph 3, Karana says the wood she needed for her shelter was scare. How did she solve her problem?

 What clues does the text give about the theme of this story?


Compare and contrast stories in the same genre on their approaches to theme and topics.

Terms to Teach

Theme, Similar, Genre


 Students select a sentence or phrase from each text that show similarities or differences in how two texts present, treat, and/or develop themes or topics.

 Students select two or more explanations of how two or more texts treat a theme/topic and to select sentences or phrases from each text that show similarities or differences.

 Find evidence that shoes how two stories present, treat, or develop similar themes or topics.


 In both passages, the characters discover places that have a powerful impact on them. Select a line from the text that demonstrates the impact of

_____________.

 In both passages, the characters discover places that they can call their own.

Select a line from Passage A that reveals what ___ represents to Character A and Character B.

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Week 3


Example Questions :

 In both Red Kayak & Blue Dolphin the characters overcome challenges. Select words from Passage A that represent the main character’s feelings about overcoming challenges. Select a line from Passage B.

 In both Red Kayak & Blue Dolphin, the characters made choices that impact the story.

Select sentences of choices each character made and what these choices say about their character traits.


Focus Standard: LAFS 5.L.2.4 (Literature 4)

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.


 Students select words or phrases that provide content for an unknown word

 Students distinguish between shades of meaning among related words

 Students select words or phrases based on the tone of the text

 Students select the correct meaning of the word

 Students select words that both literal and nonliteral meanings

 Student distinguish shades of meaning among related words


 Choose the correct meaning of the word __________ as the author used it in the passage.

 Select the words from the passage that help the reader understand what

____________ means.

 What does the author mean by the phrase ___________?

 How does the author illustrate this phrase in the passage?

 What does _______ mean as it is used in the passage?

 What does the author suggest by the phrase _____________?



 Which words have opposite meanings?

Terms to Teach

Simile, Metaphor

Example Questions :

 What does the word clamor mean? What other words in the paragraph help you determine the meaning?

 Read paragraph four on p.93 and identify examples of imagery. Then evaluate how this imagery impacts your understanding of the text.

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Week 4


Satchel Paige


Baseball’s Heroes, Famous Women in Sports,

The Journey of African American Athletes,

Roberto Clemente



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.


 Students select words or phrases from a text that demonstrate the interaction or relationship between details.

 Students select an explanation of how details interact/relate and to select words or phrases from the text to demonstrate this interaction/relationship.

Terms to Teach

Details, Relationship


 Which events from the ____________ childhood influenced their success?

 The author of Article A states that _____ was inspired by others, just as

________.

 Which details from the texts reveal who or what inspired _____?

 Explain how ____’s ability to bounce back from setbacks influenced his life.

Use at least two details from the text in your response.



 What was the turning point for the character?

 What comparison can be made between the two characters?

 What is one way the character and the narrator feel different?

Example Questions :

 Reread paragraph two on p.123 to understand the cause. What happened before the

Negro Leagues were formed? Are these two events related? How can you tell?

 Compare and contrast a player’s life in the Negro leagues with a player’s life in the white major leagues, using evidence from the text.


Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support with point(s).

Terms to Teach

Evidence, Support


 Students select words or phrases from a text that are used to support a particular point.

 Students give a correct explanation of how the author uses evidence to support a particular point and selects words or phrases from the text that are used as support.

 Students select multiple explicit or implicit details that support a text.

 Students explain which reasons or evidence support a particular point in the text.

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Week 4



 What evidence does the author use to support the idea that students should be required to ____________?

 Describe the reasons the author provides to support the idea that students should not be required to ____________. Use at least two details from the text in your response. Select a phrase or a sentence from each viewpoint to support your answer.

Example Questions :

 How does the author describe Satchel’s behavior during the second game of the

Negro World Series? What conclusions can you draw about Satchel’s character based on this description? Cite specific evidence from the text.

 What phrases support the idea that there is something odd about Satchel’s pitching?


 What is the purpose of the chart?

 How does the author support their opinion?


Focus Standard: LAFS 5.RL.2.6 (Informational Text 6)

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.


 Students select words or phrases that show similarities and differences in how multiple accounts present or develop an event or topic.

