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Unit: Short Text Unit (Preparing for the Reading and Writing Tasks of the ELA)Grade: 5 Theme/Exploring Relationships

Desired Results for the UnitGOALS (What are our relevant goals for this unit?)

Students will become used to moving between the different types of short text genres (realistic fiction, non-fiction, poems, folktales, myths, legends, fantasy, biographies, etc.) so they become flexible readers who quickly assess a text and rally the reading strategies to read it successfully.

Students will build reading stamina and volume. Students will practice reading for understanding by drawing conclusions, inferring, distinguishing facts and opinion, finding word

meaning in context, and identifying the author’s purpose.OUTCOMES OF UNDERSTANDING (To achieve our goals, what

understandings will be needed?)

Students will understand that… To familiarize the students with test-taking strategies. Students will preview, visualize, infer, summarize and synthesize to

develop deeper meaning of texts. Readers distinguish important – from unimportant information in

relation to key ideas or themes in text. Students will become familiar with the test format (language,

vocabulary, test taking skills). Students will also learn to compare and contrast and arrange

events in chronological order.

ESSENTIAL QUESTIONS: (What essential questions will focus our goals, stimulate conversation, and guide our actions?)

How does knowing the genre and subject get my mind ready to read? (What types of passages am I being asked to read? What do I know about the subject?)

What’s this story mostly? Why did the author write this story? What change(s) happened in this story? What is the tone, mood or slant of the passage?

Assessment EvidenceCULMINATING PROJECTS AND PUBLIC DISPLAYS OF

LEARNING:

Charts displaying characteristics of genres Reader’s notebook responses

INFORMAL ASSESSMENTS: (What are the key observable indicators of short and long term progress? What data should be collected?)

Conferencing Reader response notebook entries

ResourcesUNIT RESOURCES: (What materials and resources are needed to support this unit?)

TC short text unit Short texts Sample ELA reading passages Reading Notebooks

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Types of Text Based Questions Identifying the main idea and providing supporting details from the text Identifying the theme or central message and providing supporting details from the text Drawing conclusions (make judgments, form opinions, infer, predict) from the text and providing supporting

details from the text Identifying cause and effect and providing supporting details from the text Analyzing by comparing and contrasting and providing supporting details from the text Determining the author’s purpose and providing supporting details from the text Determining a narrator’s point of view and providing supporting details from the text Recalling facts and details in order to analyze and providing supporting details from the text Recognizing time and sequence of events and providing supporting details from the text Analyzing characters and providing supporting details from the text (ex. describe how actions contribute to the

sequence of events, describe a character’s motivation and actions, describe the connection between two individuals)

Identifying structures of text and providing supporting details from the text Identifying fact and opinion and providing supporting details from the text Using context clues to figure out unknown words and providing details from the text

Date (1 Day) (1 Day) (2-3 Days)

Skills: Characte

r Analysis

Main Idea

Central Message and Theme

Visual Literacy

Genres: Narrative Structures

Fiction/Non Fiction:

Traditional Stories Historical,

Realistic,Fantasy,

Plays Biography, and Autobiography

Readers get ready to read: FictionText: The Leaping ContestTP: Readers preview a text to get a

sense about what the subject is about and what genre (structure) it is to get their mind ready to read.

Read the titleAsk yourself: What is the literal

meaning and what is an inferential or fantasy-like meaning

Get ready for the genre: Think about the features of the genre Example:

Problem and solution structure Often told in magical ways Solution usually contains a

messageModel: The Leaping Contest I ask

myself questions. What is this story going to be about? I think it’s going to be about. Let’s look at the title. Leaping I can jump I think about frogs, kids I think about leap frog a game I used to play as a kid. So maybe it’s going to be about a game. It’s a fairy tale so maybe something magical is going to happen with the characters. Maybe it’s going to be about a contest or they’re going to have a competition. Maybe someone is going to beat someone else by doing something sneaky.

Active Engagement:Read Aloud: The Goblin -Japanese

Folktale

Text: The Goblin -Japanese Folktale

TP: Readers need to be on the look-out for character development and problem/solution like structures.

readers visualize the characters living through the story events and retelling/summarizing how they have handled the challenge or problem they were faced with

readers visualize or go back into text to consider which story events caused the characters to change and can retell in sequence

readers then draw conclusions about the character - (traits and actions)

readers make statements, judgments and opinions

and do some big thinking about the topic or message -make “life statements” or themesoPeople shouldn’t…oAll girls are…

Model:AE:

What happened before…?What is the main idea?What is the central message?How would you describe…?Read Aloud: Story of Ali

Text: Story of AliTP: Readers periodically stop and visualize and retell the important story events they’ve read about so far before continuing on.Read first paragraph by paragraph to get the gist while visualizing and annotating – key words or underlining : teacher model

readers visualize story events by creating pictures of the literal words of the story while reading

readers can retell significant story events by using their visualizations and annotations to discuss or write about what happened first, next and last – determine importance

readers can skim and scan the text to support the retelling

readers summarize their retelling and consider what the story is mostly about

readers connect the story events and consider their thoughts/questions and determine importance about the character’s actions

Model:AE:

What important things happen first, next, then and last?

