Grade 5 English Language Arts, Quarter 1, Unit 1 Title ... · PDF fileEnglish Language Arts, Quarter 1, Unit 1 . Title: Understanding Text Structure (RL and ... *PARCC recommends (in

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Grade 5 English Language Arts, Quarter 1, Unit 1

Title: Understanding Text Structure (RL and RI)

Overview

Number of instructional days: 35 (1 day = 60 minutes) *PARCC recommends (in each quarter) 5-9 short texts including 3-5 literature and 2-4 informational text, including 1-2 science text and 1-2 social studies text. One text should be an extended literature text that aligns with the text complexity guidelines prescribed by the Common Core Standards. Short texts account for 3-4 weeks of instruction and the extended text 2-3 weeks of focused instruction.

Unit Summary This section contains a description of the standards covered in the unit that shows how the various strands interconnect with each other and what students should know and be able to do at the end of the unit. See the Written Curriculum section for a listing of all standards included in this Unit of Study.

Students read a variety of 2-4 short literary texts, including stories, plays, or poems, and one extended text. They learn to describe character, setting, and plot and to determine theme. They summarize text. Students discuss the story elements in structured small groups. During these discussions, students refer to elements of the text, such as how characters respond to challenging events, to describe how the author established a theme. They explain how scenes, chapters or stanzas make up the structure of the text. Students convey their ideas in written responses in which they quote accurately from the text when explaining what it says explicitly and implicitly. They discuss and write about both the reader’s and author’s point of view. The selected extended text should be at the high end of the grade 4-5 text complexity band. Additionally, students examine the structure of informational text through the reading of 1-2 short texts. They learn how to determine the main ideas of a text and explain how they are supported by key details. They identify structures used in informational text, such as comparison or cause/effect. Students summarize the text. The English standards will be addressed through an interdisciplinary approach (ELA, science, math, and social studies). During their collaborative discussions, students build on others’ ideas and clearly express their own. In speaking and writing, they demonstrate command of the conventions of standard English grammar and usage. An emphasis in this unit is on forming and using verb tenses appropriately. Concepts to Be Learned and Skills to Be Used

• QUOTE accurately from a literary or informational text when EXPLAINING what the text says

explicitly and when DRAWING inferences from the text.


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• DETERMINE a theme from details in a text. • EXPLAIN how chapters, scenes, or stanzas provide the overall structure of a story, drama, or

poem. • DESCRIBE how a narrator’s or speaker’s point of view influences how events are described. • DETERMINE main ideas of an informational text and EXPLAIN how they are supported by key

details • SUMMARIZE the text (literary or informational) • COMPARE the overall structure of informational texts. • ENGAGE in collaborative discussions, BUILDING on others’ ideas and EXPRESSING their own

clearly. o PREPARE for discussions, FOLLOW rules and roles, POSE and RESPOND to questions,

CONTRIBUTE to discussions, DRAW conclusions. • DEMONSTRATE command of conventions of grammar and usage

o FORM the perfect verb tenses o USE verb tenses to convey time, sequence, states, conditions o CORRECT shifts in verb tenses

• DETERMINE the meaning of unknown and multiple-meaning words and phrases; USE Greek and Latin affixes and roots as clues to the meaning of a word

Essential Questions This section lists 2 – 6 essential questions students should be able to answer by the end of this unit of study. While these questions will relate directly to the unit and represent the big ideas of the unit, they should be relatively broad and open-ended in nature, and should not be easily answered with a “yes” or “no” answer.

• How does a reader recognize narrative text structure? • How does a reader recognize informational text structure? • How does a text structure help a reader better understand the meaning of a text? (Students

should respond to this in writing.) • How can a story’s theme be revealed by what happens as a result of characters’ actions or

inactions? • What literature elements can an author use to make readers interested and engaged with the

story? How can these elements contribute to the theme of a story? • How does a member of a literary group prepare to effectively participate in a group discussion?

Written Curriculum (ELA Standards Addressed)

Grade-Level Expectations The Common Core standards for this unit are listed in their complete form, including all numbering and strand information and exactly as they appear in the CCSS. Any portions of the standard(s) not addressed in this unit will be marked with a strikethrough to clarify the focus of this unit’s activities. There will most likely be standards from more than one strand in this section.


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Standards that are the Focus in the Unit of Study:

RL5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from a text.

RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflect upon a topic, summarize the text.

RL. 5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

SL.5.1 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. a. Come to discussions prepared, having read or studied required material; explicitly draw

on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles. 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. L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense.*

L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the

meaning of a word (e.g., photograph, photosynthesis).

Standards that Reinforce the Unit of Study Standards:

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.

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


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a. 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.

RF.5.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on

successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as

necessary.

W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.)

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 sitting.

SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Standards that Recur through many/all of the Units of Study:

RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

RI5.10 By the end of the year, read and comprehend informational texts including history/social studies, science, and technical text, at the high end of the grades 4-5 text complexity band independently and proficiently.

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.

L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. e. Spell grade-appropriate words correctly, consulting references as needed.

L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based

on grade 5 reading and content, choosing flexibly from a range of strategies. c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and

digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.


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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).

Clarifying the Standards Key: RL = Reading Standards for Literature, RI = Reading Standards for Informational Text, RF= Foundational Skills, W = Writing Standards, SL = Speaking & Listening Standards, L = Language Standards

RL – In grade 4, students referred to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. As they move to grade 5 students build on this by accurately quoting text to support what the text says. In grade 6 students will cite textual evidence to support analysis and inferences drawn from the text.

In grade 4 students determined a theme of a story, drama, or a poem and summarized the text. They are expected to do the same in grade 5 by including how characters in a story or drama respond to challenges or how the speaker in a poem reflects on a topic. They continue to build on this in grade six by determining how particular details identify a theme or central idea of a text. In addition student’s summary of text should not include personal opinion or judgments.

In grade 4 students explained the major differences between poems, drama, and prose, and referred to the structural elements of poems (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. In grade 5 students explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem. In grade 6 students will analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting or plot.

RI – In grade 4 students referred to details and examples in a text when they explained what the text said explicitly and when they drew inferences from the text. In grade 5 students quote accurately from a text when they are explaining what the text says explicitly and when drawing inferences from the text. In grade 6 students will cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

In grade 4 students determined the main idea of a text and explained how it is supported by key details; and summarized the text. In grade 5 students are determining two or more main ideas of a text and explain how they are supported by key details; and are summarizing the text. In grade 6 students will determine a central idea of a text and how it is conveyed through particular details. The summary of the text should not include personal opinions or judgments.

W – In grade 4, students produced clear and coherent pieces of writing appropriate to task and audience to convey their new knowledge. This continues in grade 5. This builds in grade 6 to include a specific style of writing.


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SL – In grade 4, students collaboratively discussed topics and texts, building on others’ ideas and expressing their own clearly. This builds in grade 5 to include elaboration on the remarks of others and drawing conclusions based upon information and knowledge gained. In grade 6, students reflect and paraphrase key ideas learned from multiple perspectives.

L – In grade 4 students demonstrated command of the conventions of standard English grammar and usage in their writing and speaking. They formed and used the progressive verb tenses, used modal auxiliaries to convey various conditions, and ordered adjectives within a sentence according to conventional patterns. This builds in grade 5 where students form and use the perfect verb tenses, use verb tenses to convey various times, sequences, states and conditions, and recognize and correct inappropriate shifts in verb tense. In grade 6 students will use intensive pronouns, recognize and correct inappropriate shifts in pronoun number and person as well as recognize and correct vague pronouns.

In grade 4, students use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of words appropriate to the grade. In grade 5, students do the same with more challenging words. This will continue in grade 6 and beyond.

Resources: References to Appendices A, B, and C and Other Resources

Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms • A Three-Part Model for Measuring Text Complexity As signaled by the graphic, the Standards’ model of text complexity consists of three equally important parts.

(1) Qualitative dimensions of text complexity. In the Standards, qualitative dimensions and qualitative factors refer to those aspects of text complexity best measured or only measurable by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands.


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(2) Quantitative dimensions of text complexity. The terms quantitative dimensions and quantitative factors refer to those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and are thus today typically measured by computer software. (3) Reader and task considerations. While the prior two elements of the model focus on the inherent complexity of text, variables specific to particular readers (such as motivation, knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the task assigned and the questions posed) must also be considered when determining whether a text is appropriate for a given student. Such assessments are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject. • Definitions of the Standards’ Three Text Types

Argument Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In English language arts, students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about. In history/social studies, students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historically or empirically situated interpretation. In science, students make claims in the form of statements or conclusions that answer questions or address problems. Using data in a scientifically acceptable form, students marshal evidence and draw on their understanding of scientific concepts to argue in support of their claims. Although young children are not able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by providing examples, offering reasons for their assertions, and explaining cause and effect. These kinds of expository structures are steps on the road to argument. In grades K–5, the term “opinion” is used to refer to this developing form of argument.

Informational/Explanatory Writing Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing addresses matters such as types (What are the different types of poetry?) and components (What are the parts of a motor?); size, function, or behavior (How big is the United States? What is an X-ray used for? How do penguins find food?); how things work (How does the legislative branch of government function?); and why things happen (Why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing. They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and precise writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. As students advance through the


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grades, they expand their repertoire of informational/explanatory genres and use them effectively in a variety of disciplines and domains. Although information is provided in both arguments and explanations, the two types of writing have different aims. Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view. In short, arguments are used for persuasion and explanations for clarification. Like arguments, explanations provide information about causes, contexts, and consequences of processes, phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the writer not only gives information but also presents a case with the “pros” (supporting ideas) and “cons” (opposing ideas) on a debatable issue. Because an argument deals with whether the main claim is true, it demands empirical descriptive evidence, statistics, or definitions for support. When writing an argument, the writer supports his or her claim(s) with sound reasoning and relevant and sufficient evidence.

