Grade 5 - Richland Parish School Board



Grade 5

English Language Arts

Unit 2: Informational Articles/Reports

Time Frame: Approximately seven weeks

Unit Description:

This unit emphasizes reading strategies for gathering information from nonfiction articles and reports. The characteristics of high-quality informational texts are identified, and the activities focus on the different styles and ways of organizing texts used for different subjects. Writing and presenting an article and a report provide opportunities for editing and analysis of form. Vocabulary development and grammar instruction occur within the context of the selections.

Student Understandings

Informational texts provide factual information that assists with everything from being an informed consumer and citizen to providing pleasurable reading on a wide variety of topics. Students will identify the primary purpose of informational texts as communication of information. Readers will examine the differences to determine advantages of reading each format. Students will use organizational, structural, language, and visual features of a text to derive meaning and write compositions.

Guiding Questions

1. Can students identify the characteristics of articles and reports that are appropriate for various audiences?

2. Can students effectively integrate technology, access information on the Internet, and use other informational resources in research?

3. Can students use the structure of the article to find information they need?

4. Can students effectively compose a response to an article written for a varied audience?

5. Can students locate the problem, evidence, and findings within the structure of a report?

6. Can students use the writing process to compose either an article or a report?

7. Can students analyze the differences between an article and a report?

8. Can students evaluate the advantages of reading for information in a selected format?

Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS)

|Grade-Level Expectations |

|GLE # |GLE Text and Benchmarks |

|01a. |Identify word meanings using a variety of strategies, including using context clues (e.g., definition, restatement, |

| |example, contrast) (ELA-1-M1) |

|01b. |Identify word meanings using a variety of strategies, including using structural analysis (e.g., base words, roots, |

| |affixes) (ELA-1-M1) |

|01c. |Identify word meanings using a variety of strategies, including determining word origins (etymology) (ELA-1-M1) |

|02. |Identify common abbreviations, symbols, acronyms, and multiple-meaning words (ELA-1-M1) |

|04. |Develop specific vocabulary (e.g., for reading scientific, geographical, historical, and mathematical texts, as well as |

| |news and current events) for various purposes (ELA-1-M1) |

|08. |Identify the connections between ideas and information in a variety of texts (e.g., cartoons, poetry, fiction, |

| |instructional manuals) and real-life situations and other texts (ELA-1-M4) |

|12a. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including: sequencing|

| |events and steps in a process (ELA-7-M1) |

|12b. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including summarizing|

| |and paraphrasing information (ELA-7-M1) |

|12c. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including identifying|

| |stated and implied main ideas and supporting details for each (ELA-7-M1) |

|12d. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including comparing |

| |and contrasting literary elements and ideas (ELA-7-M1) |

|12e. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including making |

| |simple inferences and drawing conclusions (ELA-7-M1) |

|12f. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including predicting |

| |the outcome of a story or situation with reasonable justification (ELA-7-M1) |

|12g. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including identifying|

| |literary devices (ELA-7-M1) |

|14. |Use technical information and other available resources (e.g., software programs, manuals) to solve problems (ELA-7-M2) |

|17b. |Analyze grade-appropriate print and nonprint texts using various reasoning skills, including raising questions |

| |(ELA-7-M4) |

|17c. |Analyze grade-appropriate print and nonprint texts using various reasoning skills, including thinking inductively and |

| |deductively (ELA-7-M4) |

|17e. |Analyze grade-appropriate print and nonprint texts using various reasoning skills, including skimming and scanning |

| |(ELA-7-M4) |

|18c. |Write multiparagraph compositions on student- or teacher-selected topics organized with elaboration (e.g., fact, |

| |examples, specific details) (ELA-2-M1) |

|18d. |Write multiparagraph compositions on student- or teacher-selected topics organized with transitional words and phrases |

| |that unify points and ideas (ELA-2-M1) |

|18e. |Write multiparagraph compositions on student- or teacher-selected topics organized with an overall structure including |

| |an introduction, a body/middle, and a concluding paragraph that summarizes important ideas (ELA-2-M1) |

|20b. |Develop grade-appropriate compositions on student- or teacher-selected topics that include vocabulary selected to |

| |clarify meaning, create images, and set a tone (ELA-2-M2) |

|20d. |Develop grade-appropriate compositions on student- or teacher-selected topics that include clear voice (individual |

| |personality) (ELA-2-M2) |

|20e. |Develop grade-appropriate compositions on student- or teacher-selected topics that include variety in sentence structure|

| |(ELA-2-M2) |

|21a. |Develop grade-appropriate compositions applying writing processes such as selecting topic and form (ELA-2-M3) |

|21b. |Develop grade-appropriate compositions applying writing processes such as prewriting (e.g., brainstorming, researching, |

| |raising questions, completing graphic organizers) (ELA-2-M3) |

|21c. |Develop grade-appropriate compositions applying writing processes such as drafting (ELA-2-M3) |