What is this story mostly about?

Read Aloud: The Music from the Little Room

Read Aloud: Being Neighborly

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Multiple Choice Practice:

Text: The Leaping Contest 1. Which qualities of the flea and the grasshopper cause people to

dislike them?a. They are impoliteb. They are dressed poorlyc. They show off too muchd. They are dishonest

2. The author most likely included the last sentence of the passage to -A. Make the reader feel sorry for the flea and the grasshopperB. Suggest that the leapfrog was the right choice to marry the

princessC. Show that the flea and the grasshopper were treated unfairlyD. Explain why the leapfrog won the jumping contest

3. Read this sentence from the passage.They were keener to see him prove his greatness by jumping than have him continue to go on and on about his own importance.This sentence best supports the idea that it is important to be -A. PatientB. HumbleC. IntelligentD. Entertaining

4. Read these sentences from the passage.As he stood, the people in the crowd began to worry that the leapfrog

would not jump at all. They quietly began to wish that everything was all right.

Why are these sentences important to the passage?A. They reveal that the leapfrog is the best performer.B. They imply that the leapfrog is not good enough to marry a

princess.C. They show that everyone is on the leapfrog’s side.D. They suggest that the contest was unfair.

Text: The Goblin1. Which sentence from the passage shows that Hisaki

feels bad for not trusting the old woman?A. What hidden thing could be in that room that she did

not wish him to see?B. But then he wondered to himself why he was afraid

of the old woman.C. There was something about her and her cottage that

bothered him.D. After all, all she had done was be kind to him.

2. Read this sentence from paragraph 18.It caused dark shadows to dance on the cottage’s shabby walls.

The author included this image mainly to make the cottage seem-

A. QuietB. CreepyC. ExcitingD. Aged

3. Read this dialogue from the passage.“You must sit where you are and not move,” she said. “And whatever happens don’t go near or look into the back room. Now mind what I tell you!”

How would the old woman most likely sound when she says this?

A. calmB. casualC. joyfulD. forceful

4. The main message of the passage is about-A. Doing as you are toldB. listening to your heartC. being kind to strangersD. traveling safely

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Text: The Music from the Little Room1. Read these sentences from the passage.When Asad mentioned that he could hear the radio all the way

upstairs, his parents exchanged a funny look. They hadn’t been playing any music.

Why are these sentences important to the passage?A. They suggest that Asad is lying.B. They reveal that the music is coming from the little room.C. They show that Asad is making up a story.D. They imply that something magical may be occurring.

2. The main message of the passage is -A. Don’t rely on strangers.B. Home is where the heart is.C. Growing up is a challenge for everyone.D. The grass is greener on the other side of the fence.

3. You can tell that The Music from the Little Room is not an example of realistic fiction from the following sentence:A. One day, then music was so loud that Asad was certain it was

coming from the little room.B. Asad walked through the tiny room as the other boy stared at

him.C. There were no longer any lights or outlets, only a few unlit

candles on a rickety table.D. He sat in his little room typing out anew story as the music

played in the background4. Read the sentence from the passage.

There were no longer any lights or outlets, only a few unlit candles on a rickety table.The word rickety means:

A. woodenB. strongC. unstableD. metal

Texts: Being Neighborly and The Music from the Little Room

1. How is the “Music from the Little Room” different from “Being Neighborly”?

A. It describes events in the order they occurredB. The events described have an element of science

fictionC. It tells about events that actually happened to

someoneD. The events are described from a third person point of

view

2. What is the most important similarity between Asad and Laurie?A. They spend a lot of their time alone.B. They like to read to escape from the world.C. They have a special room in their houses.D. They have just moved to a new home.

3. Which statement best compares Jo and Asad?A. Jo does adventurous things, while Asad only

thinks about adventurous things.B. Jo is not afraid of anything, while Asad is afraid

of many things.C. Jo does not obey her parents, while Asad does

what he is told.D. Jo does not like meeting new people, while Asad

is more friendly.4. Which piece of dialogue from “Being Neighborly”

also describes Asad’s main problem in “The Music from the Little Room”?

