Epping Elementary School Plan for Reading Instruction Fifth Grade
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1 Epping Elementary School Plan for Reading Instruction Fifth Grade Unit of Study Learning Targets Common Core Standards Launch Reader s Workshop What is reader s workshop? Establish routines/procedures What kind of reader are you? Listening to your inner voice Keep track of your thinking Applying fix-up strategies I Can Statements I can demonstrate the routines of reader s workshop. I can explain what kind of reader I am. I can choose just right books. I can keep track of my thinking as I read. I can apply fix up strategies. Test Preparation Knowing the format of the test Getting the big picture quickly Identify the main idea Differentiating between literal, inferential, and synthesizing questions Strategic test-taking and pacing Being aware of tricks and traps Fables and Fairy Tales Recognize characteristics of fairy tales and fables. Recognize and infer the theme, moral, or lesson of fables and fairy tales. Synthesize information to figure deeper meaning of story or create new understanding. Make deep inferences about I can demonstrate my understanding of the test format, rules, and time constraints. I can read directions, skim and scan, and identify genre in order to get the big picture quickly. I can identify the main idea of a passage using various strategies. I can identify different types of test questions based on vocabulary. I can employ successful testtaking strategies. I can read closely to search for tricky language. I can make inferences using accurate information from the text. (RL1) I can determine theme of the story using details from the story. (RL2) I can identify the problem and challenges the main character(s) face through Epping School District Grade 5 Plan for Reading Instruction Page 1 of 5
2 character, plot, setting. Identify and interpret unknown vocabulary/phrases and figurative language. Deepen understanding through accountable talk. Understand how to retell and summarize a story using details from the story. Make connections to other texts, self, or world to analyze fairy tales and fables. Non Fiction What is nonfiction? Getting the big picture Making sense of text Determining importance Note taking strategies Making inferences and growing ideas Talking about nonfiction texts RI 3 RI 5 RI 7 RI 9 the story. (RL2) I can summarize the stories.that I read. (RL2) I can compare and contrast 2 more characters, settings, or events using details from the text. (RL3) I can figure the meaning of unknown words and phrases, especially figurative language. (ie: similes, metaphor) (RL4) I can recognize that the narrator s point of view influences the theme or message of the story. (RL6) I can analyze how visual (picture and/or video) can add to the meaning, tone or beauty of the story. (RL7) I can compare and contrast/ make text to text connections between versions of fairy tales or fables.(rl9) I can identify nonfiction. I can add new schema and change my thinking. I can use text features to activate my schema. I can determine the important information from a text. I can record new, detailed knowledge based on my reading. I can infer to revise my schema based on new information. I can explain my learning with a peer. I can distinguish fiction and nonfiction and apply appropriate reading strategy. Epping School District Grade 5 Plan for Reading Instruction Page 2 of 5
3 Biography Mystery What is a biography? Why do we read biography? Characters of biographies Setting of biography Cause and effect Author s intent and bias Characterization of subject Accuracy of a biography Fact and opinion Text features of a biography Sequential structure Theme(s) of a biography Connecting genres What is mystery? The problem is often a crime. Features of mysteries Characters: heroes and villains Asking questions and making predictions Revising inferences based on new evidence Setting details help reader RI 3 RI 5 RI 6 RI 7 RI 9 RL 5 I can identify a biography. I can determine the struggle and accomplishments of characters in a biography. I can state how the time, place, and circumstances influenced the subject of the biography. I can show how one thing leads to or causes another. I can identify the author s intent, motive, and bias. I can critique the author s perspective. I can identify primary versus secondary sources to determine accuracy. I can read multiple texts to test conflicting information. I can utilize text features to deepen my understanding. I can understand how time is organized in a biography. I can use evidence from the text to support my theories on characters. I can identify the theme(s) of a biography. I can determine interesting versus important information. I can read biographies to be inspired to be a better person. I can state the connections/parallels between fables and biographies. I can use clues, evidence, puzzles, riddles, and codes in order to solve the mystery. I can identify and record clues, red herrings, suspects, alibis, and evidence. I can identify the heroes and villains in a mystery. I can ask questions, make Epping School District Grade 5 Plan for Reading Instruction Page 3 of 5
4 Fantasy solve the mystery Suspense keeps that action going Narration of a mystery Cause and effect Rereading with a purpose Solution versus conclusion Understand characteristics of fantasy stories. Understand how setting and characters impact the story. Activate and use sensory images to picture the characters and setting. Make inferences to understand internal and external conflicts facing characters in a fantasy story. Use details from the story in written work to support their thinking about the story. Deep discussions growing theories about the story. Infer the theme using details from the story. Understand the plot: (character, setting, problem, rising action, climax, falling action, etc.) Understand readers need to give book time to develop before abandoning a story. RL 5 predictions, and revise my inferences when new evidence arises. I can recognize setting details that help the reader solve the mystery. I can explain how writers keep the action going by using suspense. I can identify first and third person narration and state the author s purpose for choosing the point of view. I can use cause and effect relationships to make predictions, inferences, and solve mysteries. I can find evidence within the text to support my theories. I can recognize that the solution is not the end of the story. I can make inferences using accurate information from the text. (RL1) I can determine theme of the story using details from the story. (RL2) I can identify the problem and challenges the main character(s) face through the story. (RL2) I can summarize the stories that I read. (RL2) I can compare and contrast 2 more characters, settings, or events using details from the text. (RL3) I can recognize that the narrator s point of view influences the theme or message of the story. (RL6) I can analyze how visual (picture and/or video) can add to the meaning, tone or beauty of the story. (RL7) I can compare and contrast/ Epping School District Grade 5 Plan for Reading Instruction Page 4 of 5
5 Recognize dialogue and understand its purpose. Understand how to engage in accountable talk in book groups. make text to text connections between various fantasy stories.(rl9) Note: The fifth grade team has reviewed the Common Core State Standards for Speaking & Listening and Language. The standards will be explicitly taught through whole group, small group, and individual settings to meet fifth grade standards through all units of study. Epping School District Grade 5 Plan for Reading Instruction Page 5 of 5
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