|21d. |Develop grade-appropriate compositions applying writing processes such as conferencing (e.g., peer and teacher) |

| |(ELA-2-M3) |

|21e. |Develop grade-appropriate compositions applying writing processes such as revising based on feedback and use of various |

| |tools (e.g., LEAP 21 Writer’s Checklist, rubrics) (ELA-2-M3) |

|21f. | Develop grade-appropriate compositions applying writing processes such as proofreading/editing (ELA-2-M3) |

|25b. |Write for various purposes, including evaluations of media, such as films, performances, or field trips (ELA-2-M6) |

|26c. |Use standard English punctuation, including quotation marks around dialogue (ELA-3-M2) |

|27. |Capitalize the first and other important words in titles and proper nouns (ELA-3-M2) |

|28b. |Write paragraphs and compositions following standard English structure and usage, including agreement of subjects and |

| |verbs in complex sentences (ELA-3-M3) |

|28d. |Write paragraphs and compositions following standard English structure and usage, including correct sentence fragments |

| |and run-on sentences (ELA-3-M3) |

|29b. |Apply knowledge of parts of speech in writing, including selecting and using specific nouns, pronouns, and verbs for |

| |clarity (ELA-3-M4) |

|30. |Spell high-frequency, commonly confused, frequently misspelled words correctly (ELA-3-M5) |

|31. |Incorporate accurate spelling and use a variety of resources (e.g., glossaries, dictionaries, thesauruses, spell check) |

| |to find correct spellings (ELA-3-M5) |

|33. |Use complete sentences and standard English grammar, diction, syntax, and pronunciation when speaking (ELA-4-M1) |

|41a. |Participate in group and panel discussions, including explaining the effectiveness and dynamics of group process |

| |(ELA-4-M6) |

|41c. |Participate in group and panel discussions, including assuming a variety of roles (e.g., facilitator, recorder, leader, |

| |listener) (ELA-4-M6) |

|42a. |Locate and select information using a variety of organizational features in grade-appropriate resources, including |

| |complex reference sources (e.g., almanacs, atlases, newspapers, magazines, brochures, map legends, prefaces, appendices)|

| |(ELA-5-M1) |

|43a. |Locate and integrate information from grade-appropriate resources, including multiple printed texts (e.g., |

| |encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias) (ELA-5-M2) |

|43b. |Locate and integrate information from grade-appropriate resources, including electronic sources (e.g., Web sites, |

| |databases, audio and video tapes, films, documentaries) for use in researching a topic (ELA-5-M2) |

|44c. |Locate, gather, and select information using data-gathering strategies, including paraphrasing (ELA-5-M3) |

|45a. |Generate grade-appropriate research reports that include information presented in a variety of forms, including visual |

| |representations of data/information (ELA-5-M3) |

|45b. |Generate grade-appropriate research reports that include information presented in a variety of forms, including graphic |

| |organizers (e.g., outlines, timelines, charts, webs) (ELA-5-M3) |

|45c. |Generate grade-appropriate research reports that include information presented in a variety of forms, including |

| |bibliographies (ELA-5-M3) |

|46. |Use word processing and/or other technology to draft, revise, and publish a variety of works, including compositions and|

| |reports (ELA-5-M4) |

|47a. | Give credit for borrowed information following acceptable use policy, including integrating quotations and citations |

| |(ELA-5-M5) |

|47b. |Give credit for borrowed information following acceptable use policy, including using endnotes (ELA-5-M5) |

|47c. |Give credit for borrowed information following acceptable use policy, including creating bibliographies and/or works |

| |cited lists (ELA-5-M5) |

|ELA CCSS |

|CCSS # |CCSS Text |

|Reading Standards for Informational Text |

|RI.5.1 |Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from 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.5.6 |Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view|

| |they represent. |

|RI.5.8 |Explain how and author uses reasons and evidence to support particular points in a text, identifying which reasons and |

| |evidence support which point(s). |

|RI.5.9 |Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. |

|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. |

|Foundational Skills |

|RF.5.3 |Know and apply grade-level phonics and word analysis skills in decoding words. |

| |Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and |

| |affixes) to read accurately unfamiliar multisyllabic words in context and out of context. |

|Writing Standards |

|W.5.1 |Write opinion pieces on topics or texts, supporting a point of view with reasons and information. |

| |Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically|

| |grouped to support the writer’s purpose. |

| |Provide logically ordered reasons that are supported by facts and details. |

| |Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). |

| |Provide a concluding statement or section related to the opinion presented. |

|W.5.6 |With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as |

| |well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum |

| |of two pages in a single setting. |

|W.5.9b |Draw evidence from literary or informational texts to support analysis, reflection, and research. |

| |b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to |

| |support particular points in a text, identifying which reasons and evidence support which point[s]”). |

|W.5.10 |Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a |

| |single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |

|Speaking and Listening Standards |

|SL.5.1c, d |Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse |

| |partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. |

| |c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the |

| |remarks of others. |

| |d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the |

| |discussions. |

|Language Standards |

|L.5.3b |Use knowledge of language and its conventions when writing, speaking, reading, or listening. |

| |b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. |

|L.5.6 |Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those |

| |that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, |

| |moreover, in addition). |

Sample Activities

Please note that Bulletin 741 currently states that the minimum required number of minutes of English Language Arts instruction per week for Grade 5 is 600 minutes. Ongoing activities should be a part of daily instruction. It is strongly recommended that a teacher preview websites before students access them.