A. “That boy is suffering for society and fun”, she said to herself.

B. “Better, thank you. I’ve had a bad cold, and been shut up a week.”

C. “Not much. They won’t let me read.”D. “There isn’t anyone I’d like to see. Boys make such a

row, and my head is weak.”

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Date (2-3 Days) (2-3 Days)

Skills: Character

Analysis Main Idea Central

Message and Theme

Visual Literacy


Fiction/Non Fiction:

Traditional Stories Historical,

Realistic,Fantasy,

Plays Biography, and Autobiography

Text: The Music from the Little RoomText: Being NeighborlyTP: Readers of narrative texts notice the turning point, a place where a problem may be solved, or a when something important happens to the character.

readers visualize how characters feel (what they look like, what they say, how they’re described and how they act –decisions they make and how they interact with others) across the text by identifying descriptive words and paying close attention to the dialogue, how they react to plot /setting events

readers come up with a theory or a trait about the character

readers can summarize the turning point that the character arrives at - the problem is solved or a new problem comes to light and explain what effect turning point has on the trait or the theory

readers can predict how characters act based on their previous actions and interactions

readers consider secondary character interactions and think about how other characters think about the character That can help you to gather evidence towards your theory.

readers then go back into the text to provide evidence that supports their thinking or theory about the character

How does the character feel at the beginning of the story? How do the characters feelings change at the end? Why?

Use a Graphic Organizer -Main Character-Setting-Important Events

Model:AE:

Read Aloud: Boston Light - Historical FictionRead Aloud: Cape Cod Canal Narrative NF

Read Aloud: A Race to Work Together -Play

Text: Boston Light - Historical FictionCape Cod Canal Narrative NF A Race to Work Together -PlayTP: Readers empathize and try to understand what a character may be thinking and feeling by recalling their own prior experience with the problems/solutions that their characters face.

readers compare and contrast between their own experiences and the story events

readers infer/predict what characters might do next based on their theories about the characters

readers can notice when character’s feelings change due to the actions or choices they make

readers compare themes across stories and can provide text evidence to support their theories

readers consider the point of view of the narrator or author

Readers consider the author’s purpose. They ask themselves:

Why did the author write this text? What did she want me to learn or know? What is important to remember? What message should I consider? Once readers come up with a theory they look to

support it with text evidence Readers summarize how every section supports

the theory they come up with about the author’s purpose

Model: motif=themeAE:

-How would you best describe the character?-What is the main reason the character acts the way

he/she does?-What will the character most likely do next time?What is the narrator’s point of view?


Based on Data

Text: Boston Light - Historical Fiction1. How does the grandmother most likely feel at the

beginning of the story?A. fascinatedB. annoyed

Text: Cape Cod Canal Narrative NF

1. How are the passages “Boston Light” and “Cape Cod Canal” similar?A. The both describe the history of a structure.

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C. sadD. irritated

2. Read this sentence from the text.“From then on, Boston Light became a friendly glow greeting weary travelers who entered the harbor from the waters of the Atlantic Ocean.”The word weary most likely means:

A. illB. exhaustedC. arrogantD. impatient

3. Based on this sentence from the passage:“Then she stood up proudly, as if she intended to sail to the island that very day and begin rebuilding it herself.”The grandmother would most likely be described asA. hard-workingB. vigilantC. attentiveD. cautious

4. Based on the story which of these statements is probably true?A. The narrator tells the story from present day.B. The grandmother narrated the whole story.C. The narrator was alive in 1776.D. The narrator hoped the British soldiers would

rebuild the lighthouse.

B. They both combine facts with a personal story.

C. They both focus mainly on the dangers of shipping.

D. They both refer to the events of the American Revolution

2. How is the canal different from the lighthouse describedA. It was created mainly to help sailors.B. There were greater delays in getting it built.C. The building of it was not supported by

many people.D. It has not changed much since it first

opened.3. Which idea is best supported by both passages?

A. Progress is a positive part of life.B. The past should never be forgotten.C. Life today is changing too fast.D. Good things take time to achieve

Text: A Race to Work Together -Play1. What is the setting of the play?

A. An athletics fieldB. A school gymnasiumC. A parkD. A sports stadium

2. What is the main purse of the narrator?A. To describe actions taking place.B. To give opinion on the charactersC. To describe the setting of the eventsD. To emphasize important points

3. Read this line from the play.MIGUEL: [sounding confused] A partner?What is the purpose of the words in parenthesis?A. They tell the actor what words to say.B. They tell the actor how to say the words.C. They tell the audience about an action.D. They tell the audience how Miguel feels.

4. Read this line from the play.

Text: Bread-Play1. Read this line from the play. THE SERVANT (fanning) O king, it is a beggar.What does the word “fanning” tell about the servant?