 Select words or phrases from the text that show similarities and differences in the point of view represented in two or more accounts of the same topic.

 Students select the correct analysis of the point of view in multiple accounts.

Terms to Teach

Point of View , Quote


 What information dose the reader learn about in article A that is not in article B?

 Both author reference _____’s quotation, (excerpted text).

 What do the authors suggest about _____ by using this quotation?

 How does point of view impact what the reader learns about the ____ in each text?

 Select a sentence from each article that supports your response.


 Which part of _____ serves as the most similar part to ____?

Example Questions :

 How did “a special league” help you understand this selection?


13

Week 5


Ten Mile Day


From Six Miles to Six Days, A Railroad over

Sierra, The Land of Opportunity, Love, Enid







Terms to Teach





________.









Example Questions:

 Infer why a telegraph construction crew is working alongside the railroad crew.

 What details on p.150 support and show that the working men were a team?

Focus Standard: LAFS 5.L.3.4 (Language 4.a)

Use context (e.g. cause/effect relationships and comparisons in a text) as a clues to the meaning of a word or a phrase.

Terms to Teach

Compare






 Students select a word or phrase from the text that show the meaning of the words used in the text.

 Students select the correct meaning of a word that has multiple meanings.








14

Week 5








Terms to Teach

Evidence, Support, Cite








Example Questions :

 Charles Crocker believed that his team could lay ten miles of track in one day. Reread p.148 and identify the details that the author includes that support this belief.

 What words does the author use to show the speed of the work? What was the speed? Cite evidence from the text to support your answers.


15

16

Standards Covered

Standard Week(s) Covered

LAFS.5.RL.1.1

LAFS.5.RL.1.2

LAFS.5.RL.1.3

LAFS.5.RL.2.4

LAFS.5.L.3.4

LAFS.5.L.3.5

LAFS.5.RL.2.5

LAFS.5.RL.2.6

LAFS.5.RL.3.7

LAFS.5.SL.1.2

LAFS.5.RL.3.9

LAFS.5.SL.1.3

LAFS.5.RI.3.9

LAFS.5.L.1.2

X

X X

X

X

X

X

Standard

X

X

X

X

X

X

X

X

X

X

LAFS.5.RI.1.1

LAFS.5.RI.1.2

X

X

LAFS.5.RI.1.3

LAFS.5.RI.2.4

LAFS.5.L.3.4

LAFS.5.L.3.5

LAFS.5.RI.2.5

LAFS.5.RI.2.6

LAFS.5.RI.3.7

LAFS.5.SL.1.2

LAFS.5.RI.3.8

LAFS.5.L.1.1

LAFS.5.RF.3.3 & 4.4

X

X

Week(s) Covered

X

X X X

X

X

X X

17

X

Week 6


At the Beach


Beach Safety, Sea Life, Our Essential Oceans,

Hidden Treasures








Terms to Teach

Quote, Inference, Evidence




__________________.


____________?


Example Questions :

 Reread p.189. What clues tell you that Fernando is a caring and responsible person?

 What was the beach like to drive for Fernando and his cousins? Use evidence from the text to support your answer.


 What will the character most likely do the next day?

 What is probably the reason for _________________?

 What is something (character) would have said?



Describe how a narrator's or speaker’s point of view influences how events are described.


 Students select words or phrases from the text that demonstrate the influence of point of view.

 Students select the narrator’s point of view and select a correct explanation of how point of view influences the description of events.

 May ask students more than just the speaker or narrator’s point of view.

 Determine how point of view influences the description of events.

 Explain how the narrator’s point of view affects how events are described using details from the text.

 Determine which details from the test demonstrate the impact of point of view.


 What does the reader know about the main character because the story is told from his point of view?

 From whose perspective is the story told? How does this affect what the reader knows about the personality of Character B?

 How does the narrator of the story help the reader understand Character B’s personality? Select the details from the text that support your response.

Example Questions :

 What was the beach like to drive for Fernando and his cousins? Use evidence from the text to support your answer.


 What best describe the author’s view?

Terms to Teach

Point of View, Narrator 18

Week 6



 How does the background information influence the conflict?


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).


 Students compare and contrast two or more characters, settings or events by placing descriptions, details or analyses into a graphic organizer.