Activity 1: Independent Reading (Ongoing): (GLEs: 12a, 12b, 12c, 12e, 12f, 12g; CCSS: RI.5.10)

Materials List: nonfiction and informational reading material covering a wide range of topics and readability levels, learning logs, Learning Log BLM (optional)

Sustained Silent Reading (SSR) occurs when students are reading texts at their independent reading level for an uninterrupted period of time. Texts on interesting places, science topics, social problems, etc. may prompt students to read and discuss learned material with peers. Additionally, present books as sources of interesting information, such as the Guinness Book of World Records, Famous First Facts, World Almanac, TIME for Kids Almanac, TIME Almanac with Information Please, how-to books, books on trivia, or other similar collections of information. Since informational texts require students to sequence events or process steps, to summarize or paraphrase, and to identify main ideas, students will use comprehension strategies to make meaning of text. Titles read and evidence of learning will be recorded in learning logs (view literacy strategy descriptions), which are a student’s record of new understandings, predictions, confirmation of predictions, explanations, and reflections. The Learning Log BLM may be used as a pre-reading, during reading, and post-reading learning tool for informational text.

Activity 2: Vocabulary Study (Ongoing): (GLEs: 01a, 01b, 01c, 04, 20b, 20d)

Materials List: dictionary, thesaurus

Throughout the unit, students will encounter content words specific to the topic about which they are reading. Since many of the words may be unfamiliar to students, they will use a variety of strategies (e.g., peer examples, contrast words, decoding affixes, and etymology) to identify word meanings.

During all unit activities that require responding orally and in writing, students will focus on word choice and vocabulary to clarify meaning and use specific vocabulary to communicate information about a selected topic. Writing informational texts also helps students to think specifically about features of text and the selection of vocabulary during the reading process—to read like a writer as well as to write like a reader. As students develop this understanding of how to achieve clear voice as an author, they will identify instances of individual personality within their own compositions.

2013 – 2014

Activity 3: Phonics and Decoding (Ongoing): (GLE: 31; CCSS: RF.5.3a)

Materials List: weekly spelling lists that include grade-level appropriate words (with focus on a specific phonetic rule and/or pattern), 20 Ways to Practice Spelling BLM (see Unit 1, Activity 3 BLM)

Provide students with explicit instruction, as well as ample opportunities to practice spelling and recognition of grade-appropriate words with common syllabication patterns, phonetic patterns, and roots and affixes. This ongoing study should encourage grade-level phonetic and word decoding skills. Students can practice spelling patterns in a variety of ways through the use of the 20 Ways to Practice Spelling BLM. Particular activities may be assigned each week, or students may be given the freedom to choose one activity from each level.

Activity 4: Writing Craft Mini-Lessons (Ongoing): (GLEs: 26c, 27, 28b, 28d)

Materials List: student writing samples, discarded magazines and newspapers

As students develop written products in unit activities, they will concentrate on the revision stage of the writing process, specifically proofreading. Students will correct errors in punctuation, capitalization, quotations, subject-verb agreement, and sentence fragments in their own work. An example of a mini-lesson on punctuation is as follows: Divide the class into small groups. Each group will choose a paragraph from a newspaper or magazine that contains a variety of punctuation marks. Next, each group will decide on a particular sound to represent each punctuation mark. The sounds may be animal noises, a series of snaps or claps, or anything that can be improvised with classroom materials. Groups will take turns reading their paragraphs, while inserting the appropriate noise each time a punctuation mark appears. Monitor for correct identification. Then, groups will work cooperatively to write a list of five sentence fragments and five run-on sentences then exchange lists, but keep the lists face-down until the teacher says “Go.” They will then correct the received list of fragments and run-on sentences.

Additionally, students will peer edit writing by the members of their authors’ groups to reinforce proofreading skills (See Proofreading Checklist resource in General Assessments.). To add a technology element, students may access an interactive site found at which allows them to select capitalization and punctuation as a skill to practice.

2013-2014

Activity 5: My Writing Inventory (Ongoing) (CCSS: W.5.10)

Materials List: My Writing Inventory BLM (see Unit 1, Activity 5 BLM)

As an extension to Activity 4, have students record their writing progress on the My Writing Inventory BLM. Students should include all of their daily writing activities from Activity 4 as well as all of their significant writing assignments derived from the remaining activities. Students should determine whether their writing is a “short time frame piece” or an “extended time frame piece.” Facilitate a discussion to determine the difference between these two terms. Students should also identify their purpose for writing on the BLM. Writing purposes may include, but are not limited to, narrative, descriptive, explanatory/informative, opinion, persuasive, reflective, or analytical writing. Students should also use the BLM to identify the stages of the writing process that have been completed.