A. How he feelsB. What he saysC. How he soundsD. What he is doing

2. Read this line from the play.THE SERVANT: (aside to THE KING) Perhaps it were wise to humor him, O king. After you have thrown your crown away I can go outside and bring it to you again.

The phrase “aside to THE KING” shows that the servant is -A. Speaking only to the kingB. Speaking only to the audienceC. Speaking only to the beggar

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HALEY: [shouting] You’re slowing me down, Miguel. Hurry up.Why does the playwright include a note showing that Haley is shouting?A. To help show that Haley is feeling annoyedB. To show that Haley and Miguel were far apartC. To explain that Haley was faster than MiguelD. To suggest that Haley was excited

5. At which point in the play does Haley feel exhausted?A. When she learns it is a three-legged raceB. When Miguel asks to be her partnerC. When her and Miguel start running togetherD. When her and Miguel are nearing the finish line

D. Speaking so the king does not hear3. Which line best shows that the servant feels sorry

for the beggar?A. “O king, he cries for bread in order that he

may fill his belly.”B. “should I not perhaps fling him a crust from

the window?”C. “But alas! O king, if he is driven away he will

return again even as he did before.”D. “That is true, O king. Your mind is surely

filled with great learning.”4. Which word best describes the king?

A. WiseB. SelfishC. DeterminedD. generous

Based on Data

Text: The Golden Fish- Play

1. Read this line from the play.YURI: [aside] To think of all her has given us. Yet still it is not enough.The term “aside” indicates that YURI -A. sounds like he is angryB. Is speaking only to the audienceC. Wishes that Natasha would stop asking for thingsD. Is only thinking these words

2. Read this line from the play.NATASHA: We have no food and you threw back the only fish you caught? You could have at least asked for a loaf of bread so we wouldn’t starve tonight. (Walks into the cottage and slams the door)Why does the playwright most likely describe how Natasha slams the door?A. To make the events of the play seem excitingB. To show that the cottage is sturdyC. To suggest that Natasha is lucky to have a homeD. To emphasize that Natasha is angry

3. In Scene 4, Yuri is still wearing his dirty old clothes. What does this suggest about him?A. He dislikes the new wash tub.B. He does not care about possessionsC. He wants his old cottage backD. He is getting annoyed by Natasha

4. Which information in parenthesis and italics describes how a person speaks?A. (Looking surprised)

Text: Animation

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B. (Opening the door of the cottage)C. (Stepping outside)D. (Angrily)

5. The main theme of the play is about being -A. RichB. HungryC. GreedyD. kind

Based on Data

Text: Bird Brain Text: Cockroaches

Based on Data

Text: Extreme Earth Text: Great Discoveries

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(1-2 Days) (2-3 Days) (2-3 Days)

Skills Central Idea Main Idea Context Clues Author’s Purpose Visual Literacy


Fiction/Non Fiction:Traditional Stories

Historical,Realistic,Fantasy, Plays

Biography, and Autobiography

TP: Readers preview and think about what they already know about a subject (non-fiction) and expect to be informed about that subject.Readers preview a text to get a sense about what the subject is about and what genre (structure) it is to get their mind ready to read.

Read the titleAsk yourself: What is the

literal meaning and is there a possible deeper meaning or pun? What do I already know about the topic/subject?

Get ready for the genre: Think about the features of the genre

Review featuresReaders use visual literacy

skills to help them to make meaning beyond the text: Maps, Graphs/Charts/Photos/diagrams

Model: Expository Text and Procedural

AE:Review Text Structures:

Chronological-Sequential Compare/Contrast Cause and Effect Descriptive or List-Like Problem-Solution

Text: Animation

Text:Armed and Dangerous

TP: Readers of Narrative Non-Fiction expect to pay attention and infer from the structure, headings and topic sentences

Readers can determine importance at the heading/subheading and sentence level. They can identify which words are worth remembering and make visual images -which makes the facts easier to remember/retell

Readers can determine importance on the paragraph and whole text level by considering the central ideas - locating topic sentences, thinking about what the paragraph/text is mostly about and providing text evidence

Readers can ask: What did the writer want me to understand or what message did she want me to come away with after reading?

Model:AE:

Which details do you think are most important?

What is the author’s purpose?Why did the author most likely

write this text?What is the main/central idea?

What do you do when the text becomes too challenging?

TP: Readers divide up the text into manageable pieces or sections and annotate as they read in order to be able to summarize, synthesize, and cope with difficulties.

unknown words unfamiliar content determining what’s

relevant/important Readers read and make

decisions about what’s worth remembering by identifying key words and phrases.