 Students select words or phrases from the test that support similarities/differences between characters, settings, or events.

 Students select details that support similarities and/or differences between characters, settings, or events.

Terms to Teach

Setting, Compare/Contrast, Characters


 How do Character A and C respond when Character B admits to the class that her family does not a ____?

 Character B admits to the class that her family does not own a __. How are the responses of Character A & C similar? Which sentences support your answer?

 Compare and Contrast how A feels about B after different events in the passage.



Example Questions :

 How are the children acting differently?

 How do the children respond when Mami and Olga say not to go too far. Why do you think the author included this?


19

Week 7


Hold the Flag High


William Carney, A Spy in Disguise, The Most

Dangerous Woman, Making a Difference







Terms to Teach

Detail, Inference


Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.





Terms to Teach

Context Clues











Sample Questions :

 How do pages 210 & 211 give the reader hints or clues about events that will happen later in the story? Cite text evidence to support your story.

 From pg.212 & 213, infer who has more battle experience with evidence from the text.







____________ means.





Sample Questions :

 Use context clues to determine the meaning of the word artillery on p.214.

20

Week 7






Terms to Teach





________.









Example Questions:

 Compare and contrast Colonel Robert Gould Shaw with Carney & Ned. Use the text to support your answer.

 What happened first, quarreling between the North & South or the Civil War? Use evidence from the passage.


21

Week 8


The Ch’i-lin Purse


Cesar Chavez, Abuela’s Gift, Moving to Mail, Kids

Helping Kids



Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama or poem.


 Students select words or phrases from the text that contribute to the overall meaning or structure.

 Students select how each of two chapters, scenes or stanzas contribute to structure of meaning.

 Students select how these chapters, scenes or stanzas work together.

Terms to Teach

Stanza, Scene


 How do paragraphs___ and___ contribute to the overall development of the main character? Select details that support your answer.

 How do the events in paragraphs ____ contribute to the reader’s understanding o f Character A’s feelings towards Character B?



Example Questions :



How does Hsiang-ling’s life change after _____?

 Identify the conflict and rising action. How do these things help you anticipate what will happen next?

 What events follows as a result of the rising action?


Compare and contrast stories in the same genre on their approaches to similar topics and themes.




Students select words or phrases from the text that show the similarities and differences in how two texts present, treat and/or develop themes or topics.

 Students select an explanation of how two or more texts treat a theme/topic and to select sentences or phrases from each text that show similarities to differences.

 Analyze similarities and differences in two stories on the same theme.


 In both passages, the characters discover places that have a powerful impact on them. Select a line from the passage that demonstrates the impact of ____.

 In both passages, the characters discover places that they can call their own.

Select a line from Passage A that reveals what ___ represents to Character A and B.

Terms to Teach

Theme, Similar, Different, Genre


 Which part serves as the most similar part to ____?

Example Questions :

** Day 4, Text: Phan Ku**

 Phan Ku and Hsiang-ling both make sacrifices. How are their sacrifices similar and different?

 What lessons do you learn from both passages?

22

Week 8


The Ch’i-lin Purse


Cesar Chavez, Abuela’s Gift, Moving to Mail, Kids

Helping Kids


Focus Standard: LAFS 5.L.3.4 (Language 4.b)

Use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis)

Terms to Teach

Root Word, Affix






 Students select a word or phrase from the text that show the meaning of the words used in the text.

 Students select the correct meaning of a word that has multiple meanings.








Example Questions :

 The Latin root cess is part of the word procession. What can you guess about the word on p. 240?


23

Week 9


A Summer’s Trade


The Gift, Helping Others, The Talker, Haven for

Horses





















Terms to Teach


Example Questions :

 What conclusions can you draw about Tony based on his actions on page 273?

 What can you infer about Tony’s grandmother based on the way she responds to

Tony returning the bracelet? What textual evidence helped you draw this onclusiong?










__________________.


____________?


Example Questions :

 How does the setting of the trading post on pages 268-269 help create a picture of the Navajo people?

 What details about Tony indicate that this selection is realistic?

Terms to Teach

Quote, Inference

24

Week 9







Terms to Teach








Example Questions :

 Compare how Tony feels about Gallup compared to his dream of spending his summer days at home?