Over the course of the year, impress upon students that it is not necessary that each writing piece go through all stages of the writing process. For example, explain to students that reflection may only require drafting. Not every piece of writing is intended for publishing.

Activity 6: Grammar/Usage Mini-Lessons (Ongoing) (GLEs: 20e, 27, 28b, 28d, 29b, 30)

Materials List: student writing samples, board or transparency, markers

Grammar instruction should occur within the context of students’ reading and writing. Mini grammar lessons are effective ways to focus on specific writing issues. Make proofreading and peer editing regular practices as part of every writing assignment. In this unit, instruct students to focus on the following elements: sentence variety, correction of sentence fragments and run-on sentences, and usage of appropriate forms of nouns, pronouns, and verbs for clarity, correcting misspellings.

An example of a mini-lesson that focuses on making pronouns agree in number and gender with antecedents follows: Review the rules for making pronouns agree with their antecedents. Then write each of the sentences from samples below on the board or a transparency. Ask students to correct the sentence with a plural noun form and a pronoun that agrees with the antecedent.

Students must follow directions if he plans to receive good grades.

She writes to editors-in-chief to ask him to print more local news stories.

James and Hannah missed her ride to school.

Ask students to identify and discuss the errors in each sentence and explain how to correct each.

Activity 7: Making a Connection to Informational Texts (CCSS: RI.5.1, RI.5.8)

Materials List: various examples of informational text, 1 teacher copy of brief report on solar radiation data, learning logs, poster board for recording results of student interviews

Display various examples of informational text, such as newspapers, magazines, manuals, brochures, web sites, documentaries, encyclopedias, and almanacs, and allow time for students to browse through them.

Explain that the purpose of informational text is to inform the reader. Make the connection between informational text and nonfiction text so that both terms may be used interchangeably throughout this unit. Students will participate in a Round Robin Discussion (view literacy strategy descriptions) to provide specific reasons as to why people might read informational texts. The purpose of this discussion is to reinforce student knowledge of nonfiction text through dialogue. The Round Robin strategy will offer students an opportunity to share their experiences with nonfiction text. Students will gain a deeper understanding of the purpose of nonfiction through the discussion.

Form groups of three to five students and present the following question:

Why do people read informational text? What types of nonfiction have each of you read? When has informational text been meaningful in your life?

Have each student in the small group go around the circle quickly and share his/her thoughts regarding informational text. Next, ask students in each group to write their responses on a single sheet of paper. These sheets can be copied later for the whole class as a review tool or used for assessment of the discussion activity.

Students will take split-page notes (view literacy strategy descriptions) while the teacher presents a brief lecture on solar radiation data; background information may be located in the introduction section at . Guide student discussion, and have students record the elements and characteristics of nonfiction text in split-page notetaking format in their learning logs (view literacy strategy descriptions). Split-Page Notetaking provides students with a meaningful and organized way to understand and review information. Students will develop more efficient reading and listening skills and will be able to utilize this strategy when reading any informational text.

Elements and characteristics of informational text may include:

• integrity

• accuracy and authenticity

• style and language

• headline

• photo caption

• bullets

An example of split-page notetaking follows:

|Name: |Topic: Solar Radiation Data and Its Importance |

|Date: | |

|Integrity |writer provided example of a large building that uses solar energy system |

| |lists size of troughs and temperature of solution to provide info about amounts |

| | |

| |presented by a section of the national Department of Energy |

| |recent data |

|Accuracy and authenticity | |

| |familiar vocabulary |

|Style and language |many details |

| |explanatory tone |

Show students how to study from their notes for tests and other class assignments by covering information in one column of the notes and trying to recall the information in the other column.

As an extension, have students conduct interviews of family members and others in order to find out the types of informational materials they read. They will bring these lists to class and organize them into categories on a class poster.

Activity 8: The Structure of Articles (GLEs: 04, 08, 12b, 12c, 12d, 17c, 17e, 42a; CCSS: RI.5.5, RI.5.10)

Materials List: Vocabulary Self-awareness Chart BLM (one per student), 1 newspaper article to be used by the teacher as a teaching example, various newspaper articles for guided practice student activity, highlighters, various newspaper and magazine articles for independent practice student activity

This activity has not changed because it already incorporates the CCSS listed. To identify target vocabulary, students will maintain a vocabulary self-awareness (view literacy strategy descriptions) chart. The vocabulary self-awareness chart will offer insight into vocabulary that students are familiar and unfamiliar with before the lesson begins. Assessing student vocabulary knowledge before instruction offers the teacher and student an opportunity to distinguish between what students know and what they need to know in order to understand what they are reading. In this instance, the vocabulary self-awareness chart will be a tool to aid students in identifying the basic sections of an article’s format, newspaper terms, and stylistic descriptions. Students will apply this knowledge of content-specific vocabulary during reading of informational articles.