Narrative Writing Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that provide insight into the narrator’s and characters’ personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense. In history/social studies, students write narrative accounts about individuals. They also construct event models of what happened, selecting from their sources only the most relevant information. In science, students write narrative descriptions of the step-by-step procedures they follow in their investigations so that others can replicate their procedures and (perhaps) reach the same results. With practice, students expand their repertoire and control of different narrative strategies. Creative Writing beyond Narrative The narrative category does not include all of the possible forms of creative writing, such as many types of poetry. The Standards leave the inclusion and evaluation of other such forms to teacher discretion. Texts that Blend Types Skilled writers many times use a blend of these three text types to accomplish their purposes. For example, The Longitude Prize, included above and in Appendix B, embeds narrative elements within a largely expository structure. Effective student writing can also cross the boundaries of type, as does the grade 12 student sample “Fact vs. Fiction and All the Grey Space In Between” found in Appendix C.

• Progressive Language Skills in the Standards

While all of the Standards are cumulative, certain Language skills and understandings are more likely than others to need to be retaught and relearned as students advance through the grades.


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Beginning in grade 3, the Standards note such “progressive” skills and understandings with an asterisk (*) in the main document; they are also summarized in the table on pages 29 and 55 of that document as well as on page 34 of this appendix (A). These skills and understandings should be mastered at a basic level no later than the end of the grade in which they are introduced in the Standards. In subsequent grades, as their writing and speaking become more sophisticated, students will need to learn to apply these skills and understandings in more advanced ways.

Appendix B: Text Exemplars and Sample Performance Tasks Grades 4–5 Text Exemplars, page 63 Stories Lin, Grace. Where the Mountain Meets the Moon Burnett, Frances Hodgson. The Secret Garden Babbitt, Natalie. Tuck Everlasting Norton Juster and Jules Feiffer, The Phantom Tollbooth Poetry Blake, William. “The Echoing Green.” Lazarus, Emma. “The New Colossus.” Thayer, Ernest Lawrence. “Casey at the Bat.” Dickinson, Emily. “A Bird Came Down the Walk.” Sandburg, Carl. “Fog.” Frost, Robert. “Dust of Snow.” Dahl, Roald. “Little Red Riding Hood and the Wolf.” Nichols, Grace. “They Were My People.” Mora, Pat. “Words Free As Confetti.” Informational Texts Berger, Melvin. Discovering Mars: The Amazing Story of the Red Planet Carlisle, Madelyn Wood. Let’s Investigate Marvelously Meaningful Maps Lauber, Patricia. Hurricanes: Earth’s Mightiest Storms Otfinoski, Steve. The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It Wulffson, Don. Toys!: Amazing Stories Behind Some Great Inventions Schleichert, Elizabeth. “Good Pet, Bad Pet.” Kavash, E. Barrie. “Ancient Mound Builders.” Koscielniak, Bruce. About Time: A First Look at Time and Clocks Banting, Erinn. England the Land Ruurs, Margriet. My Librarian Is a Camel: How Books Are Brought to Children Around the World Simon, Seymour. Horses Appendix C: Samples of Student Writing None for this unit Terminology


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Challenging Concepts Online Resources Common Core Resources • RIDE http://www.ride.ri.gov/Instruction/CommonCoreMaterials.aspx • Partnership for Assessment of Readiness for College and Careers PARCC http://www.parcconline.org • Common Core State Standards Initiative http://www.corestandards.org • Achieve the Core http://www.achievethecore.org

http://www.ride.ri.gov/Instruction/CommonCoreMaterials.aspx

http://www.parcconline.org/

http://www.corestandards.org/

http://www.achievethecore.org/


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Grade 5 English Language Arts, Quarter 1, Unit 2 (Unit 1.2)

Title: Recognizing, Understanding & Developing Opinions (Informational)

Overview

Number of instructional days: 20 days (1 day = 60 minutes)


Reading, writing, listening and discussion will be used in this unit on recognizing, understanding and writing opinions. Students read and listen to multiple opinion texts and speeches on a wide variety of topics which will serve as models for students to then write their own opinion pieces. By looking at these pieces, students determine main opinion/ideas and how they are supported by key details. Through discussions, short written responses, and listening, students will summarize the points a speaker/author makes and explain how each claim is supported by reasons and evidence. Additionally, students will explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). Readers will quote accurately from a text when explaining what it says explicitly and when drawing inferences. Finally, students will discover the meanings of domain specific words and phrases found in these grade level pieces.

All of these skills and activities will prepare students to then compose their own opinion piece, ideally connected to a current topic of study. In doing so, students will demonstrate command of the conventions of grammar, punctuation, capitalization, spelling and usage when writing and/or speaking. Special attention must be given in this unit to the function of conjunctions, prepositions, and interjections in sentences and to the use of commas to set off the words yes and no.

Concepts to Be Learned and Skills to Be Used

• QUOTE accurately when EXPLAINING what a text says explicitly and when DRAWING inferences from the text.

• DETERMINE main ideas of a text and EXPLAIN how they are supported by key details • DETERMINE meaning of general academic and domain specific words and phrases. • EXPLAIN an author’s use of reasons and evidence to support particular points in a text • DRAW evidence from informational texts to SUPPORT an opinion • WRITE opinion pieces that support a point of view


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o CREATE organizational structure with clear topic and stated opinion, reasons supported by facts and details, linking phrases, and a conclusion

• PRODUCE clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

• SUMMARIZE the points a speaker makes and EXPLAIN how each claim is supported by reasons and evidence

• DEMONSTRATE command of grammar and usage; EXPLAIN function of conjunctions, prepositions, and interjections

• DEMONSTRATE command of capitalization, punctuation, and spelling Essential Questions This section lists 2 – 6 essential questions students should be able to answer by the end of this unit of study. While these questions will relate directly to the unit and represent the big ideas of the unit, they should be relatively broad and open-ended in nature, and should not be easily answered with a “yes” or “no” answer.

• How does a reader determine fact from opinion in a text? • How does an author/speaker’s use of fact and opinion help a reader to better understand the

meaning of the text/speech? • How does the author use evidence to support his/her opinion? • What are the components of an effective informational opinion piece of writing? • What information should you gather when writing an opinion created from reading

informational text? How does citing information make your piece of opinion writing stronger?




RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.



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

identifying which reasons and evidence support which point(s).


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W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. 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. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently,

specifically). d. Provide a concluding statement or section related to the opinion presented.

W.5.9 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]”).

SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

L.5.1 Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their

function in particular sentences.

L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag

question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

Standards that Reinforce 1.2:



necessary.




W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions


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should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.)



writing or speaking. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb

tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense.* e. Use correlative conjunctions (e.g., either/or, neither/nor).

Standards that Recur 1.2 : RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry,

at the high end of the grades 4–5 text complexity band independently and proficiently.

RI.5.10 By the end of the year, read and comprehend informational texts including history/social studies, science, and technical text, at the high end of the grades 4-5 text complexity band independently and proficiently.


SL.5.1 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. a. Come to discussions prepared, having read or studied required material; explicitly draw




knowledge gained from the discussions. L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing. e. Spell grade-appropriate words correctly, consulting references as needed.





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Clarifying the Standards

Key: RL = Reading Standards for Literature, RI = Reading Standards for Informational Text, RF= Foundational Skills, W = Writing Standards,

SL = Speaking & Listening Standards, L = Language Standards

RL – None addressed.

RI – In grade 4 students referred to details and examples, when explaining what the text says explicitly and drawing inferences from the text. In grade 5, students must quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. In grade 6, students will cite textual evidence to support analysis.

In grade 4, students determined one main idea of a text and explained how it is supported by key details; summarize the text. In grade 5, students determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. In grade 6, students must determine a central idea and then create an objective summary after reading a text.

4th grade students determined the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 5th grade students must determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. 6th grade students will determine the meaning of words and phrases as they are used in a text including figurative, connotative and technical meaning.

Grade 4 students explained how an author uses reasons and evidence to support particular points in a text. Grade 5 students must also identify which reasons and evidence support which point(s). Grade 6 students will take this one step further by tracing and evaluating the arguments and specific claims in a text.

RF – None addressed.

W – In grade 4, students wrote opinion pieces on topics or texts, supporting a point of view with reasons and information. The difference in grade 5 is that students are now asked to logically order their ideas and reasons. Furthermore, in grade 6 students will be asked to support their claims with reasons, use credible sources and provide a conclusion that follows from narrated experiences or events.

In grade 4, students drew evidence from literary or informational texts to support analysis, reflection, and research. In grade 5 students must provide reasons and evidence to support their points. In grade 6 students will trace and evaluate the argument and specific claims in a text.


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SL – Grade 4 students identified reasons and evidence a speaker provides. Grade 5 students summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. In grade 6 students will delineate a speaker’s argument and claims and distinguish which claims have evidence and which do not.