25

Week 10


The Midnight Ride of Paul

Revere


Revere’s Ride, American Revolution War, The

National Guard, After the Midnight Ride










Terms to Teach







 Which word establishes the mood?

 Why does the author compare ___ to ___?

 What mood is created?

 How does the author create a ____ mood?

Example Questions :

 Draw conclusions about the mood, or feeling, the author is trying to achieve at the end of the first stanza on page 305. How does the author achieve this mood?

 What clues tell you that the line of Black that bends and floats is the British coming by sea?






 May ask students more than just the speaker or narrator’s point of view.








Example Questions :

 How does the author describe the British soldiers’ actions? What can you infer about the author’s viewpoint based on the stanzas on p.305?

 How does the main character feel based on the word and phrases the author included?

26

Week 10


Terms to Teach

Point of View, Narrator



Focus Standard: LAFS.5.SL.1.2 (Speaking & Listening 2)

Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.


 Students determine the tone or overall meaning of the text and to select a correct explanation of how the visual elements contributes to the tone.

 Students select details from the text that demonstrate the contribution of visual and multimedia elements.

 May consist of visual, text, multimedia or audio presentations.


 How does the picture of the ____ support the author’s message?

 Explain how the image of the ___ helps convey the meaning of the passage.

 What is the tone of the passage? How does the picture help to convey this tone?

 What sentence best summarizes the presentation?

Example Questions :

 How does the author describe the British soldiers’ actions? What can you infer about the author’s viewpoint based on the stanzas on p.305?



How does the main character feel based on the word and phrases the author included?



 What is the cartoonist trying to show?


27

Standards Covered

Standard Week(s) Covered Standard

LAFS.5.RL.1.1

LAFS.5.RL.1.2

LAFS.5.RL.1.3

LAFS.5.RL.2.4

LAFS.5.L.3.4

LAFS.5.L.3.5

LAFS.5.RL.2.5

LAFS.5.RL.2.6

LAFS.5.RL.3.7

LAFS.5.SL.1.2

LAFS.5.RL.3.9

LAFS.5.SL.1.3

LAFS.5.RI.3.9

LAFS.5.L.1.2

X

X X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

LAFS.5.RI.1.1

LAFS.5.RI.1.2

LAFS.5.RI.1.3

LAFS.5.RI.2.4

LAFS.5.L.3.4

LAFS.5.L.3.5

LAFS.5.RI.2.5

LAFS.5.RI.2.6

LAFS.5.RI.3.7

LAFS.5.SL.1.2

LAFS.5.RI.3.8

LAFS.5.L.1.1

LAFS.5.RF.3.3 & 4.4

X

X

Week(s) Covered

X X X

X

X

X X

X

X

28

LAFS.5.RL.1.1

LAFS.5.RL.1.2

LAFS.5.RL.1.3

LAFS.5.RL.2.4

LAFS.5.L.3.4

LAFS.5.L.3.5

LAFS.5.RL.2.5

LAFS.5.RL.2.6

LAFS.5.RL.3.7

LAFS.5.SL.1.2

LAFS.5.RL.3.9

LAFS.5.SL.1.3

LAFS.5.RI.3.9

LAFS.5.L.1.2

X

X

X

Standards Covered

Standard Week(s) Covered Standard Week(s) Covered

X

X

X X

X

X

X

X

X

X

LAFS.5.RI.1.1

LAFS.5.RI.1.2 X

X

LAFS.5.RI.1.3

LAFS.5.RI.2.4

LAFS.5.L.3.4

LAFS.5.L.3.5

LAFS.5.RI.2.5

LAFS.5.RI.2.6

LAFS.5.RI.3.7

LAFS.5.SL.1.2

LAFS.5.RI.3.8

LAFS.5.L.1.1

LAFS.5.RF.3.3 & 4.4

X

X

X

X

X

X X X

X

X

X

X

X

X

X

X

X

29

Week 11


The Fabulous Perpetual Motion

Machine


Inspiring Wonder, The Search for the Perpetual

Motion Machine, Philo and his Invention,

Scientific Methods in Action








Terms to Teach







 How are __(character) and __(character)__ different?