Provide the following list of words to students, and have them complete a self-assessment of their knowledge of the words using a chart like the following:

|Word |+ |√ |- |Example |Definition |

|lead paragraph | | | | | |

|Body | | | | | |

|Conclusion | | | | | |

|Details | | | | | |

|Clarity | | | | | |

|Headline | | | | | |

|Byline | | | | | |

|photo caption | | | | | |

|Headings | | | | | |

|Subheadings | | | | | |

|Indentations | | | | | |

|Bullets | | | | | |

Students will rate their understanding of each word with either a “+” (understand well), a “√” (limited understanding or unsure), or a “_” (don’t know). Students will return often to the chart over the course of readings to add new information to it. As understanding of key terms grows, students will replace all the check marks and minus signs with a plus sign and refined definitions. Be sure to check students’ charts for accuracy and completeness at the conclusion of the study of newspaper terms.

Guide students in a class discussion about the style and language in the structure of articles, which may include these:

• an introduction that grabs the reader’s attention

• the body of an article that includes explaining who, what, why, when, where, and how in a description of events in the order they happened

• the inclusion of strong details to add interest

• the authors’ clarity of style that presents information accurately

• a conclusion that provides a summary of main ideas

Students will take notes on the discussion of style and language to include in their learning logs (view literacy strategy descriptions).

Select an excerpt from a newspaper article to read aloud to the class. Students will indicate with one finger, two fingers, or three fingers whether the excerpt being read is the lead paragraph, the body, or the conclusion of the article. Direct students to revisit their vocabulary self-awareness charts to edit examples and definitions.

Conduct a guided practice by having students move into the smaller readers’ groups to skim and scan other newspaper articles and identify the organizational structure of each. Call out various parts of the typical structure (for example, strong details), and have students highlight the identified segments. To check whether they have correctly identified each part of the organizational structure, have students share markings and discuss within their groups. Monitor student work during this guided practice activity.

As an independent practice activity, have students individually read supplementary articles from newspapers and magazines on a variety of subjects. Assist students in locating headings, subheadings, indentations, bullets, and pictures as clues to identifying the structure of articles. Highlighters may be used again to help students identify various parts of the article.

As an extension, facilitate a class discussion to compare and contrast the overall structure in two or more of the informational texts presented throughout this activity. Students may create a Venn diagram, or another graphic organizer, to organize their thoughts and information.

Activity 9: Identifying an Article’s Organization and Outlining the Article (GLEs: 01b, 12a, 16, 17b, 44c)

Materials List: example of an outline, 1 copy of an article that organizes information sequentially, 1 copy of an article that organizes information from most important to least important ideas, 1 copy of an article that begins in the middle of the story then supplies details to fill in the beginning of the story, 3 3” x 5” index cards per student, Vocabulary Card Template BLM (teacher use), learning logs

Explain to students that informational articles can be organized in a variety of ways. Read aloud various articles so students can begin to differentiate between the organizational methods.

Guide students in a discussion of the three types of organizational methods used in writing articles. Students will create vocabulary cards (view literacy strategy descriptions) for terms that represent the three ways that articles are usually organized: sequential order, hierarchical order or most important to least important ideas, and in media res order, or starting in the middle of the story and filling in the details from the beginning. Vocabulary cards help students understand word meanings and key concepts by relating what they do not know to familiar concepts. In this instance, vocabulary cards will be used to distinguish between the three organizational methods and provide students with a reference for upcoming activities and assessments.

Take the class step by step through the process of creating a vocabulary card. Show students a visual of a sample vocabulary card, and distribute three index cards to each student. Have them follow the provided sample below (See BLM.) to place the targeted word in the middle of the index card. Ask students to locate a definition and record it in the upper left-hand area of the card. Next, students will write the characteristics or description of the word in the upper right-hand area. Have students suggest examples for the term and select one or two of the best ones to place in the lower left-hand space on the card. Finally, students will create a simple illustration of the term in the lower right-hand space of the card. Once the sample card is completed, students will work independently to make word cards for the other two terms. Allow time for students to study the cards and quiz each other with the cards in preparation for tests and other class activities.

Sample Vocabulary Card

[pic]

Students will take notes in learning logs (view literacy strategy descriptions) on how the author’s purpose and viewpoint may influence his/her selection of an organizational method. To check for understanding, read aloud samples that represent the three ways articles are usually organized. Students will identify and label the organization of each sample and discuss which organization appeals to them most and why.

Facilitate a review and discussion of the steps in creating an outline. Show students that the outline is a guide that organizes ideas in a logical order and indicates their relative importance. Collectively with students, complete a visual example on the board outlining the article organized in media res, while students record the outline in their learning logs. Then direct students to independently outline the other two articles of the organizational structures mentioned above. Have students check and compare outlines with the readers’ groups.