When readers come across words they are not sure of the meaning of they use their prior knowledge and make predictions about what the word means.

They also use the context of the sentence and words and sentences around the unfamiliar word in order to figure out what it might mean.

They might substitute a word in place of the unfamiliar word to retain meaning while reading

Readers also rely on their use of visuals in the text like timeline, inset, photos, graphs, maps, sidebars

Readers use visual cues if they are there to figure out words in context

Model:AE:

Read this sentence from paragraph _...Based on the sentence, what does ____ mean?

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(2-3 Days) (2-3 Days) (2 Days)Skills Central Idea Main Idea Context Clues Author’s Purpose Visual Literacy

Genres:Non Fiction:How-To :Functional, Expository, All About, Feature Article, Report, Survey, Speech, Biography, Narrative Non Fiction

Narrative StructuresFiction/Non Fiction:Traditional Stories

Historical,Realistic,Fantasy, Plays

Biography, and Autobiography

TP: Readers of nonfiction draw conclusions and determine central ideas They can summarize evidence that supports those ideas from the text

Readers summarize and find the main idea of sections in narrative NF and expository texts

They look for topic sentences at the beginning, middle and end of paragraphs or whole texts and support the main ideas with supporting details

Readers can provide text evidence in answer to a question/prompt

Model:AE:

What is this text mostly about?

TP: Readers of nonfiction consider the author’s purpose. What does the author want to teach us?Text: Robert E. Lee

Readers consider the author’s purpose. They ask themselves:o Is the text narrated in first

or third person?oWhy did the author write

this text?oWhat did she want me to

learn or know?oWhat is important to

remember?oWhat message should I

consider? Once readers come up with a

theory they look to support it with text evidence

Readers summarize how every section supports the theory they come up with about the author’s purpose

Model:AE:

Why did the author most likely

write this text?Why did the author include this

information?What is the author’s purpose?

TP: Readers also consider the point of view of the authorThey ask:

oWho is the teacher of information?

oWhat stance on the topic presented do they take (if any)?

oWhat might another perspective be?

oWhat do I think about the topic?

oWhat’s my opinion?oHow does this apply to my

own life?oRecognize and describe

how an author’s background and culture effect the author’s perspective

oHow would this passage be different if it was written from a third person point of view?

What is the author’s point of view?According to the author…How are the points of view on this

topic different?Model:AE:

(1-2 Days) (1-2 Days) (1-2 Days) (1 Day) (1 Day)

Poetry(Narrative

&Informati

onal) Central

Idea Main

Idea Context

TP: Readers interpret how structure and figurative language contribute to the meaning of the poem, conveys point of view and helps to create an emotional or aesthetic response.

Explore different types of poems and

TP: Readers understand poetry and make meaning by visualizing (sensory images) what the poet has written.

Model thinking aloud, explaining the

TP: Readers make meaning in poems by thinking deeply about ideas by annotating text after re-reading. Active readers think while

they read and take notes about what they are reading and thinking. What questions come to mind? What confuses them? What conclusions

TP: Readers of poetry read across stanzas and lines to visualize, summarize, synthesize(put together ideas), and cope with difficulties

unknown words unfamiliar

content determining

TP: Readers of poetry make personal connections as they read and think about the tone/slant/mood /central message of the poem.

Readers use visual elements to help make

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Clues Author’s

Purpose Visual

Literacy

examine the deliberate word choices the poet made (simile, metaphors, alliteration, hyperbole, personification, onomatopoeia…etc)

Readers examine how different poetic forms and structures affect meaning

author’s purpose and perspective

Readers ask and respond to questions and follow up questions to clarify interpretation

Model:AE:

images you see in writing.

Create a T-Chart: TEXT / IMAGES IN MY MIND

Model:AE:

are they drawing? What are they feeling? What do they imagine/see as they read the word/line/poem?

Model: Explicit ways to annotate text: underline or circle important words, write your thoughts/conclusions/interpretations

what is confusing? What are you

wondering about? write what you think

is the most important feeling conveyed

draw a picture of what you are thinking or imagining

comment on a word or phrase that conveys a strong image or feeling

write a short summary

Model:AE:

What idea is the speaker trying to express?

what’s relevant/important

What is the poem mostly about?

Which words from the poem best express the speaker’s feelings?

Model:AE:

meaning

What does the illustration help the reader understand about the poem?

What does the reader learn through the poem’s first-person point of view?