 How is __(character’s)_ reaction different from her/his reaction to

__________?

Example Questions :

 Compare what the twins’ friends say about the machine on page 336. Cite evidence from the text to support your answer.







Terms to Teach

Quote, Inference, Cite




__________________.


____________?


Example Questions :

 What does Domingo say at the bottom of page 341? What do you think it is that he knew?

 What happens on page 338 that foreshadows how things will turn out?

 Why do you think the twins won’t tell how the machine works?

30

Week 11


Terms to Teach

Inference, Quote, Cite


 Which sentence from the story best shows the character has ______ ?











 Look at the chart. Which sentence belongs in the box?

 How does this stanza contribute the meaning of the poem?

Example Questions :

 Identify the point at in the drama’s plot that Domingo enters and why they think the author chose that point.

Terms to Teach

Stanza, Scene


31

Week 12


Leonardo’s Horse


Meet the Artists, The Italian Renaissance & Its

Artists, Art’s Inspirations, The Renaissance











____________ means.





Terms to Teach

Context Clues





Sample Questions :

 What does the word resumed mean? How could you finish the following sentence?

After lunch, we resumed ____.

Focus Standard: LAFS.5.L.3.4 (Language 4b)

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of the word.










Terms to Teach

Root, Prefix, Suffix, Affixes








32

Week 12








Terms to Teach



Example Questions :

 Use the word sculp to determine the meaning of the word sculptor on p.376.

 Use the Greek roots astr (star), ician (specialist in), arch (chief), and tect (builder) on the board. Ask students to use the roots to help clarify the meanings of architect, musician, and astronomer.








Example Questions :

 Why did the author being by showing what young Leonardo was like? Why is this effective?

 An optimist tends to look on the bright side of things, a pessimist on the bad side of things. Which was Leonardo? Use evidence from the text to support your answer.


33

Week 13


The Dinos of Waterhouse

Hawkins


Picturing the Past, Searching for Dinosaurs,

What’s New with Dino. Fossils? Dinosaur Time

Line



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.


 Students select a similarity or difference between the structure of two or more texts.

 Students select words or phrases that show the difference or similarity between two texts.

 Students select details that are evidence of similarities and differences in the structure of two or more informational texts.

Terms to Teach

Similar, Difference


 What is the overall structure of Article A? What is the overall structure of

Article B?

 How is the structure of Article A different than Article B?

 What information in Article A helps the reader understand the overall structure?


 How are both articles organized?

 How can the structure of both articles best be described?

Example Questions :

 How can you tell the text is a biography and not an autobiography? Give an example from the text to support your answer.

 Explain which details from the Afterword support the main idea from the main text.








Terms to Teach


Example Questions :

 How does the author use facts to show the impact of the grand opening on the public? Support your answer with examples from the text.



What details in the Afterword support the main idea of the main text?








34

Week 13


















Example Questions :

 On pg 408, what does the author mean by this literacy language: “The next months passed by in concrete, stone, and in iron”?

Terms to Teach



35

Week 14


Mahalia Jackson


Music Legends, Blues Legends, The Blues

Evolution, Willie Dixon’s Blues










Terms to Teach











Example Questions :

 What does the author compare owning a slave to? Tell where in the text you found that answer.

 Read and think through the figurative language on pg.433, “buried in sorrow as white as fog,” Does the work literally make the worker’s “heart burn”?


Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


 Students select words or phrases from the text that explicitly state the main ideas of the text.

 Students select words or phrases from the text that provide explicit support for the main ideas.

 Students select the correct summary.

Terms to Teach

Summary, Main Idea


 What are the two main ideas presented in the article?

 Select two details from the text that support these ideas.


Example Questions :

 Read pg.436 and summarize the main idea.

 Using what you learned in this selection, explain how music inspires others.



 Which detail from the encyclopedia support the conclusion that ____?

 What lesson can be learned from this poem?



36

Week 14








Terms to Teach


Example Questions :

 On page 436 the author writes that Jackson was the most famous gospel singer in the world. Use text evidence and explain whether the author’s opinion is well supported.

 Describe how the author describes slavery using words and phrases from pg.433









37

Week 15


Special Effects in Film and

Television


Movie Magic, Very Special Effects, Special Effects in Hollywood, Virtual Actors on the Screen



Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question or quickly or to solve a problem efficiently.