Activity 10: Stating and Supporting an Opinion (CCSS: RL.5.6, W.5.1b, W.5.1c)

Materials List: Opinion Questions BLM (teacher use), Support Your Opinion BLM (one per student), learning logs

Explain that an opinion is one’s view, belief, or outlook regarding a specific situation. Students will define the term opinion in learning logs (view literacy strategy descriptions) as one’s own point of view that must be supported with reasons and information. Provide students with a Support Your Opinion BLM. Ask questions from the Opinion Questions BLM. The questions provided on this BLM compel students to take a position. Direct students to work in pairs to discuss the questions, write opinions, and support the opinions with facts or details.

Instruct students to use the Support Your Opinion BLM to group their ideas that support their opinions. Prompt students to use appropriate words, phrases, and clauses to link opinions and reasons.

Activity 11: Characteristics of Opinion Articles (GLE: 26a; CCSS: RI.5.1, RI.5.8, RI.5.10, W.5.1a, W.5.1b, W.5.1c, W.5.9b)

Materials List: current and relevant opinion articles or editorials from magazines or newspapers, Three-Column Chart BLM (one per student), Characteristics of Opinion Articles BLM (one per small group), highlighters, learning logs

The teacher and students will participate in a class discussion pertaining to the characteristics of opinion articles, which include the following:

• The author of the opinion article has stated a position, stance, or point of view.

• Ideas are logically grouped and support the author’s purpose for writing.

• Reasons are supported by facts and details.

• Opinions and reasons are linked using terms such as consequently and specifically.

• A concluding statement is present and related to the opinion.

Students will take notes during the discussion of characteristics of opinion articles in their learning logs. These notes will be used as a reference for the remainder of this unit.

Guide students in reading a news article. Students will use a graphic organizer (view literacy strategy descriptions), such as a 3-column chart (See Three-Column Chart BLM.), to identify important information and ideas. Graphic organizers are used to organize information visually and logically.

|Title of Article: |

|TOPIC |DETAILS |RESPONSE |

| | |Classmates Mine |

|Main Idea | | | |

|Facts: | | | |

|#1- | | | |

|#2- | | | |

|More- | | | |

|Opinions: | | | |

|#1- | | | |

|#2- | | | |

|More- | | | |

|Final Response: |

Next, provide students with letters to the editor which were written in response to the original news article. The students will identify the author’s reactions that may range from support of the article to arguments against the article. Guide students in a discussion linking their responses from the graphic organizer to the actual letters to the editor.

Divide students into groups of three or four. Provide each group with a current magazine or newspaper article, as well as a Characteristics of Opinion Articles BLM. Direct students to skim and scan the article and identify characteristics of opinion pieces. Then have students fill in the Characteristics of Opinion Articles BLM, with facts and details from the article that support the writer’s purpose. The students should also identify words, phrases, and clauses that are common in editorials and opinion articles.

As an independent activity, provide each student with an opinion article. Students will use notes written in their learning logs, as well as the Characteristics of Opinion Articles BLM as references. Students will identify and highlight the characteristics of the opinion article. In a teacher-facilitated discussion, the students will analyze the opinion article and check independent work.

Activity 12: Structuring an Opinion Article (GLE: 43a, 44c; CCSS: RI.5.1, RI.5.6, RI.5.9, RI.5.10, W.5.1a, W.5.1b, W.5.1c, W.5.1d)

Materials List: learning logs, informational texts (i.e. dictionaries, thesauruses, Internet resources, magazine and newspaper articles, etc.)

Guide students in a discussion to review the characteristics of opinion articles. Review the steps of the writing process, including prewriting, drafting, conferencing, revising, proofreading, and publishing.

Provide students with an informational article that will prompt them to form an opinion about a topic. Articles may be read in guided reading groups or during independent, silent reading.

Students will write an opinion article based on their point of view formed from reading the informational article. Explain to students that opinion articles may be written in the form of a letter to a friend, to the author of an article, or to the editor of the newspaper in which the article appears.

Group students who share a similar, but not necessarily exact, point of view. Instruct students to locate facts and details from informational texts to support their opinions. Have them list ideas, as well as supporting facts and details. Students will then write a first draft, discuss with a member of their group to obtain feedback, and provide the draft to the teacher for conferencing and proofreading. Instruct students to then produce a final draft.

Activity 13: Write an Article (GLEs: 2, 14, 18e, 21a, 21b, 21c, 21d, 45b, 45c, 46, 47a, 47b, 47c; CCSS: RI.5.6, RI.5.9, W.5.9b)

Materials List: article folders, informational texts (i.e., encyclopedias, magazines, Internet resources, dictionaries, etc.), technology publication software options

Students will review the structure of sample articles and outlines of articles to identify format characteristics of an informational article. In a class discussion, review the writing process: brainstorming ideas, identifying information sources, gathering information through taking notes, using a graphic organizer as a framework for the information, writing a first draft, sharing a first draft with the author’s group for feedback, constructing a final draft, and selecting publication forms. As a class, students will brainstorm (view literacy strategy descriptions) various ideas for an article topic and record the different ideas within their learning logs (view literacy strategy descriptions). The suggested topics might be related to those of previously read articles or might be unlike anything discussed so far.