Model:AE:

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(2-3 Days) (1 Day) (1 Day) (1 Day)

Text Structures

TP: Readers understand that authors present information and stories to the readers in different ways/structures Readers can look for those structures as a strategy to support comprehension

Descriptive or List/Like (procedural) Structure

Question and Answer Structure Compare and Contrast Structure Cause and Effect Structure Chronological-Sequential Problem/Solution

Model: There are certain words and styles that readers notice that clue them into the structure of how the text is written.AE: Let’s look through these sample texts -work with a partner to identify the structure it is written in.

The speaker presents the topic to the reader by…What is the main difference between the two settings

of the story?Language Signals: Descriptive for example, such as, for instance, also,

first, next, then, some features, characteristics, types, many parts, to begin with, as time passed, later

List/Like: vertical like a menu or ingredients in a recipe or embedded with commas- often used with supporting details.Question and Answer: The question words Compare and Contrast: instead, however, in

contrast, like, on the other hand, similar to, meanwhile, although, even so, despite, different from, compared with

Cause and Effect: because, so, result, cause, effect, and may be due to, in consequence of, as a result of, hence, if…then…

TP: Readers understand that authors use sentences to make meaning. Readers can analyze the use of those sentences by:

Model:AE:

Which of the following sentences best shows…?

Which sentence best supports the idea that…?

Which sentence from the passage provides support for both ideas?

TP: Readers use the visual elements presented by the author to make meaning.

Model:AE:

Look at the illustration. Which detail from the passage does the illustration make clear?

TP: Readers can identify the difference between claim and supporting details. Topic sentences can be found:

Model:AE:

Which paragraph has evidence to support the claim…?

What are the text structures of the two paragraphs?

How does the organization of these two passages differ?How does the author support

the idea that…?

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Short Response and Extended Response WritingShort Response Writing (1Day) (1Day)

Skills: Character Analysis Main Idea Central Message and

Theme Visual Literacy

Review Short Response Rubric (charted) Review Steps to Answering Text Based Questions

(charted)

Steps to Answering Text Based Questions1. Read to get the gist (What the text is mostly about)2. Read the question and make sure you understand

it… “This question is asking me to…”3. Re-read text with purpose: to find significant or

meaningful moments or key words or phrases4. Write to answer the question and to develop your

ideas5. Use text evidence to support your thinking6. Check your work against the rubric

Teacher Model:Text: The Leaping ContestModel how to read and annotate - underlining “honor”

“modest” “merit seldom meets its reward”Teacher Model Question: Which qualities of the flea and

the grasshopper cause people to dislike them?Student Question 1: At the end of the passage, the

grasshopper complains that he was judged by his appearance. Explain whether the grasshopper was judged by his appearance or his actions. Use details from the passage to support your answer.

Collect, Grade, Assess jot next stepsDifferentiate Instruction:Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Question 2: How does the King’s response to each jump support the idea that his mind was made up before each character jumped? Use at least two details from the passage to support your answer.

Review Short Response Rubric Review Steps to Answering Text Based

QuestionsTeacher Model:Text: The GoblinModel how to read and annotate -Teacher Model Question: How does the goblin change from the beginning of the story to the end?Student Question 1: How does Hisaki change from the beginning of the story to the end?Collect, grade, analyze- jot next stepsDifferentiate Instruction:Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get 2 pointsLevel 2 –Additional Independent PracticeStudent Question 2:Identify two examples of times when Hisaki feels that something is wrong but ignores his feelings. Use details from the passage to support your answer

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Short Response Writing (1Day) (1Day)Skills:

Character Analysis Main Idea Central Message and


Teacher Model:Text: Story of AliModel how to read and annotate - Teacher Model Question: How does the Merchant feel

when the truth comes out? Use details from the passage to support your answer

Student Question 1: How does the Merchant change from the beginning of the story to the end of the story? Use details from the passage to support your answer

Collect, Grade, Assess jot next stepsDifferentiate Instruction:Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Question 2: What is the theme of the Story of Ali? Use details from the passage to support your answer

Teacher ModelText: The Music from the Little RoomModel how to read and annotate -Student Question 1: How is Asad different from

the beginning of the story to the end of the story? Use details from the passage to support your answer

Collect, grade, analyze- jot next stepsDifferentiate Instruction:Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get 2 pointsLevel 2 –Additional Independent PracticeStudent Question 2: What is the theme of the The Music from the Little Room? Use details from the passage to support your answer

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Short Response and Extended Response Writing

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Teacher Model:Text: Being NeighborlyModel how to read and annotate - Teacher Model Question: How does Laurie feel about

spending so much time alone? Use details from the passage to support your answer

Student Question 1: How are Jo from Being Neighborly and Asad from The Music from the Little Room alike and different? Use details from the passage to support your answer

Collect, Grade, Assess- jot next stepsDifferentiate Instruction:Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Question 2: Laurie and Asad spend a lot of time alone. How do they feel about spending so much time alone? Use details from both passages to support your answer.