 Which sentence best summaries the presentation?

 Select the statement that best describes the speaker’s claim.

 Select the evidence that the speaker uses to support the claim.


 Students draw on information from multiple sources in order to answer questions or to solve problems.

 Students determine a speaker’s claim and select the evidence that the speaker uses to support the claim.

 Students select the correct summary of an audio or media presentation.

Terms to Teach

Evidence, Support


 The article "Aqueducts" and the picture that goes with it both suggest that aqueduct systems __________

 The maps show that the gray wolf population __________

Example Questions :

 Use the graphic sources on page 457 to contrast the concept and prototype models.

Explain why a prototype model is needed using evidence from the text.

 (pg.470) Based on what you’ve read so far, what are the steps in using a search engine to find information on the internet?


Explain how an author uses reasons and evidence to support particular points in a text, including which reasons and evidence support which point(s).


 Students select multiple explicit or implicit details that support a particular point in the text.

 Student select the correct explanation of how the author uses evidence to support points in a text.

 Students explains which reasons or evidence support a point in the text.

Terms to Teach

Evidence, Support


 What evidence does the author use to support the idea that students should be required to ____?

 Describe the reasons the author provides to support the that ______. Use at least two details.

 How does the author use similar evidence to support opposing viewpoints in the text?

 Select a phrase or sentence from each viewpoint to support your answer.


 Based on the information in both "Magma Eruptions" and "Volcanoes," which of the following is most likely true?

 Based on information in both articles, what can be concluded?

Example Questions :

 How did the read aloud “The Making of the Lord of the Rings” prepare you for reading this selection?

38

Week 15






Terms to Teach

Detail, Inference, Cite










Sample Questions :

 How are the technicians able to correctly reassemble the model? On what page does the author include this information?



Use Step 1 on pg.457 and explain how it helps you gain an understanding of the text.

 Do you think plastic foam is a good material for the model’s base? Why or why not?

 What is the author’s purpose on page 461? Evaluate how well the author has achieved his purpose, citing specifics from the text.


39

Week 16


Weslandia


Moving to the United States, Journey to the New

World, Cheaper, Better, Faster, The Anasazi: The

Ancient Builders



Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text.


 How does the picture of the ___ support the author’s message?

 Explain how the image of the __ helps convey the meaning of the passage.

 What is the tone of the passage? How does the picture help convey this?

 What sentence best summarizes the presentation?


 Students select details from the text that demonstrate the contribution of visual and multimedia elements.

 Students determine the overall tone of meaning of the text and selects the correct explanation of how the visual element contributes to the tone.

 Students explain how the visual elements contribute to the message, tone or beauty.


 The picture in the story helps readers by __________.

 The illustration reflects the attitude of which character?

Example Questions :

 How do the story’s illustrations help you draw conclusions about how Wesley’s relationship with his classmates has changed?

Terms to Teach

Tone, Message, Illustration, Multimedia







Terms to Teach


Example Questions :

 What caused the seeds to take root so easily (pg.30)? Cite evidence from the text.

 What does Wesley find interesting about his school day? On what page do you find clues to help you answer this question?






 How are __(character) and __(character)__ different?

 How is __(character’s)_ reaction different from her/his reaction to

__________?

40

Week 16







Terms to Teach

Quote, Inference




__________________.


____________?


Example Questions :

 What conclusion can you draw from about Wesley’s plan from the information on the bottom of page 31?

 What caused the seeds to take root so easily? Cite evidence from the text.

 What can you infer from reading pages 32 & 33?

 On what page does Wesley’s relationship with his schoolmates begin to change? How does it change?


41

Week 17


Tripping Over the Lunch Lady


Curing the Klutzies, Wilma Rudolph, Operation

Inspiration, Strength of Spirit









May ask students more than just the speaker or narrator’s point of view.




Terms to Teach

Point of View, Narrator





Example Questions :

 Why does Jinx only eat saltines on gym days?

 Summarize things about Jinx. Draw conclusions about Jinx’s actions.

 Why does Mr. Deimeister think Jinx missed the square dancing class? Cite evidence from the text to support your answer.



 How does the narrator's connection with Rab affect the way events are described in this story?