Have each student choose a topic on which to write an article. Assign students to authors’ groups so that members of a group are writing articles on similar topics. Direct students to locate sources of information, collaborate with group members on information-gathering tasks, take notes on the information gathered, and organize information graphically as needed in charts or webs. Each student will then write a first draft, share the draft for comments with the authors’ group, and submit the draft to the teacher for comments.

Require students to include a bibliography for the article they write. Select one of the accepted style guidelines, such as MLA, and make it available to students. Introduce the basic forms of bibliographical entries. Using a printed or online copy of a publication manual/handbook, students will create a bibliographical entry for each periodical article, newspaper article, or book cited. Allow time for students to use the list of abbreviations for parts of books and other publications, as well as the list of abbreviations for states. Student will use abbreviations as needed in bibliographic entries. Direct students to use the reference-citations section of the selected manual as a guide for how to incorporate direct and indirect quotations from the articles and how to place acronyms in sentences.

A final draft of the article will then be produced. To check their work, students may read published articles to younger students to see if they can answer questions about who, what, when, why, where and how.

Activity 14: Reports Mean Information (GLEs: 04, 12e, 17b)

Materials List: report on governmental use of renewable energy (one copy per student), chart paper or board

Begin by telling students they will be researching the subject of renewable energy. Before having students read a report on renewable energy use of the Federal Government found at , have them generate questions they have about the topic based on a Student Questions for Purposeful Learning (SQPL) prompt (view literacy strategy descriptions). The SQPL strategy offers students a purpose for reading and learning. In this instance, the SQPL statement will initiate student inquiry and discussion of the report topic.

State the following: “The Federal Government should increase its use of renewable energy.” Write the SQPL statement on the board or on a piece of chart paper. Students will discuss with a partner to determine one question they have about the report based on the given statement. As students respond, record questions on the board or chart paper. A question that is asked more than once by students should be marked with a check to signify that it is an important question. When students have finished asking questions, determine whether or not questions need to be added to the list to further guide reading and learning.

From the list students generate, ask a question that is answered first in the report on governmental use of renewable energy. Begin reading the report aloud while students listen. Stop after a section that supplies the answer to the selected question and prompt students to state an answer. Allow students to conference with a partner before responding. Mark questions that are answered. Continue reading the report aloud and pausing for students to state answers to their questions. If questions on the list remain unanswered at the end of the article, ask students to either speculate based on information in the report or review the report to supply answers. As a review, have students restate the process of asking questions, reading or listening to information, matching answers with questions, and seeking additional information. Ask students to identify structural components of the article that explain the problem, evidence and findings.

Activity 15: Write a Report (GLEs: 2, 12d, 14, 18d, 20e, 21d, 21e, 21f, 43a, 43b, 45c, 47a, 47b, 47c; CCSS: RI.5.8, RI.5.9, W.5.9b)

Materials List: learning logs, folders, Venn diagram on transparency or drawn on board

Facilitate a class discussion of the characteristics of reports, which include the following:

• an introduction that explains the purpose of the writing, such as what kind of problem was presented and what was discovered, and provides background knowledge and facts that readers must know in order to understand the presented information

• the body, which has evidence needed by the reader to understand the subject

• clear language that guides the reader from one fact to the next

• a conclusion with concise statements that summarize findings and generalize their importance

Students will take notes about the characteristics of reports in learning logs (view literacy strategy descriptions). Facilitate a class discussion that compares and contrasts a report format with an article format. Record notes from the discussion using a graphic organizer, (view literacy strategy descriptions), such as a Venn diagram. (A sample is found at .). Venn diagrams provide students with a visual display on which to compare and contrast information about two or more topics. Gathering information in this visual and logical way will create a tool for students to use during the writing of their reports. Once completed, individuals will record the Venn diagram in their learning logs for future reference. Direct students to form authors’ groups to discuss similarities and differences identified in the graphic organizer and to map out a writing strategy for producing a report.

Each student will then write a report on the same topic chosen for the article in Activity 11. Have students share first drafts with their authors’ groups, and have them focus on giving feedback about how sentence structure can be varied. As an alternative, guide students in the writing process to compose a class report. Use the authors’ groups for the editing process.

During the editing process, emphasize adding transitional words and phrases that can unify points and ideas throughout reports.

Require students to include a bibliography for the report they write. Select one of the accepted style guidelines, such as MLA, and make it available to students. Introduce the basic forms of bibliographical entries. Using a printed or online copy of a publication manual/handbook, students will create a bibliographical entry for each source cited. Allow time for students to use the list of abbreviations for parts of books and other publications, as well as the list of abbreviations for states. Students will use abbreviations as needed in bibliographic entries. Direct students to use the reference-citations section of the selected manual as a guide for how to incorporate direct and indirect quotations from the articles and how to place acronyms in sentences.