L – Grade 4 students demonstrated command of the conventions of standard English grammar and usage when writing or speaking. They used relative pronouns and adverbs, formed and used the progressive verb tense, used model auxiliaries, ordered adjectives, formed and used prepositional phrases, produced complete sentences, correctly used homophones. In Grade 5, students must explain the function of conjunctions, prepositions and interjections and their function in sentences, form and use the perfect verb tense, use verb tense appropriately, recognize shifts in verb tense and use correlative conjunctions. In grade 6, students will ensure that pronouns are in the proper case.

Grade 4 students used a comma before coordinating conjunctions in a compound sentence. In Grade 5 students continue to demonstrate command of the conventions of capitalization, punctuation, and spelling and specifically learn to use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). In Grade 6 there is no correlation.


Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms • Glossary of Key Terms http://commoncore.org/maps/resources/glossary • A Three-Part Model for Measuring Text Complexity As signaled by the graphic, the Standards’ model of text complexity consists of three equally important parts.

http://commoncore.org/maps/resources/glossary


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(1) Qualitative dimensions of text complexity. In the Standards, qualitative dimensions and qualitative factors refer to those aspects of text complexity best measured or only measurable by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands. (2) Quantitative dimensions of text complexity. The terms quantitative dimensions and quantitative factors refer to those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and are thus today typically measured by computer software. (3) Reader and task considerations. While the prior two elements of the model focus on the inherent complexity of text, variables specific to particular readers (such as motivation, knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the task assigned and the questions posed) must also be considered when determining whether a text is appropriate for a given student. Such assessments are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject. • Definitions of the Standards’ Three Text Types


Informational/Explanatory Writing Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing addresses matters such as types (What are the different types of poetry?) and components (What are the parts of a motor?); size, function, or behavior (How big is the United States? What is an X-ray used for? How do penguins find food?); how things work (How does the legislative branch of government function?); and why things happen (Why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing. They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts;


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and citing an anecdote or a scenario to illustrate a point. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and precise writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. As students advance through the grades, they expand their repertoire of informational/explanatory genres and use them effectively in a variety of disciplines and domains. Although information is provided in both arguments and explanations, the two types of writing have different aims. Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view. In short, arguments are used for persuasion and explanations for clarification. Like arguments, explanations provide information about causes, contexts, and consequences of processes, phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the writer not only gives information but also presents a case with the “pros” (supporting ideas) and “cons” (opposing ideas) on a debatable issue. Because an argument deals with whether the main claim is true, it demands empirical descriptive evidence, statistics, or definitions for support. When writing an argument, the writer supports his or her claim(s) with sound reasoning and relevant and sufficient evidence.

Narrative Writing Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that provide insight into the narrator’s and characters’ personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense. In history/social studies, students write narrative accounts about individuals. They also construct event models of what happened, selecting from their sources only the most relevant information. In science, students write narrative descriptions of the step-by-step procedures they follow in their investigations so that others can replicate their procedures and (perhaps) reach the same results. With practice, students expand their repertoire and control of different narrative strategies. Creative Writing beyond Narrative The narrative category does not include all of the possible forms of creative writing, such as many types of poetry. The Standards leave the inclusion and evaluation of other such forms to teacher discretion. Texts that Blend Types Skilled writers many times use a blend of these three text types to accomplish their purposes. For example, The Longitude Prize, included above and in Appendix B, embeds narrative elements within a largely expository structure. Effective student writing can also cross the boundaries of type, as does the grade 12 student sample “Fact vs. Fiction and All the Grey Space In Between” found in Appendix C.


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• Three Tiers of Words Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002, 2008) have outlined a useful model for conceptualizing categories of words readers encounter in texts and for understanding the instructional and learning challenges that words in each category present. They describe three levels, or tiers, of words in terms of the words’ commonality (more to less frequently occurring) and applicability (broader to narrower). While the term tier may connote a hierarchy, a ranking of words from least to most important, the reality is that all three tiers of words are vital to comprehension and vocabulary development, although learning tier two and three words typically requires more deliberate effort (at least for students whose first language is English) than does learning tier one words.

• Tier One words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children. They are not considered a challenge to the average native speaker, though English language learners of any age will have to attend carefully to them. While Tier One words are important, they are not the focus of this discussion. • Tier Two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (misfortune, dignified, faltered, unabashedly). Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable. • Tier Three words (what the Standards refer to as domain-specific words) are specific to a domain or field of study (lava, carburetor, legislature, circumference, aorta) and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature. Recognized as new and “hard” words for most readers (particularly student readers), they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded (e.g., made a part of a glossary).

Tier Two Words and Access to Complex Texts Because Tier Three words are obviously unfamiliar to most students, contain the ideas necessary to a new topic, and are recognized as both important and specific to the subject area in which they are instructing students, teachers often define Tier Three words prior to students encountering them in a text and then reinforce their acquisition throughout a lesson. Unfortunately, this is not typically the case with Tier Two words, which by definition are not unique to a particular discipline and as a result are not the clear responsibility of a particular content area teacher. What is more, many Tier Two words are far less well defined by contextual clues in the texts in which they appear and are far less likely to be defined explicitly within a text than are Tier Three words. Yet Tier Two words are frequently encountered in complex written texts and are particularly powerful because of their wide applicability to many sorts of reading. Teachers thus need to be alert to the presence of Tier Two words and determine which ones need careful attention. Tier Three Words and Content Learning


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This normal process of word acquisition occurs up to four times faster for Tier Three words when students have become familiar with the domain of the discourse and encounter the word in different contexts (Landauer & Dumais,1997). Hence, vocabulary development for these words occurs most effectively through a coherent course of study in which subject matters are integrated and coordinated across the curriculum and domains become familiar to the student over several days or weeks. Examples of Tier Two and Tier Three Words in Context The following annotated samples call attention to Tier Two and Tier Three words in particular texts and, by singling them out, foreground the importance of these words to the meaning of the texts in which they appear. Both samples appear without annotations in Appendix B.

Example 1: Volcanoes (Grades 4–5 Text Complexity Band)

Excerpt In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers, but they know much about how a volcano works. Our planet [is] made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma. Volcanoes are formed when magma pushes its way up through the crack in Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava. Simon, Seymour. Volcanoes. New York: HarperCollins, 2006. (2006) Of the Tier Two words, among the most important to the overall meaning of the excerpt is layers. An understanding of the word layers is necessary both to visualize the structure of the crust (“the top layers of solid rock are called the crust”) and to grasp the notion of the planet being composed of layers, of which the crust and the mantle are uppermost. Perhaps equally important are the word spouted and the phrase pours forth; an understanding of each of these is needed to visualize the action of a volcano. The same could be said of the word surface. Both layers and surface are likely to reappear in middle and high school academic texts in both literal and figurative contexts (“this would seem plausible on the surface”; “this story has layers of meaning”), which would justify more intensive instruction in them in grades 4–5.

Tier Three words often repeat; in this excerpt, all of the Tier Three words except mantle and lava appear at least twice. Volcano(es) appears four times—five if volcanic is counted. As is also typical with Tier Three words, the text provides the reader with generous support in determining meaning, including explicit definitions (e.g., “the melted, or molten, rock is called magma”) and repetition and overlapping sentences (e.g., . . . called the crust. Deep beneath the crust . . .).

Example 2: Freedom Walkers (Grades 6–8 Text Complexity Band)

Excerpt From the Introduction: “Why They Walked” Not so long ago in Montgomery, Alabama, the color of your skin determined where you could sit on a public bus. If you happened to be an African American, you had to sit in the back of the bus, even if there were empty seats up front.


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Back then, racial segregation was the rule throughout the American South. Strict laws—called “Jim Crow” laws—enforced a system of white supremacy that discriminated against blacks and kept them in their place as second-class citizens. People were separated by race from the moment they were born in segregated hospitals until the day they were buried in segregated cemeteries. Blacks and whites did not attend the same schools, worship in the same churches, eat in the same restaurants, sleep in the same hotels, drink from the same water fountains, or sit together in the same movie theaters. In Montgomery, it was against the law for a white person and a Negro to play checkers on public property or ride together in a taxi. Most southern blacks were denied their right to vote. The biggest obstacle was the poll tax, a special tax that was required of all voters but was too costly for many blacks and for poor whites as well. Voters also had to pass a literacy test to prove that they could read, write, and understand the U.S. Constitution. These tests were often rigged to disqualify even highly educated blacks. Those who overcame the obstacles and insisted on registering as voters faced threats, harassment and even physical violence. As a result, African Americans in the South could not express their grievances in the voting booth, which for the most part, was closed to them. But there were other ways to protest, and one day a half century ago, the black citizens in Montgomery rose up in protest and united to demand their rights—by walking peacefully. It all started on a bus. Freedman, Russell. Freedom Walkers: The Story of the Montgomery Bus Boycott. New York: Holiday House, 2006. (2006) The first Tier Two word encountered in the excerpt, determined, is essential to understanding the overall meaning of the text. The power of determined here lies in the notion that skin color in Montgomery, Alabama, at that time was the causal agent for all that follows. The centrality of determined to the topic merits the word intensive attention. Its study is further merited by the fact that it has multiple meanings, is likely to appear in future literary and informational texts, and is part of a family of related words (determine, determination, determined, terminate, terminal). Understanding the excerpt’s Tier Three words is also necessary to comprehend the text fully. As was the case in example 1, these words are often repeated and defined in context. Segregation, for example, is introduced in the second paragraph, and while determining its meaning from the sentence in which it appears might be difficult, several closely related concepts (white supremacy, discriminated, second-class) appears in the next sentence to provide more context.

