Strategy 8: Be the coach/facilitator to create an implementation guide together using the form in the book for either literacy related early learning standards OR a set of PASSkills from Grade 5 in the ELA section (like vocabulary or research skills or comprehension).
Implementation Guide for 5th Grade ELA Standard 3: Comprehension
Standard 3.1 Literal Understanding
Quarter 1: Introduce and use pre-reading strategies; read and comprehend grade-level appropriate texts; recognize and identify main idea by answering basic comprehension questions
- Academic Vocabulary: pre-reading strategy, main idea, supporting details
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads
- Assessments: basic comprehension quiz/test; create picture that depicts the main idea
Quarter 2: Use pre-reading strategies; read and comprehend grade-level appropriate texts; recognize and identify main idea by answering basic comprehension questions
- Academic Vocabulary: pre-reading strategy, main idea, supporting details, text structures (cause/effect, chronological), fiction, non-fiction
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads; all should be at a higher level than Q1 texts
- Assessments: basic comprehension quiz/test; create picture that depicts the main idea
Quarter 3: Use pre-reading strategies independently; read and comprehend grade-level appropriate texts; recognize and identify main idea by creating comprehension questions
- Academic Vocabulary: pre-reading strategy, main idea, supporting details, text structures (cause/effect, chronological), fiction, non-fiction, genre
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads; all should be at a higher level than Q2 texts
- Assessments: basic comprehension quiz/test; create picture that depicts the main idea; create own comprehension questions with rubric as guide
Quarter 4: Use pre-reading strategies independently; read and comprehend grade-level appropriate texts; recognize and identify main idea by creating and answering comprehension questions
- Academic Vocabulary: pre-reading strategy, main idea, supporting details, text structures (cause/effect, chronological), fiction, non-fiction, genre
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads; all should be at a higher level than Q3 texts
- Assessments: basic comprehension quiz/test; create picture that depicts the main idea; create own comprehension questions with rubric as guide
Standard 3.3 Summary and Generalization
Quarter 1: Summarize and paraphrase information from a small portion of selection; identify main idea and supporting details
- Academic Vocabulary: summarize; paraphrase; main idea; supporting details
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads
- Assessments: GIST, label phrases as main idea/supporting detail
Quarter 2: Summarize and paraphrase information from entire selection; identify main idea and supporting details; organize text information in different ways
- Academic Vocabulary: summarize; paraphrase; main idea; supporting details; timeline, outline, graphic organizer
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads
- Assessments: GIST, label phrases as main idea/supporting detail; complete graphic organizer to organize text information
Quarter 3: Summarize and paraphrase information from entire selection; identify main idea and supporting details; organize text information in different ways; make generalizations with text information
- Academic Vocabulary: summarize; paraphrase; main idea; supporting details; timeline, outline, graphic organizer; generalization
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads
- Assessments: GIST, label phrases as main idea/supporting detail; complete graphic organizer to organize text information; oral or written generalization with rubric as guide
Quarter 4: Summarize and paraphrase information from entire selection; identify main idea and supporting details; organize text information in different ways; make generalizations with text information; support ideas and arguments with evidence from text
- Academic Vocabulary: summarize; paraphrase; main idea; supporting details; timeline, outline, graphic organizer; generalization; argument; text evidence
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads
- Assessments: GIST, label phrases as main idea/supporting detail; complete graphic organizer to organize text information; oral or written generalization with rubric as guide; short paragraph that explains main idea/generalization with text evidence to support statement
Standard 3.2 Inferences and Interpretation
Quarter 1: Apply prior knowledge and experience to make connections to text; describe elements of character development in written works
- Academic Vocabulary: prior knowledge; connections; main character; minor character; motives; stereotypes; character traits
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads
- Assessments: write 2 connections to text; identify two types of character development supported with text evidence
Quarter 2: Apply prior knowledge and experience to make connections and inferences; describe elements of character development in written works
- Academic Vocabulary: prior knowledge; connections; main character; minor character; motives; stereotypes; character traits; inferences
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads
- Assessments: write 2 connections to text; identify two types of character development supported with text evidence; draw one inference from text supported with text evidence
Quarter 3: Apply prior knowledge and experience to make connections and inferences; describe elements of character development in written works; make inferences about characters' qualities and actions
- Academic Vocabulary: prior knowledge; connections; main character; minor character; motives; stereotypes; character traits; inferences
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads
- Assessments: write 2 connections to text; draw two inferences from text; identify two types of character development supported with text evidence; draw one inference from text supported with text evidence; draw one inference about character supported with text evidence
Quarter 4: Apply prior knowledge and experience to make connections and inferences; describe elements of character development in written works; make inferences about characters' qualities and actions; draw inferences and conclusions about text and support with text evidence and prior knowledge
- Academic Vocabulary: prior knowledge; connections; main character; minor character; motives; stereotypes; character traits; inferences; conclusions
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads
- Assessments: write 2 connections to text; draw two inferences from text; identify two types of character development supported with text evidence; draw one inference from text supported with text evidence; draw one inference about character supported with text evidence and prior knowledge