Have students produce a final draft of the report.

2013-2014

Activity 16: Publishing with Technology (CCSS: W.5.6)

Materials List: computer, word-processing software, Internet access

Throughout the unit, students will publish final drafts of writing activities using available technology. Students will demonstrate satisfactory skills on the computer and keyboard by typing a minimum of two pages in a single sitting.

Activity 17: Presentation of Articles or Reports (GLEs: 25b, 33, 41a, 41c, 45a)

Materials List: student-created rubrics

In preparation for oral presentations, guide the class in developing a rubric for giving feedback to each author/presenter, including observation for the use of standard grammar, diction, and pronunciation while speaking. The class will also add components to the rubric for judging how well the presenter followed instructions for giving oral presentations, how well the audience members listened, and how well the audience members gave feedback to the author/presenter.

Following agreed-upon procedures established during class discussion, individuals will present either their article or their report to the class. Students may prepare any visuals that will enhance presentation of information (e.g., posters, pictures, etc.). During presentations, peers will use the rubric to evaluate performance and provide feedback. Based on the needs of the students, peer partners may be assigned for the evaluation process. After all presentations, the class will discuss what they liked about the format for presentation and reflect on what they would do differently the next time. To complete the activity, students write a letter to an assigned classmate to provide constructive feedback and compliments, as well as include a completed rubric for examination.

Activity 18: Analysis of Informational Writing Formats (GLEs: 18c, 18e, 21d)

Materials List: learning logs, transparencies or chart paper, markers to record on paper or transparencies

Direct the class to revisit the Venn diagram recorded in their learning logs (view literacy strategy descriptions). Because students have read examples of articles and reports, facilitate a discussion of the benefits of reading one type over the other. Ask students to take a firm stand on the type that they prefer. Facilitate a discussion of the relationship between life experiences and reading informational texts to solve problems; guide students to analyze benefits revealed during discussion.

Explain that the class will divide into two groups based upon their preferred type of informational writing. Each group will collectively write an analytical composition about the stance decided upon during the previous discussion. The composition must contain an introductory paragraph with a topic sentence, a well-developed body, and a conclusion. Assign authors’ groups sections of the compositions to draft and peer edit. Students will use examples from their own articles and reports, as well as the original articles and reports to summarize important ideas and support their writing. Provide feedback during observation. Conference with each group to organize sections of their writing. After conferencing, have groups produce a final draft of their composition.

Sample Assessments

General Guidelines

Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:

General Assessments

• The student will write articles and/or reports, then prepare and deliver oral presentations of articles or reports to the class.

• The student will engage in self-assessment of portfolio examples. Assessment may be in a learning log (view literacy strategy descriptions) format or in a more formal composition.

• The student will use a proofreading checklist, such as the one found at that addresses the most common errors in punctuation, capitalization, usage, and sentence formation to edit final drafts of articles and reports.

• The student will circle two or more unknown words while reading each informational article. He/she will then utilize a dictionary and/or thesaurus to replace the word with a synonym.

• To practice identifying article components, students will create a classroom timeline to post information and pictures/drawings on large sticky notes or index cards. The information will answer the questions who, when, and what about discoveries made during the reading informational articles.

Activity-Specific Assessments

• Activity 6: Create transparencies/PowerPoint® slides of concise writing samples that include correct forms of or errors in sentence variety, direct quotations, dialogue punctuation, sentence fragments, use of pronouns, nouns and verbs, and spelling. Supply enough index cards in two contrasting colors, so each student will have one card of each color. For the sake of clarity in the example, references will be to green and pink colors.

During the interactive assessment period, students will silently read the samples as shown on the overhead/screen one at a time. Each student will raise a green card if he/she thinks the example is correct or a pink card if he/she thinks the example is incorrect. Monitor the number of accurate responses. Call on a student to explain what made the sample correct or incorrect while orally guiding the class to make the needed corrections as necessary. Take anecdotal notes to determine which samples need attention during the remainder of the assessment activity.

• Activity 8: For the selected guided reading news article, students will identify the main idea, facts, opinions, and details. Students will discuss the details that support the facts and opinions in the news article with a small group. The group will summarize its discussion and share its findings during a whole-class presentation.

• Activity 13/Activity 15: Following the activity, students will correctly apply knowledge of bibliographic information by creating a bibliography and by identifying types of quotations within compositions.

➢ Collect three relatively brief articles, which include source information. Produce a bibliography of the three articles to serve as an answer key. Select one of the articles and write a short synopsis of it. Include a direct quotation, a paraphrased quotation with the author’s name in text, and a paraphrased quotation with the author’s name in reference. Underline and number each quotation. Prepare a set of these materials for each student to use as a test packet.

➢ Give students a test packet of the three copied articles and the written synopsis with the underlined and numbered quotations. The students will scan the provided articles for information to create a bibliography.

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