• Progressive Language Skills in the Standards While all of the Standards are cumulative, certain Language skills and understandings are more likely than others to need to be retaught and relearned as students advance through the grades. Beginning in grade 3, the Standards note such “progressive” skills and understandings with an asterisk (*) in the main document; they are also summarized in the table on pages 29 and 55 of that document as well as on page 34 of this appendix. These skills and understandings should be mastered at a basic level no later than the end of the grade in which they are introduced in the


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Standards. In subsequent grades, as their writing and speaking become more sophisticated, students will need to learn to apply these skills and understandings in more advanced ways.

Appendix B: Text Exemplars and Sample Performance Tasks Selecting Text Exemplars The following text samples primarily serve to exemplify the level of complexity and quality that the Standards require all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that students should encounter in the text types required by the Standards. The choices should serve as useful guideposts in helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do not represent a partial or complete reading list. The process of text selection was guided by the following criteria: • Complexity. Appendix A describes in detail a three-part model of measuring text complexity based

on qualitative and quantitative indices of inherent text difficulty balanced with educators’ professional judgment in matching readers and texts in light of particular tasks. In selecting texts to serve as exemplars, the work group began by soliciting contributions from teachers, educational leaders, and researchers who have experience working with students in the grades for which the texts have been selected. These contributors were asked to recommend texts that they or their colleagues have used successfully with students in a given grade band. The work group made final selections based in part on whether qualitative and quantitative measures indicated that the recommended texts were of sufficient complexity for the grade band. For those types of texts—particularly poetry and multimedia sources—for which these measures are not as well suited, professional judgment necessarily played a greater role in selection.

• Quality. While it is possible to have high-complexity texts of low inherent quality, the work group solicited only texts of recognized value. From the pool of submissions gathered from outside contributors, the work group selected classic or historically significant texts as well as contemporary works of comparable literary merit, cultural significance, and rich content.

• Range. After identifying texts of appropriate complexity and quality, the work group applied other criteria to ensure that the samples presented in each band represented as broad a range of sufficiently complex, high- quality texts as possible. Among the factors considered were initial publication date, authorship, and subject matter.

Selected excerpts are accompanied by annotated links to related media texts freely available online at the time of the publication of this document. Informational texts, Grades 4-5, pages 70-76 http://www.corestandards.org/assets/Appendix_A.pdf Berger, Melvin. Discovering Mars: The Amazing Story of the Red Planet Carlisle, Madelyn Wood. Let’s Investigate Marvelously Meaningful Maps Lauber, Patricia. Hurricanes: Earth’s Mightiest Storms Otfinoski, Steve. The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It Wulffson, Don. Toys!: Amazing Stories Behind Some Great Inventions Schleichert, Elizabeth. “Good Pet, Bad Pet.” Kavash, E. Barrie. “Ancient Mound Builders.” Koscielniak, Bruce. About Time: A First Look at Time and Clocks Banting, Erinn. England the Land .

http://www.corestandards.org/assets/Appendix_A.pdf


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Hakim, Joy. A History of US Ruurs, Margriet. My Librarian Is a Camel: How Books Are Brought to Children around the World Simon, Seymour. Horses Montgomery, Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea Simon, Seymour. Volcanoes Nelson, Kadir. We Are the Ship: The Story of Negro League Baseball Cutler, Nellie Gonzalez. “Kenya’s Long Dry Season.” Hall, Leslie. “Seeing Eye to Eye.” Ronan, Colin A. “Telescopes.” Buckmaster, Henrietta. “Underground Railroad.” Sample Performance tasks for Informational texts .............................Page 76

Appendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_A.pdf Grade 5 Samples are on pages 29-31. Terminology Challenging Concepts Online Resources • RIDE http://www.ride.ri.gov/Instruction/CommonCoreMaterials.aspx • Partnership for Assessment of Readiness for College and Careers PARCC http://www.parcconline.org • Common Core State Standards Initiative http://www.corestandards.org • Achieve the Core http://www.achievethecore.org







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Grade 5 English Language Arts, Quarter 2, Unit 1 (Unit 2.1)

Title: Recognizing, Understanding & Developing Opinions (Literary)

Overview



Reading, writing, listening and discussion will be used in this unit on recognizing, understanding and writing opinions. Students read and listen to multiple literary texts which will serve as the basis for students to respond, writing their own opinion pieces. By examining these texts, students will form opinions and support them using relevant details from the reading. Readers will quote accurately from a text when explaining what it says explicitly and when drawing inferences. They will determine theme from details in the text. They will describe how a narrator’s point of view or opinion influences how events are described. Additionally, students will determine the meaning of words and phrases, including figurative language such as metaphor and simile.

All of these skills and activities will prepare students to compose their own opinion piece on literary text. They will include reasons and supportive details, use linking words and provide a conclusion. In doing so, students will demonstrate command of the conventions of Standard English grammar, usage, punctuation, capitalization, and spelling when writing and/or speaking.

Concepts to Be Learned and Skills to Be Used

• QUOTE accurately from a text when EXPLAINING what the text says explicitly and when DRAWING inferences from the text.

• DETERMINE a theme of a story, drama, or poem from details in the text • DESCRIBE how a narrator’s point of view influences how events are described • DETERMINE meaning of words and phrases, including figurative language such as metaphors

and similes. • USE concrete words, relevant details and direct quotations to CONVEY and SUPPORT your

stated opinions. • DRAW evidence from literary texts to SUPPORT an opinion. • RECOGNIZE and UNDERSTAND content specific words and phrases. • EXPLAIN how an author uses reasons and evidence to support particular points in a text


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• WRITE opinion pieces that support a point of view o CREATE organizational structure with clear topic and stated opinion, reasons

supported by facts and details, linking phrases, and a conclusion • PRODUCE clear and coherent writing in which the development and organization are

appropriate to task, purpose, and audience. • SUMMARIZE the points a speaker makes and EXPLAIN how each claim is supported by reasons

and evidence • DEMONSTRATE command of capitalization, punctuation, and spelling


• How does citing from a literary text make your piece of opinion writing more effective? • How does a narrator/author’s point of view influence how events are described? How does that

influence how we form our opinions? • How does a writer use relevant evidence and quotes to support his/her opinion in response to

literary text? • What are the components of an effective opinion piece of writing in response to or based on a

literary text?




RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

RL 5.6 Describe how a narrator’s or speaker’s point of view influences how events are described. W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and


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information. a. 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. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently,

specifically). d. Provide a concluding statement or section related to the opinion presented.

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature.

SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons

and evidence. L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag

question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).






RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).



RF.5.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding.


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b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their

function in particular sentences. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb














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.,


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however, although, nevertheless, similarly, moreover, in addition).




RL – In grade 4, students referred to details when explaining what the text says explicitly and when drawing inferences from the text. In grade 5, students go beyond referring to details and examples to quoting them accurately. Later in grade 6 students will cite evidence to support analysis.

In grade 4 students determined the theme from the details in the text. In grade 5 students determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; they summarize the text. In grade 6 students will determine the central idea of text and how it’s conveyed through particular details. They also must create an objective summary.

In grade 4 students determined the meaning of words and phrases as they are used in a text such as those alluding to characters contained in mythology. In grade 5 students determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. In grade 6, students will also analyze the impact of a specific word choice on meaning and tone.

In grade 4 students compared and contrasted point of view from which different stories are narrated including the difference between 1st and 3rd person narrations. In grade 5, students describe how a narrator’s or speaker’s point of view influences how events are described. In grade 6 students will explain how an author develops the point of view of a narrator or speaker.

RI – There are no Focus standards in this unit.

RF – There are no Focus standards in this unit.

W – In grade 4, students wrote opinion pieces on topics or texts, supporting a point of view with reasons and information. The difference in grade 5 is that students are now asked to logically order their ideas and reasons. Furthermore, in grade 6, students will support their claims with reasons and use credible sources; their conclusion must follow from narrated experiences or events. In writing opinions, grade 4 and 5 students link opinions and reasons using words and phrases. In grade 5 students are also asked to use clauses. In grade 6 students will use words, phrases and clauses to clarify the relationships among claims and reasons.

In grade 4, students draw evidence from literary texts to support analysis, reflection, and research while applying the Reading Standards for fourth grade. In grade 5 and 6, students will draw evidence from text as they apply the Reading standards for their own grade.


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SL – Grade 4 students identified reasons and evidence a speaker provides. Grade 5 students summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. In grade 6 students will delineate a speaker’s argument and claims and distinguish which claims have evidence and which do not.

L – Grade 4 students demonstrated command of the conventions of standard English grammar and usage when writing or speaking. They used relative pronouns and adverbs, formed and used the progressive verb tense, used model auxiliaries, ordered adjectives, formed and used prepositional phrases, produced complete sentences, correctly used homophones. In Grade 5, students must explain the function of conjunctions, prepositions and interjections in sentences, form and use the perfect verb tense, use verb tense appropriately, recognize shifts in verb tense and use correlative conjunctions. In grade 6, students must ensure that pronouns are in the proper case.

Grade 4 students will use a comma before coordinating conjunctions in a compound sentence. In Grade 5 students will continue to demonstrate command of the conventions of capitalization, punctuation, and spelling when writing. They will use a comma to set off the words yes and no, to set off a tag question from the rest of the sentence, and to indicate direct address. In Grade 6 there is no correlation.


Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf • Argument, from page 23

Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In English language arts, students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about. In history/social studies, students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historically or empirically situated interpretation. In science, students make claims in the form of statements or conclusions that answer questions or address problems. Using data in a scientifically acceptable form, students marshal evidence and draw on their understanding of scientific concepts to argue in support of their claims. Although young children are not able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by providing examples, offering reasons for their assertions, and explaining cause and effect. These kinds of expository structures are steps on the road to argument. In grades K–5, the term “opinion” is used to refer to this developing form of argument.

Appendix B: Text Exemplars and Sample Performance Tasks http://www.corestandards.org/assets/Appendix_B.pdf


http://www.corestandards.org/assets/Appendix_B.pdf


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Grades 4–5 text exemplars, pages 63-69 Stories, pages 63-69 Carroll, Lewis. Alice’s Adventures in Wonderland Burnett, Frances Hodgson. The Secret Garden Farley, Walter. The Black Stallion Saint-Exupéry, Antoine de. The Little Prince Babbitt, Natalie. Tuck Everlasting Singer, Isaac Bashevis. “Zlateh the Goat.” Hamilton, Virginia. M. C. Higgins, the Great Erdrich, Louise. The Birchbark House Curtis, Christopher Paul. Bud, Not Buddy Lin, Grace. Where the Mountain Meets the Moon Poetry Blake, William. “The Echoing Green.” Lazarus, Emma. “The New Colossus.” Thayer, Ernest Lawrence. “Casey at the Bat.” Dickinson, Emily. “A Bird Came Down the Walk.” Sandburg, Carl. “Fog.” Frost, Robert. “Dust of Snow.” Dahl, Roald. “Little Red Riding Hood and the Wolf.” Nichols, Grace. “They Were My People.” Mora, Pat. “Words Free As Confetti.” Sample Performance Tasks for Stories and Poetry, page 70 Appendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf Samples for Narrative writing are on pages 31-35 Terminology Challenging Concepts Online Resources Common Core Resources • RIDE http://www.ride.ri.gov/Instruction/CommonCoreMaterials.aspx • Partnership for Assessment of Readiness for College and Careers PARCC http://www.parcconline.org • Common Core State Standards Initiative http://www.corestandards.org • Achieve the Core http://www.achievethecore.org

General Teacher Resources See list in unit 1. Other Resources

http://www.corestandards.org/assets/Appendix_C.pdf






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Title: Writing to Inform or Explain

Overview

Number of instructional days: 15 – 20 days (1 day = 60 minutes)


In this unit, students will read, summarize, and compare and contrast information from multiple sources, drawing on this information to locate an answer to a question quickly or solve a problem efficiently. They will note similarities and differences in the points of view of different accounts of the same event or topic. They will use information from this research to write informative/explanatory texts that examine a topic and convey ideas and information clearly. In their writing, they introduce topics, develop the topic with relevant facts, link ideas logically, use precise, domain-specific vocabulary, include formatting, and provide a concluding statement to accurately convey information. Students will develop and strengthen their writing using the writing process (planning, drafting, revising, editing). Students will report orally on the topic they have researched, speaking clearly and understandably and including visuals or media when appropriate. Concepts to Be Learned and Skills to Be Used

• ANALYZE multiple accounts of the same event or topic, NOTING similarities and differences in the point of view.

• DRAW information from multiple print or digital sources, DEMONSTRATING ability to locate an answer to a question quickly or to solve a problem efficiently.

• WRITE informative/explanatory texts to EXAMINE a topic and CONVEY ideas and information clearly.

o INTRODUCE topic, PROVIDE a focus, GROUP information logically and PROVIDE a conclusion

o INCLUDE formatting, illustrations, and multimedia o DEVELOP topic with facts, definitions, concrete details, quotations, and examples o LINK ideas across categories using words, phrases, clauses o USE domain-specific vocabulary and precise language

• CONDUCT short research projects that USE several sources to BUILD knowledge through investigation of different aspects of a topic.

• RECALL experiences or GATHER relevant information from sources; SUMMARIZE or


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PARAPHRASE information and PROVIDE a list of sources. • DRAW evidence from informational texts to SUPPORT reflection and research. • DEVELOP and STRENGTHEN writing by PLANNING, REVISING and EDITING. • REPORT or PRESENT, SEQUENCING ideas logically and USING facts and details to support ideas

or themes; SPEAK clearly at an understandable pace. • INCLUDE multimedia (e.g., graphics, sound) and visuals in presentations when appropriate • DEMONSTRATE command of the conventions of standard English capitalization, punctuation,

and spelling when writing. • USE knowledge of language and conventions: EXPAND, COMBINE, REDUCE sentences.


• Why is using multiple sources of information important? How does this impact the reader’s

understanding of a topic? • How is informative/explanatory writing different from opinion writing? • What makes an informative/explanatory piece of writing effective?

Written Curriculum


Standards that are the Focus in the Unit of Study 2.2:


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.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information

clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related

information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.


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c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

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

b. Apply grade 5 Reading standards to informational texts.

SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

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

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.







necessary.




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writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their





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.












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RL – There are no Focus standards in this unit.

RI - In grade 4 students summarized text. This continues in grade 5. In grade 6, they will summarize the text distinct from personal opinions or judgments.

Grade 4 students compared and contrasted firsthand and secondhand accounts of the same event or topic, describing the differences in focus and information provided. Grade 5 students analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Grade 6 students will determine an author’s point of view or purpose and explain how it is conveyed in the text.

In grade 4, students interpreted information presented visually, orally or quantitatively and explained how this information helped the reader understand the text. In grade 5 students draw on information from multiple print or digital sources to locate an answer to a question quickly or to solve a problem efficiently. In grade 6, students will integrate information presented in different formats to develop a coherent understanding of a topic or issue.

W In grade 4, students wrote informative/explanatory texts to examine a topic and convey ideas and information clearly. They introduced the topic clearly and grouped related information in paragraphs and sections with formatting, illustrations and multimedia to aid comprehension. They used facts, concrete details, definitions, quotations or other information to develop the topic. They linked ideas within categories, used precise language and domain-specific vocabulary and provided a concluding statement or section. In grade 5 students continue to develop a topic clearly and maintain a focus. They continue to use precise language and domain-specific vocabulary and provide a concluding statement or section. They use facts, concrete details, definitions, quotations or other information to develop the topic. This standard builds in grade 5 to group ideas logically and link ideas both within and across categories using words, phrases, and clauses. In grade 6, students will be responsible for the same skills, but with a new focus on selection, organization and analysis of relevant content. They will also use transitions to clarify their ideas and will maintain a formal style.

SL – In grade 4, students reported orally on a topic or told a story or experience in an organized way with facts and details to support their theme; they added audio or visuals when appropriate. They spoke clearly at an understandable pace. In grade 5, they report on a topic or an opinion with a logical


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sequence of ideas and include visuals or multimedia when appropriate. They speak clearly at an understandable pace. In grade 6, they will present claims and findings, include pertinent details to accentuate ideas, and use appropriate eye contact, volume, and pronunciation. They will include media and visuals.

L Grade 4 students used their knowledge of language and its conventions when writing, speaking, reading and listening. They chose specific words to accurately convey ideas. They used punctuation for effect. They were able to differentiate and appropriately use formal and informal English. These skills build in grade 5 as students expand, combine and/or reduce sentences for meaning, reader/listener interest, and style. Additionally they compare and contrast varieties of English used in stories, dramas or poems. In grade 6 students vary sentence patterns for meaning, reader/listener interest, and style as well as maintain consistency in style and tone throughout the piece.


Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf Appendix B: Text Exemplars and Sample Performance Tasks http://www.corestandards.org/assets/Appendix_B.pdf Informational texts, page 70 - 76 Berger, Melvin. Discovering Mars: The Amazing Story of the Red Planet Carlisle, Madelyn Wood. Let’s Investigate Marvelously Meaningful Maps Lauber, Patricia. Hurricanes: Earth’s Mightiest Storms Otfinoski, Steve. The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It Wulffson, Don. Toys!: Amazing Stories Behind Some Great Inventions Schleichert, Elizabeth. “Good Pet, Bad Pet.” Kavash, E. Barrie. “Ancient Mound Builders.” Koscielniak, Bruce. About Time: A First Look at Time and Clocks Banting, Erinn. England the Land Hakim, Joy. A History of US Ruurs, Margriet. My Librarian Is a Camel: How Books Are Brought to Children around the World Simon, Seymour. Horses Montgomery, Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea Simon, Seymour. Volcanoes Nelson, Kadir. We Are the Ship: The Story of Negro League Baseball Cutler, Nellie Gonzalez. “Kenya’s Long Dry Season.”




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Hall, Leslie. “Seeing Eye to Eye.” Ronan, Colin A. “Telescopes.” Buckmaster, Henrietta. “Underground Railroad." Sample Performance tasks for Informational Texts, page 76. Appendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf Informative/Explanatory, pages 29-30 “Author Response: Roald Dahl” Terminology Point of view – Chiefly in literary texts, the narrative point of view (as in first- or third-person narration); more broadly, the position or perspective conveyed or represented by an author, narrator, speaker, or character Short research project – An investigation intended to address a narrowly tailored query in a brief period of time, as in a few class periods or a week of instructional time Source – A text used largely for informational purposes, as in research. Challenging Concepts Online Resources Common Core Resources • RIDE http://www.ride.ri.gov/Instruction/CommonCoreMaterials.aspx • Partnership for Assessment of Readiness for College and Careers PARCC http://www.parcconline.org • Common Core State Standards Initiative http://www.corestandards.org • Achieve the Core http://www.achievethecore.org

Other Resources







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Title: Developing Narratives

Overview

Number of instructional days: 15 (1 day = 60 minutes) *PARCC recommends 5-9 short texts including 3-5 literature and 2-4 informational text, including 1-2 science text and 1-2 social studies text. One text should be an extended literature text that aligns with the text complexity guidelines prescribed by the Common Core Standards. Short texts account for 3-4 weeks of instruction and the extended text 2-3 weeks of focused instruction.