Extended Response Practice:Texts: The Music from the Little Room and Being Neighborly***Review Extended Response RubricStudent Question:How is Asad’s and Laurie’s main problem solved in each passage? Based on the events of the passages, predict how Asad’s and Laurie’s life will be different in the fture and how they will feel about the changes. Use details from both passages to support your answer.In your response be sure to:

Describe how Asad’s and Laurie’s main problem is solved

Predict how Asad’s and Laurie’s life will be different in the future

Predict how Asad and Laurie will feel about the changes

Use details from both passages to support your answer

Collect, Grade, Assess- jot next steps

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Teacher Model:Text: Boston LightModel how to read and annotate - Student Question 1: How do the grandmother’s feelings

change throughout the story? Use details from the passage to support your ideas

Collect, Grade, Assess jot next stepsDifferentiate Instruction:Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Question 2: What is the central message of Boston Light?Use details from the passage to support your ideas

Teacher ModelText: Cape Cod CanalModel how to read and annotate -Student Question 1: What is the central idea of

section 3 in Cape Cod Canal? Use details from the passage to support your ideas

Collect, grade, analyze- jot next stepsDifferentiate Instruction:Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get 2 pointsLevel 2 –Additional Independent PracticeStudent Question 2: What is the main idea of section 4in Cape Cod Canal? Use details from the passage

to support your ideas

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Short Response Writing and Extended Response Writing

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Short ResponseText: Boston Light and Cape Cod CanalStudent Question 1:Boston Light and the Cape Cod Canal

were both influenced by war. Compare whether the influence of war on each structure was positive or negative. Use details from both passages to support your answer.

Collect, Grade, Assess jot next stepsDifferentiate Instruction:Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Question 2: Read these sentences from Boston Light:Boston seemed like it was becoming a busier place and a scarier place. To me, the lighthouse meant that everyone would be looked after even as the world changed.How does the main idea of these sentences relate to Boston Light and Cape Cod Canal? Use details from both passages to support your answer.

Extended ResponseText: Boston Light and Cape Cod CanalModel how to read and annotate -Student Question 1: Compare and contrast the way in which each

author presents historical information. How does the way information is presented affect the meaning of each passage? Use details from both passages to support your answer.

In your response, be sure to: Describe how the author of Boston Light

presents information Describe how the author of Cape Cod Canal

presents information Explain how the way information is

presented affects the meaning of each passage

Use details from both passages to support your answer.

Collect, grade, analyze- jot next steps

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Text: A Race to Work Together -PlayStudent Question 1: Describe two ways the playwright

shows that Haley is unhappy about having to run with a partner.

Collect, Grade, Assess jot next steps

Student Text: The Find-PlayStudent Question 2: The playwright describes how Mike “opens the purse, peeks inside, and quickly closes it again.” What does the action suggest about Mike?

Differentiate Instruction:Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent Practice

Read Aloud: Bread - A Play

Text: Bread - A PlayStudent Question 1: The second paragraph of the play describes the king. Describe two props that are described and what impression of the king they create. Collect, Grade, Assess jot next stepsDifferentiate Instruction:Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Text: The Golden Fish

Student Question : The play is divided into four scenes. Compare and contrast what Natasha asks for in each scene.

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Student Text: The Find-PlayStudent Question 1: Differentiate Instruction:Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent Practice

Text: Bread - A PlayStudent Question 1: Collect, Grade, Assess jot next stepsDifferentiate Instruction:Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Question : The second paragraph of the play describes the king. Describe two props that are described and what impression of the king they create.

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Main Idea Central Message and

Ideas Visual Literacy

Student Text: Animation NNFStudent Question 1: Differentiate Instruction:Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Question 2:

Student Text: Armed and Dangerous NNFStudent Question 1: Differentiate Instruction:Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Question 2:

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Student Text: Bird Brain NNFStudent Question 1: Differentiate Instruction:Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Question 2:

Student Text: Cockroaches NNFStudent Question 1: Differentiate Instruction:Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Question 2:

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Student Text: Great Discoveries NNFStudent Question 1: Differentiate Instruction:Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Question 2:

Student Text: Extreme Earth NNFStudent Question 1: Differentiate Instruction:Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Question 2:

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Student Text: PoemStudent Question 1: Differentiate Instruction:Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Question 2:

Student Text: PoemStudent Question 1: Differentiate Instruction:Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Question 2:

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Short and Extended Response Writing

(1Day) (1Day)

Skills: Main Idea Central Message and


Short ResponseText: Making Glorious Rain and Rain in SummerStudent Question 1: Compare how the poem and the article describe the sound of

rain. Use details from both the poem and the article to support your answer.

