- I can summarize an informational text. (RI.5.2, RI.5.10)
- I can compare the overall structure of two texts about the rainforest. (RI.5.5, RI.5.10)
These are the CCS Standards addressed in this lesson:
- 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.5.5: 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.
Daily Learning Targets
Ongoing Assessment
- Mid-Unit 1 Assessment: Reading and Analyzing Informational Texts (RI.5.2, RI.5.5, RI.5.10)
- Tracking Progress: Reading, Understanding, and Explaining New Texts (RL.5.1, RI.5.1, 5.4, 5.10, L.5.4)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Mid-Unit 1 Assessment: Reading and Analyzing Informational Texts (30 minutes) B. Research Reading Share (15 minutes) 3. Closing and Assessment A. Tracking Progress (10 minutes) 4. Homework A. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal. |
Purpose of lesson and alignment to standards:
How it builds on previous work:
Areas in which students may need additional support:
Assessment guidance:
Down the road:
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In Advance
- Prepare the Mid-Unit 1 Assessment (see Assessment Overview and Resources).
- Prepare a research reading share using with the Independent Reading: Sample Plan document, or using your own independent reading routine.
- Gather Tracking Progress folders.
- Post: Learning targets, Working to Become an Effective Learner anchor chart, and Working to Become Ethical People anchor chart.
Tech and Multimedia
- Work Times A and B: Students complete the Mid-Unit 1 Assessment online with questions set up on a Google Form, for example.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 5.I.B.6, 5.I.B.7, 5.I.B.8, and 5.II.A.1
Important points in the lesson itself
- The basic design of this lesson supports ELLs by inviting them to complete assessment tasks similar to the classroom tasks completed in Lessons 1-7.
- The Mid-Unit 1 Assessment may be challenging for ELLs because it is a big leap from the heavily scaffolded classroom interaction for some students. ELLs will be asked not only to independently apply cognitive skills developed in Lessons 1-7, but also to independently apply new linguistic knowledge introduced in those lessons.
- Allow students to review language they've written on the Word Wall or in their vocabulary logs.
- Make sure that ELLs understand the assessment directions. Answer their questions, refraining from supplying answers to the assessment questions themselves. See additional support in the lesson.
- After the assessment, ask students to discuss which assessment task was easiest and which was most difficult, and why. In future lessons and for homework, focus on the language skills that will help students address these assessment challenges.
Universal Design for Learning
- Multiple Means of Representation: To get the most informative data from the assessment, ensure that all students have access to the assessment directions and feel comfortable with the expectations. Vary the ways in which you convey your expectations. (Example: Engage in a clarifying discussion about the directions or create a map of the assessment to preview its tasks.)
- Multiple Means of Action and Expression: The mid-unit assessment requires students to demonstrate their learning in the same way. However, there is room for differentiation when students complete the Tracking Progress recording forms. If students have been sketching key vocabulary throughout the unit, allow them to use their sketches as they fill out the form.
- Multiple Means of Engagement: Assessments can be overwhelming to some students. Supply students with tools to support self-monitoring during the assessment (e.g., checklists or visual timers for each portion of the assessment) and to minimize distractions during the assessment (e.g., sound-canceling headphones or workspace dividers).
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- Do not preview vocabulary for this assessment lesson.
Materials
- Mid-Unit 1 Assessment: Reading and Analyzing Informational Texts (one per student; see Assessment Overview and Resources)
- Text Structure Resource Page (from Lesson 4; one per student)
- Working to Become an Effective Learner anchor chart (begun in Module 1)
- Working to Become Ethical People anchor chart (begun in Module 1)
- Independent Reading: Sample Plan (see the Tools page; for teacher reference)
- Tracking Progress: Reading, Understanding, and Explaining New Texts (one per student)
- Sticky notes (at least three per student)
Materials from Previous Lessons
New Materials
Assessment
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
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A. Reviewing Learning Targets (5 minutes)
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Work Time
Work Time | Meeting Students' Needs |
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A. Mid-Unit 1 Assessment: Reading and Analyzing Informational Texts (30 minutes)
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Example:
A. Part I. Summarize and compare the structure of two informational texts.
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B. Research Reading Share (15 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Tracking Progress (10 minutes)
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Homework
Homework | Meeting Students' Needs |
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A. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal. |
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