In this unit, students will write descriptive and logically sequenced narratives based on real or imagined experiences or events. These pieces of writing should establish a situation, introduce a narrator and or characters and unfold in a natural sequence of events. Dialogue, description and pacing are just a few narrative techniques that could be used to develop experiences and how characters respond to situations. Appropriate transitional words, phrases and clauses should be used to help the flow of the narrative. Furthermore, concrete words, phrases and sensory details will be used to elaborate the events. Students should end their writing with a logical and satisfying conclusion. Students will continue to read a variety of short literary texts, including stories, plays, or poems. Analyzing how visual and multimedia elements contribute to the meaning, tone, or beauty of a text will be a focus. The selected texts should be at the high end of the grade 4-5 text complexity band. Another important skill will be using specific details from these texts to compare and contrast two or more characters, settings or events. Students also learn and practice how to orally summarize information included in text that is read aloud or presented in different media or formats. Finally, students will begin to learn how to determine the meaning of unknown words, phrases, metaphors, similes and other figurative language used in the readings. Students demonstrate command of the conventions of standard English grammar and usage when writing, focusing on when and why commas are used to separate the introduction of a concept from the rest of the sentence. Concepts to Be Learned and Skills to Be Used

• COMPARE AND CONTRAST two or more characters, settings or events in a story or drama,

DRAWING on specific details.


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• DETERMINE the meaning of words and phrases as they are used in a text (figurative language) • ANALYZE how visual and multimedia elements CONTRIBUTE to the meaning, tone, or beauty of

a text • DESCRIBE how an author’s point of view INFLUENCES how events are described. • WRITE narratives to develop real or imagined experiences or events USING effective technique,

descriptive details and clear event sequences. o ESTABLISH a situation o INTRODUCE a narrator and/or characters o ORGANIZE an event sequence that unfolds naturally o USE dialogue and description to SHOW the responses of characters to situations. o USE a variety of transitional words, phrases, and clauses to MANAGE the sequence of

events. o USE concrete words and phrases to CONVEY experiences and events precisely. o PROVIDE an accurate and logical conclusion.

• PRODUCE clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

• DRAW evidence from literary texts to SUPPORT reflection and research. • SUMMARIZE a written text read aloud or information presented in diverse media and formats,

including visually, quantitatively, and orally. • DEMONSTRATE command of the conventions of Standard English capitalization, punctuation

and spelling when writing. • USE a comma to separate an introductory element. • DEMONSTRATE understanding of figurative language, word relationships and nuances in word

meanings. o INTERPRET figurative language, including similes and metaphors. o EXPLAIN idioms, adages, and proverbs


• How does a reader determine the meaning of unknown words, phrases and figurative language as they are used in a text?

• How does one construct an effective narrative? • What must be included in an oral summary of a written text read aloud?


Grade-Level Expectations


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The Common Core standards for this unit are listed in their complete form, including all numbering and strand information and exactly as they appear in the CCSS. Any portions of the standard(s) not addressed in this unit will be marked with a strikethrough to clarify the focus of this unit’s activities. There will most likely be standards from more than one strand in this section.


RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).


RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique,

descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or

characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop

experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of

events. d. Use concrete words and phrases and sensory details to convey experiences and events

precisely. e. Provide a conclusion that follows from the narrated experiences or events.

SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

L.5.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and

spelling when writing. b. Use a comma to separate an introductory element from the rest of the sentence.

L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs.


RL5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from a text.

RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.



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RF.5.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on


necessary.

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature.



tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense.*

Standards that Recur 3.1: RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry,







led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.


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a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.



knowledge gained from the discussions.






RL – In grade 4, students referred to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. As they move to grade 5 students build on this by accurately quoting text to support what the text says. In grade 6 students will cite textual evidence to support analysis and inferences drawn from the text.

In grade 4 students determined a theme of a story, drama, or a poem and summarized the text. They are expected to do the same in grade 5 by including how characters in a story or drama respond to challenges or how the speaker in a poem reflects on a topic. They will continue to build on this in grade six by determining how particular details identify a theme or central idea of a text. In addition student’s summary of text should not include personal opinion or judgments.

In grade 4 students explained the major differences between poems, drama, and prose, and referred to the structural elements of poems (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. In grade 5 students explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem. In grade 6 students will analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting or plot.

RI – In grade 4 students referred to details and examples in a text when they explained what the text said explicitly and when they drew inferences from the text. In grade 5 students quote accurately from a text when they are explaining what the text says explicitly and when drawing inferences from the text. In grade 6 students will cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

In grade 4 students determined the main idea of a text and explained how it is supported by key details; and summarized the text. In grade 5 students are determining two or more main ideas of a text and explain how they are supported by key details; and are summarizing the text. In grade 6 students will determine a central idea of a text and how it is conveyed through particular details. The summary of the text should not include personal opinions or judgments.


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W – In grade 4, students produce clear and coherent pieces of writing appropriate to task and audience to convey their new knowledge. This continues in grade 5. This builds in grade 6 to include a specific style of writing.

SL – In grade 4, students collaboratively discuss topics and texts, building on others’ ideas and expressing their own clearly. This builds in grade 5 to include elaboration on the remarks of others and drawing conclusions based upon information and knowledge gained. In grade 6, students will reflect and paraphrase key ideas learned from multiple perspectives.



Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms • A Three-Part Model for Measuring Text Complexity As signaled by the graphic, the Standards’ model of text complexity consists of three equally important parts.

(1) Qualitative dimensions of text complexity. In the Standards, qualitative dimensions and qualitative factors refer to those aspects of text complexity best measured or only measurable by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands. (2) Quantitative dimensions of text complexity. The terms quantitative dimensions and quantitative factors refer to those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and are thus today typically measured by computer software.


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(3) Reader and task considerations. While the prior two elements of the model focus on the inherent complexity of text, variables specific to particular readers (such as motivation, knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the task assigned and the questions posed) must also be considered when determining whether a text is appropriate for a given student. Such assessments are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject. • Definitions of the Standards’ Three Text Types


Informational/Explanatory Writing Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing addresses matters such as types (What are the different types of poetry?) and components (What are the parts of a motor?); size, function, or behavior (How big is the United States? What is an X-ray used for? How do penguins find food?); how things work (How does the legislative branch of government function?); and why things happen (Why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing. They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and precise writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. As students advance through the grades, they expand their repertoire of informational/explanatory genres and use them effectively in a variety of disciplines and domains.


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Although information is provided in both arguments and explanations, the two types of writing have different aims. Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view. In short, arguments are used for persuasion and explanations for clarification. Like arguments, explanations provide information about causes, contexts, and consequences of processes, phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the writer not only gives information but also presents a case with the “pros” (supporting ideas) and “cons” (opposing ideas) on a debatable issue. Because an argument deals with whether the main claim is true, it demands empirical descriptive evidence, statistics, or definitions for support. When writing an argument, the writer supports his or her claim(s) with sound reasoning and relevant and sufficient evidence.

Narrative Writing Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that provide insight into the narrator’s and characters’ personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense. In history/social studies, students write narrative accounts about individuals. They also construct event models of what happened, selecting from their sources only the most relevant information. In science, students write narrative descriptions of the step-by-step procedures they follow in their investigations so that others can replicate their procedures and (perhaps) reach the same results. With practice, students expand their repertoire and control of different narrative strategies. Creative Writing beyond Narrative The narrative category does not include all of the possible forms of creative writing, such as many types of poetry. The Standards leave the inclusion and evaluation of other such forms to teacher discretion.

• Progressive Language Skills in the Standards While all of the Standards are cumulative, certain Language skills and understandings are more likely than others to need to be retaught and relearned as students advance through the grades. Beginning in grade 3, the Standards note such “progressive” skills and understandings with an asterisk (*) in the main document; they are also summarized in the table on pages 29 and 55 of that document as well as on page 34 of this appendix. These skills and understandings should be mastered at a basic level no later than the end of the grade in which they are introduced in the Standards. In subsequent grades, as their writing and speaking become more sophisticated, students will need to learn to apply these skills and understandings in more advanced ways.