Student Question 2: Which passage’s title best reveals how the author feels about

rain? Use details from both the poem and the article to support your answer


Extended ResponseText: Making Glorious Rain and Rain in SummerStudent Question 1: Compare why rain was important to people in the

past with why rain is important to people today. Explain why rainfall is not as serious a matter today as it was in the past. Use details from both the poem and the article to support your answer.

In your response, be sure to: Describe why rain was important to people in

the past Describe why rain is important to people today Explain why rainfall is not as serious a matter

today is it was in the pastUse details from both the poem and the article to

support your answer

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Short and Extended Response Writing

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Skills: Main Idea Central Message and


Short ResponseText: The Show Must Go on (Ready Book p.21-24)Student Question 1: How do Kristen’s feelings toward Li and her situation change

from the beginning of the story to the end? Use two details from the text to support your answer.

Student Question 2: How is Li’s experience playing Snow White similar to her

experience playing Wendy? Use two details from the text to support your answer.


Extended ResponseText: The Show Must Go on Student Question 1: Study the two lessons below. With a positive attitude, anything is possible. Anger is the best response to the unknown.

In your response, be sure to: Choose one of the two lessons Explain why this lesson is important to the

story Show how the main character learns this

lesson Use details from the story to support your

answerWrite your response in complete sentences.Collect, grade, analyze- jot next steps

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Grade 5 Scoring Rubric for Short Response Questions

2 Points I used inference and claims from the text I analyzed the text and wrote critically I used a number of facts, definitions, concrete details and other information from the text My response is readable (neat, punctuation, capitalization, flow)

1 Point I only answered literally - I didn't analyze or infer I used some facts, definitions, concrete details and other information from the text My sentences are incomplete My response is not easy to read

0 Points I didn't answer the question My answer is wrong I didn't answer in English My answer doesn't make sense or can't be read

Name ______________________________________ Score______________

Next Steps:

Steps to Answering Text Based Questions1. Read to get the gist (What the text is mostly about)2. Read the question and make sure you understand it… “This question is asking me

to…”3. Re-read with purpose: to find significant or meaningful moments or key words or

phrases4. Write to answer the question and to develop your ideas5. Use text evidence to support or back up your thinking6. Check your work against the rubric

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Grade 4/5 Extended Response Rubric 20134 points 3 points 2 points 1 point O points

I clearly introduced the topic

I showed that I understood the text by drawing conclusions

I developed the topic with well chosen and relevant ideas, facts and definitions

I used varied evidence throughout

I grouped related information together - It flowed!

I skillfully connected ideas using words and phrases (because, therefore, based on, according to)

I used sophisticated language and specific vocabulary that makes sense for my topic

I wrote a clear conclusion statement that restated the topic and/or summarized the information that I presented

My writing was easy to read (Correct capitalization, punctuation, spelling and grammar)

I introduced the topic of the essay

I showed that I understood the text through analysis

I developed the topic with relevant ideas, facts and definitions

I used only a limited variety of evidence

I tried to group related information together

I connected ideas using words and phrases (because, therefore, based on)

I used grade-appropriate language and specific vocabulary that makes sense for my topic

I wrote a concluding statement that restated the topic and/or summarized the information that I presented

My writing was easy to read but might have a few errors in capitalization, punctuation, spelling and grammar but it didn’t interfere with the meaning I made

I introduced the topic but it was unclear or confusing

I only demonstrated a literal understanding of the text

I developed the topic with few relevant ideas, facts and definitions

I used relevant information inconsistently - I said 2 different things

I tried to group some related information together

I was not consistent with connecting my ideas using linking words and phrases

I was not consistent with using grade-appropriate language and specific vocabulary for the text or task

I wrote a concluding statement but it didn’t completely restate or summarize the information I presented

My writing was not so easy to read. It had some errors in capitalization, punctuation, spelling and grammar that interfered with the meaning I was trying to make

I didn’t introduce the topic logically

I didn’t show that I understood the text much

I tried to use evidence but o I used too

little evidenceo I used

evidence that wasn’t strong enough

o I used the wrong evidence

I was able to group a bit of information together

I did not use linking words like “because” or “so that”

I did not use grade-appropriate language and specific vocabulary for the text or task

My conclusion statement made no sense

My writing has many errors in capitalization, punctuation, spelling and grammar that interfere with the meaning I was trying to make

I showed no understanding of the text or the task

I didn’t include evidence or the evidence I did include was completely irrelevant

My writing was unorganized

I didn’t use linking words or phrases

I used language that didn’t make sense or was copied directly from the text

I didn’t write a conclusion statement

My writing had so many errors that it wasn’t scorable

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