Use context (cause/effect, comparisons) as a clue to the meaning of a word or phrase.






Terms to Teach












42

Week 17


Example Questions :

 What is the meaning of the word substitute in paragraph 1 on page 64? How could you figure it out?

 Use context clues to determine the meaning of the word campaign on page 60, paragraph 10.

 What clues words or phrases help you figure out the meaning of promenading?







Students select words that support the theme from a text.















Terms to Teach


Example Questions :

 Based on what you have read so far, what generalizations can you make about Jinx?

 Make a generalization about the people around Jinx using evidence to support your generalization.

 Do you think Jinx will give up square dancing now that she’s been hurt? How do you know?


43

Week 18


Exploding Ants


Amazing Ants, Changing for Survival, Can

Humans Make a Home in Outer Space, Masters of Disguise







Terms to Teach





________.









Example Questions:

 Based on what you have read, what logical connection can you make between the ideas of adapting and the idea of survival?

 How successful is the adaption of the solider ant? How do you know?


Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question or quickly or to solve a problem efficiently.


 Students draw on information from multiple sources in order to answer questions or to solve problems.

 Students determine a speaker’s claim and select the evidence that the speaker uses to support the claim.

 Students select the correct summary of an audio or media presentation.


 Which sentence best summaries the presentation?

 Select the statement that best describes the speaker’s claim.

 Select the evidence that the speaker uses to support the claim.


 The article "Aqueducts" and the picture that goes with it both suggest that aqueduct systems __________

 The maps show that the gray wolf population __________

Example Questions :

 What can you infer about the snake’s adaptive abilities from the illustration on page

93?

 What information do the illustrations provide on page 93?

Terms to Teach

Evidence, Support

44

Week 18










____________ means.





Sample Questions :

 What phrase on page 90 shares similar meaning with the phrase chucked up on page

91?

Terms to Teach

Context Clues










Students select words or phrases from the text to answer questions using explicit information in the text as support.


Terms to Teach











Sample Questions :

 What details does the author provide about the quantity of food a barn owl eats?

How do these details help the author achieve their purpose?

 Why did the author include the photos on page 90 & 91?

45

Week 19


The Stormi Giovanni Club


Making New Friends, The New Kid at School, In

This New Place, Nathaniel Comes to Town








Terms to Teach

Stanza, Scene





 Look at the chart. Which sentence belongs in the box?

 How does this stanza contribute the meaning of the poem?

Example Questions :

 How are the stage directions different from dialogue? How can you identify stage directions? What stage directions do you see on page 112-113?

 What details/events help move the story forward? Which help you understand the problem?

 Summarize the climax of the play using details from the text.




















Terms to Teach


Example Questions :

 Using what you learned in this selection, tell how people adapt to new places.

 Describe the setting on page 113. What can you infer about Stormi’s life based on the setting?

46

Week 19


Recognize and explain the meaning of common idioms, adages, and proverbs.




Students select words or phrases from the text that show the meaning of words used in the text.











 What does the author mean by ________?

 Which sentence has the same meaning as___?

Example Questions :

 What does Stormi mean when she says she “got off topic”?

Terms to Teach

Idiom, Adages, Proverb


47

Week 20


The Gymnast


Becoming a Gymnast, Strange Sports with Weird

Gear, Fast as Lighning, What Makes Great

Athletes?







Terms to Teach











Sample Questions :

 What details does in the text on page 144 explain how Gary feels about his cousin’s skill?

 Which details on pg. 144 help you form a mental picture of the scene?

 What details tell you Isaac is conceited?

 What conclusion can you draw about whether the author has a natural talent for gymnastics? Which details support this conclusion?

Focus Standard: LAFS.5.L.3.4 (Language 4b,a)

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of the word. Use context (cause/effect, comparisons) as a clue to the meaning of a word or phrase.










Terms to Teach









48

Week 10


Sample Questions :

 What is the base word of bluish? What suffix has been added to the base word?

 What is a cartwheel? How can a cartwheel be spindly?






Terms to Teach





________.









Example Questions:

 Reread pg.144. How does Gary feel about his cousin’s skills?

 How does Gary feel about Isaac’s equipment? What details tell you this?


49

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