Appendix B: Text Exemplars and Sample Performance Tasks Grades 4–5 Text Exemplars, page 63 Stories


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Lin, Grace. Where the Mountain Meets the Moon Burnett, Frances Hodgson. The Secret Garden Babbitt, Natalie. Tuck Everlasting Norton Juster and Jules Feiffer, The Phantom Tollbooth Poetry Blake, William. “The Echoing Green.” Lazarus, Emma. “The New Colossus.” Thayer, Ernest Lawrence. “Casey at the Bat.” Dickinson, Emily. “A Bird Came Down the Walk.” Sandburg, Carl. “Fog.” Frost, Robert. “Dust of Snow.” Dahl, Roald. “Little Red Riding Hood and the Wolf.” Nichols, Grace. “They Were My People.” Mora, Pat. “Words Free As Confetti.” Informational Texts Berger, Melvin. Discovering Mars: The Amazing Story of the Red Planet Carlisle, Madelyn Wood. Let’s Investigate Marvelously Meaningful Maps Lauber, Patricia. Hurricanes: Earth’s Mightiest Storms Otfinoski, Steve. The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It Wulffson, Don. Toys!: Amazing Stories Behind Some Great Inventions Schleichert, Elizabeth. “Good Pet, Bad Pet.” Kavash, E. Barrie. “Ancient Mound Builders.” Koscielniak, Bruce. About Time: A First Look at Time and Clocks Banting, Erinn. England the Land Ruurs, Margriet. My Librarian Is a Camel: How Books Are Brought to Children Around the World Simon, Seymour. Horses Appendix C: Samples of Student Writing Terminology Challenging Concepts Online Resources • RIDE http://www.ride.ri.gov/Instruction/CommonCoreMaterials.aspx • Partnership for Assessment of Readiness for College and Careers PARCC http://www.parcconline.org • Common Core State Standards Initiative http://www.corestandards.org • Achieve the Core http://www.achievethecore.org

Other Resources






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Informational Text: Connections and Relationships Instructional Days: 20

Overview



In this unit, students read informational text, looking look closely at ideas, details and structure. They identify two or more main ideas in a text and explain their relationship. Reading historical, scientific or technical text, students use specific information in the text to explain how individuals, events, or ideas are related or interact. They compare and contrast two or more texts for the way they structure events, ideas, concepts or information, for example noting whether the texts use cause/effect or problem/solution structures. Students continue to write informative/explanatory pieces to examine a topic and convey ideas and information clearly, building on their knowledge from unit 2.2. Students conduct short research projects using multiple sources, paraphrase information in notes, cite sources and draw on this evidence to support their analysis, reflection and research. Students continue to use the writing process to develop and strengthen their writing. They apply the conventions of standard English, with focus in this unit on the use of punctuation to separate items in a series and the correct use of either/or, neither/nor. Students also learn to use synonyms, antonyms, and other word relationships to help them better understand the meaning of words. Concepts to Be Learned and Skills to Be Used

• DETERMINE two or more main ideas of a text and explain their relationship. • EXPLAIN the relationships or interactions between individuals, events, ideas, or concepts in

historical, scientific, or technical text • COMPARE and CONTRAST the overall structure of two or more informational text and USE this

structure to COMPREHEND text. • WRITE informational and explanatory text.

o INTRODUCE topic, PROVIDE a focus, GROUP information logically and PROVIDE a conclusion.


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o USE domain-specific vocabulary and phrases to CONVEY ideas and information precisely.

• REFER to details and examples in a text when EXPLAINING what the text says explicitly and when DRAWING inferences from the text.

• DEMONSTRATE the command of conventions of standard English grammar, usage, capitalization, punctuation and spelling when WRITING: correlative conjunctions, commas

• USE the relationships of synonyms, antonyms, homographs to understand words. • DRAW evidence from multiple informational texts to SUPPORT reflection and research. • DEVELOP and STRENGTHEN writing by PLANNING, REVISING and EDITING.


• Why is it important for the reader to identify the structure of a given text? How does this

information help the reader better understand the concepts or information presented? • Why is it important to understand the relationship between two or more events, ideas, or

concepts on a given topic?

Written Curriculum


Standards that are the Focus in the Unit of Study 3.2


RI.5.3 Explain 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.

RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solutions) of events, ideas, concepts, or information in two or more texts.

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.


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L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

e. Use correlative conjunctions (e.g., either/or, neither/not).

L.5.2a Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation to separate items in a series.

L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

c. Use the relationship between particular words (e.g. synonyms, antonyms, homographs) to better understand each of the words.







necessary.



W.5.9 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]”).

SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using


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appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.



tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense.*

Standards that Recur 3.2 : 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.












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RI – In grade 4 students determine the main idea of a text, and supported it with details from text. Additionally students summarized text. This builds in grade 5 as students determine two or more main ideas and use relevant details from the text to support these ideas. They continue to summarize key ideas from the text. In grade 6, they determine a central idea and key details in the text. They continue to summarize the text distinct from personal opinions or judgments.

Grade 4 students determined the main idea of a text and explained how it is supported by key details. They also summarize the text. Grade 5 students determine two or more main ideas and explain how it is supported by key details. They also summarize the text. This continues to develop in grade 6 as students analyze in detail key events or ideas.

Grade 4 students describe the overall structure of ideas, events or information in a text or part of a text. This builds in grade 5 as students compare and contrast the overall structures. In sixth grade students analyze how a particular sentence, paragraph, chapter or section fits into the identified structure and contributes to the development of ideas.

W In grade 4, students wrote informative/explanatory texts to examine a topic and convey ideas and information clearly. They introduced the topic clearly and grouped related information in paragraphs and sections with appropriate formatting to aid comprehension. They used facts, concrete details, definitions, quotations or other information to develop the topic. They linked ideas within categories, used precise language and domain-specific vocabulary and provided a concluding statement or section. In grade 5 students continue to develop a topic clearly and maintain a focus. They continue to use precise language and domain-specific vocabulary and provide a concluding statement or section. Grade 5 students continue to use facts, concrete details, definitions, quotations or other information to develop the topic. This standard builds in grade 5 to group ideas logically and link ideas BOTH within and across categories using words, phrases, and clauses. In grade 6 students introduce a topic and organize ideas and information using specific strategies such as definition, classification, compare


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and contrast, and cause and effect. They establish and maintain a formal style and link ideas using appropriate transitions. They continue to develop a topic with relevant supporting details using domain- specific vocabulary and provide a concluding statement.


Grade 4 students demonstrated command of the conventions of standard English capitalization, punctuation, and spelling when writing. They used correct capitalization, commas and quotation marks, commas before a coordinating conjunction and spelled grade appropriate words correctly. In Grade 5 students expand their use of a comma by: separating items in a series, separating an introductory phrase, setting off the words yes and no, and to indicate a direct address. Additionally they indicate titles of works and spell grade appropriate words correctly. In Grade 6 will use punctuation to set off nonrestrictive/parenthetical elements. They will spell grade appropriate words correctly. In grade 4 students demonstrated their understanding of words by relating them to antonyms and synonyms. This skill builds in grade 5 to include homographs. In grade 6 students will distinguish among the association of words with similar definitions.


Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf Appendix B: Text Exemplars and Sample Performance Tasks http://www.corestandards.org/assets/Appendix_B.pdf Informational texts .........................................................................................70 Berger, Melvin. Discovering Mars: The Amazing Story of the Red Planet ......70 Carlisle, Madelyn Wood. Let’s Investigate Marvelously Meaningful Maps ...71 Lauber, Patricia. Hurricanes: Earth’s Mightiest Storms .................................71 Otfinoski, Steve. The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It ..................................................71 Wulffson, Don. Toys!: Amazing Stories Behind Some Great Inventions .........71 Schleichert, Elizabeth. “Good Pet, Bad Pet.” ..................................................71 Kavash, E. Barrie. “Ancient Mound Builders.” ................................................. 71




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Banting, Erinn. England the Land .................................................................... 72 Hakim, Joy. A History of US ..................................................................................72 Ruurs, Margriet. My Librarian Is a Camel: How Books Are Brought to Children Around the World ........................................................72 Simon, Seymour. Horses ..................................................................................... 73 Montgomery, Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea ...............................................73 Simon, Seymour. Volcanoes .................................................................................74 Nelson, Kadir. We Are the Ship: The Story of Negro League Baseball ..................74 Cutler, Nellie Gonzalez. “Kenya’s Long Dry Season.” .............................................74 Hall, Leslie. “Seeing Eye to Eye.”.............................................................................74 Ronan, Colin A. “Telescopes.” ................................................................................75 Buckmaster, Henrietta. “Underground Railroad.” .................................................76 Sample Performance tasks for Informational texts ...........................................76 Appendix C: Samples of Student Writing Informative writing 29-30 http://www.corestandards.org/assets/Appendix_C.pdf Terminology Short research project – An investigation intended to address a narrowly tailored query in a brief period of time, as in a few class periods or a week of instructional time Source – A text used largely for informational purposes, as in research. Challenging Concepts Online Resources Common Core Resources • RIDE http://www.ride.ri.gov/Instruction/CommonCoreMaterials.aspx • Partnership for Assessment of Readiness for College and Careers PARCC http://www.parcconline.org • Common Core State Standards Initiative http://www.corestandards.org • Achieve the Core http://www.achievethecore.org

General Teacher Resources Other Resources







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Title: Critical Text Analysis (Compare/Contrast, Cause/Effect, Determining Meaning)

Overview

Number of instructional days: 10 (1 day = 60 minutes)


In this unit, students develop their skills in determining meaning by reading multiple informational or literary texts (stories, dramas and poems) on one topic. Students will then look at key similarities and differences of the texts and discuss their findings. For example, students will compare and contrast the point of view for these pieces. They will also pay close attention to the way the authors approach the themes and topics in each text. Finally, after students look at the English dialects used and/or portrayed in each piece, they will be able to compare and contrast each of these aspects of the various texts with the ultimate goal of acquiring a deeper understanding. Using the above mentioned variety of text, students will continue to develop their ability to clarify the meaning of unknown and multiple meaning words/phrases using context clues such as cause/effect and compare/contrast. Students will continue to demonstrate command of the conventions of standard English grammar and usage when reading, writing, speaking and listening. Concepts to Be Learned and Skills to Be Used

• ANALYZE multiple accounts of the same event or topic NOTING similarities and differences in

the point of view they represent. • COMPARE and CONTRAST stories in the same genre and the way they approach similar topics

and themes • COMPARE and CONTRAST varieties of English (dialects, registers) used in stories, dramas and

poems • USE knowledge of language and its conventions when reading, writing, speaking and listening


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• DETERMINE and CLARIFY the meaning of unknown words and phrases using context as a clue


• How does comparing and contrasting multiple accounts of the same topic help you gain a

deeper understanding of it? • How does comparing and contrasting point of view, help you to better understand the topic of

study? • How does looking at the variety of English (ie. dialect and register) help you to better

understand that topic of study?




RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

SL 5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

L.5.3 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.


on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the

meaning of a word or phrase. Standards that Reinforce 4.1: W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.


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a. Apply grade 5 Reading standards to literature. b. Apply grade 5 Reading standards to informational text.

SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.















RL –

RL 5.9 In grade 4, students compare/contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures. As they move to grade 5, students focus on compare/contrast stories in the same genre on their approaches to similar themes or topics. In grade 6, students will compare/contrast different forms or genres (stories, poems, fantasy, historical fiction) in terms of their approaches to similar themes and topics.

RI –


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RI 5.6 In grade 4 students compare and contrast firsthand and secondhand accounts of the same event or topic describing the differences in focus and information provided. Whereas in grade 5 students analyze multiple accounts of the sane topic, noting important similarities and differences in the point of view they represent. In grade 6 students determine an author’s point of view or purpose in a text and explain how it is conveyed. I

W – None addressed

SL – In grade 4, students collaboratively discuss topics and texts, building on others’ ideas and expressing their own clearly. This builds in grade 5 to include elaboration on the remarks of others and drawing conclusions based upon information and knowledge gained. In grade 6, students reflect and paraphrase key ideas learned from multiple perspectives.

L –

L5.3b In grade 4 students use knowledge of conventions when reading, writing, speaking, and listening and choosing punctuation for effect. This builds in grade 5 where students are expected to compare/contrast the effect of the use of varieties of English (dialects, registers) used in stories, dramas, or poems. Then in grade 6, students are looking for author consistency in style and tone in the conventions used in their writing.

L5.4a In grade 4 students will determine or clarify the meaning of unknown phrases or words using context clues (definitions, examples or restatements). In grade 5 students are expected to use cause/effect relationships and comparisons in the text to determine the meanings of unknown words and phrases. the effect of the use of varieties of English (dialects, registers) used in stories, dramas, or poems. Then in grade 6, students are using context, position in a sentence or overall meaning of a sentence/phrase to determine the meaning of a word or a phrase.


Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf Appendix B: Text Exemplars and Sample Performance Tasks http://www.corestandards.org/assets/Appendix_B.pdf Grades 4–5 Text Exemplars, page 63 Stories Lin, Grace. Where the Mountain Meets the Moon




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Burnett, Frances Hodgson. The Secret Garden Babbitt, Natalie. Tuck Everlasting Norton Juster and Jules Feiffer, The Phantom Tollbooth Poetry Blake, William. “The Echoing Green.” Lazarus, Emma. “The New Colossus.” Thayer, Ernest Lawrence. “Casey at the Bat.” Dickinson, Emily. “A Bird Came Down the Walk.” Sandburg, Carl. “Fog.” Frost, Robert. “Dust of Snow.” Dahl, Roald. “Little Red Riding Hood and the Wolf.” Nichols, Grace. “They Were My People.” Mora, Pat. “Words Free As Confetti.” Informational Texts Berger, Melvin. Discovering Mars: The Amazing Story of the Red Planet Carlisle, Madelyn Wood. Let’s Investigate Marvelously Meaningful Maps Lauber, Patricia. Hurricanes: Earth’s Mightiest Storms Otfinoski, Steve. The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It Wulffson, Don. Toys!: Amazing Stories Behind Some Great Inventions Schleichert, Elizabeth. “Good Pet, Bad Pet.” Kavash, E. Barrie. “Ancient Mound Builders.” Koscielniak, Bruce. About Time: A First Look at Time and Clocks Banting, Erinn. England the Land Ruurs, Margriet. My Librarian Is a Camel: How Books Are Brought to Children Around the World Simon, Seymour. Horses Appendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf Terminology Point of view – Chiefly in literary texts, the narrative point of view (as in first- or third-person narration); more broadly, the position or perspective conveyed or represented by an author, narrator, speaker, or character Standard English/Formal English– In the Standards, the most widely accepted and understood form of expression in English in the United States; used in the Standards to refer to formal English writing and speaking; the particular focus of Language standards 1 and 2 (CCSS, pp. 26, 28, 52, 54) Challenging Concepts Online Resources



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Common Core Resources • RIDE http://www.ride.ri.gov/Instruction/CommonCoreMaterials.aspx • Partnership for Assessment of Readiness for College and Careers PARCC http://www.parcconline.org • Common Core State Standards Initiative http://www.corestandards.org • Achieve the Core http://www.achievethecore.org

General Teacher Resources See list in unit 1. Other Resources






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Overview

Title: Integration of Information and Research Instructional Days: 20 days



In this unit, students conduct short research projects, integrating several sources of information from both literature and informational texts, to knowledgeably write or speak about the topic. They develop research papers where they recall relevant information from print and digital sources, summarize or paraphrase information in notes and finished work, and cite sources. Students draw evidence from informational texts to support their analysis, reflection, and research. Students continue to use the writing process to develop and strengthen their writing. With guidance and support, students use technology to interact and collaborate with others as well as to produce and publish writing, typing a minimum of two pages in a single sitting. Concepts to Be Learned and Skills to Be Used

• INTEGRATE information from several literary and informational texts on the same topic in

order to knowledgably WRITE or SPEAK about the subject. • USE domain-specific vocabulary and phrases to CONVEY ideas and information precisely. • INTRODUCE topic, PROVIDE a focus, GROUP information logically and PROVIDE a conclusion. • DRAW relevant evidence from multiple informational texts to SUPPORT reflection and

research. • RESEARCH, COLLECT and ORGANIZE relevant information from multiple print and digital

sources. • DEVELOP and STRENGTHEN writing by PLANNING, REVISING and EDITING. • DEMONSTRATE the command of conventions of standard English, capitalization, punctuation

and spelling when WRITING. o INDICATE titles of works with underlining, quotation marks, or italics

• USE technology to INTERACT and COLLABORATE with others as well as to PRODUCE and PUBLISH writing DEMONSTRATING sufficient keyboarding skills.


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• Why is it important to read and integrate several sources of information to build knowledge

about a particular topic? • Why is it important to cite sources of evidence? • How do readers determine the relevance and reliability of a source?

Written Curriculum



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




W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature. b. Apply grade 5 Reading standards to informational text.

L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing. d. Use underlining, quotation marks, or italics to indicate titles of works.


W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.


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a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.





Standards that Recur 4.2: RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry,


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.













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RI –In grade 4 students integrated information from two texts on the same topic in order to knowledgably speak about the subject. This builds in grade 5 as students integrate information from several texts on the same topic in order to knowledgably speak about the subject. In grade 6 students will compare and contrast the presentation of the same events by two different authors.

W With guidance and support grade 4 students used technology to produce and publish writing and to interact and collaborate with others. They demonstrated sufficient keyboarding skills to type a minimum of one page in a single sitting. This continues in grade 5 as students type a minimum of two pages in a single sitting. In grade 6 students will type a minimum of three pages in a single sitting.

In grade 4 students conducted short research projects that build knowledge by investigating different aspects of a topic. This builds in grade 5 where students conduct short research projects using several sources to build knowledge on a specific topic. In grade 6 students will conduct short research project to answer a question drawing on several sources and refocusing the inquiry when appropriate.

In grade 4 students recalled relevant information from experiences, print, and digital sources. They took notes, categorized information, and provided a list of sources. This continues in grade 5 as students summarize or paraphrase information in notes and finished work. These skills build in grade 6 where students gather relevant information from multiple print and digital sources, assess the credibility of each source and quote or paraphrase the information while avoiding plagiarism and providing basic bibliographic information.

Students applied grade 4 reading standards to draw evidence from literary (historical fiction) and informational text to support their analysis, reflection and research. This continues in grade 5 as students apply grade 5 reading standards to support their analysis, reflection and research. They compare and contrast two or more characters, settings or events drawing on specific details to support their claims or assertions. Additionally students explain how an author uses reason and evidence to support particular points in a text. This builds in grade 6 as students apply grade 6 reading standards to compare and contrast texts in different forms or genres as well as trace and evaluate an argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

L – In grades 3 and 4, students capitalized appropriate words in titles as part of demonstrating their


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command of conventions of capitalization, punctuation and spelling. In grade 5, they use underlining, quotation marks, or italics to indicate titles of works. In grade 6 and beyond, this skill is not addressed in the standards. l


Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf Appendix B: Text Exemplars and Sample Performance Tasks http://www.corestandards.org/assets/Appendix_B.pdf Appendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf Terminology Point of view – Chiefly in literary texts, the narrative point of view (as in first- or third-person narration); more broadly, the position or perspective conveyed or represented by an author, narrator, speaker, or character Short research project – An investigation intended to address a narrowly tailored query in a brief period of time, as in a few class periods or a week of instructional time Source – A text used largely for informational purposes, as in research. Challenging Concepts Online Resources Common Core Resources • RIDE http://www.ride.ri.gov/Instruction/CommonCoreMaterials.aspx • Partnership for Assessment of Readiness for College and Careers PARCC http://www.parcconline.org • Common Core State Standards Initiative http://www.corestandards.org • Achieve the Core http://www.achievethecore.org








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