Pittsburg Unified School District



Related CA StandardRC 2.3/2.4Standard: RI 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Essential Skills/ConceptsTeaching Notes/StrategiesResources-Main idea/details and examples-Use author’s name or expressions like “the author states” or “in the author’s opinion” when quoting-Cite specific examples to support inferences-When inferring, cite what the author said to lead to the conclusionDefine: evidenceinferencequotePrerequisites: How to write quotationsMain idea/detailJot dots/text coding/highlightingCircle map for main idea/detailCornell notes?Sentence frames “The author states ____” or “In the author’s opinion, ___”Cooperative discussionsInference mapAnchor chart on quotingArticles (electronic, etc.)Wonders (Time for Kids)Scholastic News, etc.Science/SS BooksReading/writing project websiteEd1StopStandard: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ DOK 1: –DOK 2: –DOK 3: –____________________________________________________________________________________________________________DOK 4:____________________________________________________________________________________________________________Related CA StandardRC 2.3Standard:_RI 5.2Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Essential Skills/ConceptsTeaching Notes/StrategiesResources-Main ideas-Details that support -Summarize-Analyze the details and how they support (explain, example, describe, more information)Define:SummarizeKey detailSupportAssign short summariesCircle map/tree mapJot dots sorted into a tree map Other text coding (worm book)—which details support what main idea?Deconstructing a summarySummary packet from afterschool writing trainingSocial studies/science books(connect the interactive text to regular textbook as a summary)Wonders (Time for Kids)Articles Reading/writing websiteEd1StopBack of informational books or inside flapStandard: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ DOK 1: –DOK 2: –DOK 3: –____________________________________________________________________________________________________________DOK 4:____________________________________________________________________________________________________________Related CA StandardN/AStandard:_RI 5.3__RC 2.2Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Essential Skills/ConceptsTeaching Notes/StrategiesResourcesMain idea/detailsRead complex text in content areasText structures:Compare/contrastSequenceCause/effectProblem/solutionProposition/support (MI/detail)Define:EventsIndividualsIdeasConceptsrelationshipDouble-bubble mapJot dotshighlightingTimelinesThinking maps for cause/effect, compare/contrast, sequence (flow)Anchor chartsClose reading skillsCollaborative conversationsEx: 2 historical figures 2 historical eventsSee RI 5.2Science—how are the body’s systems connectedHistory—different colonies, Indians, geographical locationsRelated CA StandardN/AStandard:_RI 5.3__RC 2.2Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. DOK 1: –Identify the main ideas and details of the individual, event, idea or concept in the text.Where in the text does the author indicate what the results of these events has been?DOK 2: –Use a thinking map to compare/contrast, show cause/effect, sequence.How would you summarize?How are ___ and ___ the same/different?What was the result of _______? DOK 3: –What conclusions can you draw?What would happen if…?How is _____ related to ______?What information did you use to determine the relationship?Explain the relationship between ____ and ____.DOK 4:How has the interaction between these 2 ______ affected us today?Use the relationship between these 2 _____ to write a persuasive argument.Related CA StandardRW 1.4 (in isolation)Standard:_RI 5.4Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.Essential Skills/ConceptsTeaching Notes/StrategiesResourcesApplication of language standards 4-6 in readingContext cluesPrefix/suffixRootsReference materialsSynonym/antonymsFigurative languageMultiple-meaning wordsMonitor/clarify recipeRelationships of wordsBoard Language--separate skills under language--use in reading comprehensionAnchor chart for strategiesTab in Smart Book --text lift tabReciprocal teachingPictorial inputFrontloadingGuided language acquisition development (GLAD)Social studiesScienceStandard: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ DOK 1: –DOK 2: –DOK 3: –____________________________________________________________________________________________________________DOK 4:____________________________________________________________________________________________________________Related CA StandardRC 2.2/4th RCStandard:_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. Essential Skills/ConceptsTeaching Notes/StrategiesResourcesText Structure:-compare/contrast-cause/effect-chronological-proposition/support (MI/Details)-problem/solutionSignal WordsBe able to compare and contrast two articles Determine how effective is each structure the author chose to usesentence framessignal wordsthinking mapsanchor chartsSmart Books with tabsMultiple articles on the same topic by different authorsWondersCurrent events (motivating)Standard: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ DOK 1: –DOK 2: –DOK 3: –____________________________________________________________________________________________________________DOK 4:____________________________________________________________________________________________________________Related CA StandardN/AStandard:_RI 5.6__ Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.Essential Skills/ConceptsTeaching Notes/StrategiesResourcesCompare/contrastMain idea/detailsDefine:Account—“a description of an event or experience”FirsthandSecondhandPoint of viewCollaborative conversationsJot dotsDouble-bubble mapRole play point of viewDebatesRole play events from the playgroundFight on the playgroundDebate on patriots/loyalistsDifferent articles on same topic with 2 different points of view (on-line)Journal entries from history(Williamsburg)Ruby Bridges Autobiography in Treasures and on-line article called “The Black Past—Remembered and Reclaimed” about Ruby Bridges (two different points of view)Standard: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ DOK 1: –DOK 2: –DOK 3: –____________________________________________________________________________________________________________DOK 4:____________________________________________________________________________________________________________Related CA StandardN/AStandard:_RI 5.7_WS 1.3 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or solve a problem efficiently.Essential Skills/ConceptsTeaching Notes/StrategiesResourcesSkills:AtlasGlossariesEncyclopediaUse Website/search engines: google, Bing, Wolfram How to search (key words)How to skim/scanDetermine if a source is credibleSummarizeSynthesizeKnow search engines and how to search (key terms) and enter a question—model, practiceConnect print to digital resourcesAnchor chart key for search enginesCredible sources—multiple source verification affiliated with a university—evaluateCollaborate with computer teacherLiving chart with questionsDirect instruction on how to searchScavenger huntQuestion board—sources then synthesize for research reportDoc camera hooked to computer and LCD ProjectorComputer Lab Print sources of reference materialsProfessional Development around technologyWeb “Tree Octopus” to teach about credibility (online resource)Standard: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ DOK 1: –DOK 2: –DOK 3: –____________________________________________________________________________________________________________DOK 4:____________________________________________________________________________________________________________Related CA StandardRC 2.3/2.5, RL 3.7Standard:_RI 5.8 Explain how an author uses reasons and evidence to support points in a text, identifying which reasons and evidence support which point(s).Essential Skills/ConceptsTeaching Notes/StrategiesResourcesDefine:Cite evidenceSupportReasonsThe difference between reasons and evidenceMain idea/detailsPoint of viewFact/opinionAuthor’s claim format:Author makes a claimSupports with evidenceExplains with reasonsConnect to argumentative writingJot dotsHighlighting—color code claim and reasonsMentor textSmart BooksGraphic organizersAnchor Chart with steps and text lift underneath format (see format ---)DeconstructionMentor—persuasive essays or articlesDigital resourcesGrd 3 “Solution to Pollution” in Treasures AnthologyRelated CA StandardRC 2.3/2.5, RL 3.7Standard:_RI 5.8 Explain how an author uses reasons and evidence to support points in a text, identifying which reasons and evidence support which point(s).DOK 1: –DOK 2: –DOK 3: –____________________________________________________________________________________________________________DOK 4:____________________________________________________________________________________________________________Related CA StandardRC 2.3, 2.4, 2.5, WS 1.3, 1.4Standard:_RI 5.9_ Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.Essential Skills/ConceptsTeaching Notes/StrategiesResourcesApplication of RI 5.1-5.8:Main Idea/DetailsCompare/contrastCite evidenceSpeaking (oral presentations)Writing a report synthesizing info from several textsDecide (determine) important and/or significant detailsNote taking methodsThinking maps to organize ideasResearch reportsCooperative group presentationsSmart books to organizeLiving chartsDiscussion cardsThematic resourcesLexile-leveled textRegional reports (Heidi Hahn, Stoneman)State reportsStandard: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ DOK 1: –DOK 2: –DOK 3: –____________________________________________________________________________________________________________DOK 4:____________________________________________________________________________________________________________Related CA StandardN/AStandard:_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.Essential Skills/ConceptsTeaching Notes/StrategiesResourcesAccess Point #4Apply Standards RI 5.1-5.9Read with a purposeUnderstand what is readContribute to the groupWork in partnersTeacher prompts and supports at high end of the rangeExplicit instruction in standards 1-9Literature circlesGroup readsPartner workCollaborative discussionsPictorialsNote takingSmall Group instruction for supportVarious informational textAppendix BReading/writing project websiteRead NaturallyLeveled BooksStandard: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ DOK 1: –DOK 2: –DOK 3: –____________________________________________________________________________________________________________DOK 4:____________________________________________________________________________________________________________ ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download