Curriculum Development Template
Wentzville School District
Stage 1 – Desired Results
Unit
Unit Title: Unit 4-Informational Expository
Course: Fifth Grade
Brief Summary of Unit: In this unit, students will determine the importance and
synthesize expository nonfiction. They will navigate informational expository text.
Approximate Length: 4 weeks; teach in conjunction to Writing Unit 4 Informational
Writing: Feature Articles on Topics of Personal Expertise
WSD Overarching Essential Questions
Students will consider…
1. Why should I collaborate?
2. Why is it important to choose and use
appropriate resources?
3. Why is it important to learn to
communicate effectively?
4. How does literacy impact my life?
5. When and why should I consider the
thoughts and ideas of others?
6. Why it is important for me to have
perseverance and personal integrity?
7. How can I be a good digital citizen?
WSD Overarching
Enduring Understandings
Students will understand that…
1. The integration of independent knowledge
and collaboration help us solve problems.
2. Intentionally choosing and utilizing
appropriate resources is essential to
personal and professional growth.
3. Effective communication is necessary for
life.
4. Literacy (reading, writing, speaking and
listening) enhances our quality of life,
expands our understanding of our global
society, and makes us life-long learners.
5. Supporting ideas with evidence and
considering the evidence of others helps
to build understanding.
6. Perseverance and personal integrity are
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essential to success.
7. Good digital citizens use technology
effectively and ethically.
TRANSFER
Transfer Goal
Students will be able to independently use their learning to…
Enhance his or her curiosity about the world around him or her by critically analyzing text.
MEANING
Essential Questions
Understandings
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Students will consider…
● How does one navigate informational
expository text?
● What is the purpose of note-taking?
● How does one determine a central
idea(s)?
● How does working with a partner help
me grow as a reader?
Students will understand that…
● Informational expository text is
presented in many forms, holds a large
amount of information, and strategies
are necessary for navigating the text.
● It is necessary to preview the
expository text features, vocabulary,
and structure in order to develop the
central messages.
● Note taking is essential to gain main
ideas and details of a text.
● The central idea(s) of text is
determined by supportive information
gathered
● Partnerships are crucial to increase
understanding of text.
ACQUISITION
Key Knowledge
Key Skills
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Students will know…
Students will be able to….
Reading Informational
Reading Informational
● how to quote accurately from a text
● explain what a text says using direct
● difference between explicit
quotes
information and an inference
● draw inferences about the text
● techniques for identifying important
● comprehend a text explicitly and
ideas during and after reading
implicitly
● quotes from a text strengthen thinking
● use original language to explain
● vocabulary: inference, quote, explicitly
explicit ideas from a text
● how to determine two or more main
● provide details and examples from text
ideas of a text
to support inferences
● there can be more than one main idea
● select accurate quotes from the text to
of a text
support explicit ideas and inferences
● qualities of a summary
● summarize a text
● the relationship between main ideas
● identify two or more main ideas from a
and supporting details
text
● vocabulary: main idea (central idea),
● explain the relationship between main
key details, summarize, support
ideas and supporting details
● determine relationships or interactions
● examine and explain the relationship
between two or more pieces of
between two or more pieces of
information from the text
information
● techniques for explaining
● use text based evidence to explain
● relationships or interactions between
● relationship and interactions of
individuals, ideas, events, or concepts
information
● importance of supporting thinking
● explain relationships or interactions
from evidence from text
between individuals, ideas, events, or
● vocabulary: relationships, interactions,
concepts
events, ideas, concepts, specific
● support thinking from evidence from
● know how to use a reference tool to
text
determine the meaning of grade level 5
● apply this skill to historical, technical,
topics and subjects.
and scientific texts
● features of a text related to word
● use prefixes, suffixes, schema, and
meaning (bold words, glossary, context
roots of words to determine meaning
clues
● distinguish between domain specific
● steps for using an online or print
and academic words and phrases
dictionary
● identify unknown words or phrases
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● several strategies for determining
meaning of an unknown word or
phrase
● techniques for identifying and
recording unfamiliar words
● the difference between domain specific
and academic words and phrases
● vocabulary: context clues, glossary,
dictionary
● how to choose different texts on the
same topic
● vocabulary: chronology, comparison,
cause/effect, problem/solution,
structure, contrast
● common signal words for text
structure
● note taking devices (graphic
organizers) for text structures
● several points of view
● how to find resources with various
points of view on an event or topic
● techniques for identifying similarities
and differences (graphic organizers)
● point of view influences how events or
topics are explained
● vocabulary: account, similarities, point
of view
● know how to locate information
quickly and solve problems efficiently
● techniques for locating an answer in
text quickly
● techniques for using a text to solve a
problem efficiently
● techniques for synthesizing
information from multiple sources
● use features of a text to determine
unknown words or phrases
● use online or print dictionary to
determine meaning of an unknown
word or phrase
● using two or more texts, compare and
contrast overall structure
● identify the structure used to organize
a text or part of a text
● use multiple resources to analyze an
event or a topic
● analyze the point of view represented
in varying accounts of the same event
or topic
● skim and scan information from
multiple print or digital sources to
answer questions
● or solve problems
● locate an answer in text quickly
● use the text to solve a problem
efficiently
● synthesize information from multiple
sources
● explain how an author uses reasons
and evidence to support particular
points in a text
● identify which reasons support the
points in a text
● identify an author’s point(s)
● identify the reasons an author gives to
support point(s)
● identify evidence used to support
particular points
● describe the relationships between the
main points, reason, and evidence
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● how to identify an author’s points
● write or speak about a topic after
● how to find and use supporting
doing research from several texts and
evidence
integrating with one’s own thoughts
● an author’s points should be supported
● identify key points from two texts
by evidence and reason
● identify key details from two texts
● techniques for identifying an author’s
● integrating information about a single
point(s)
topic from several texts
● techniques for identifying supporting
● read and comprehend in content areas
reasons and evidence
at the high end of the grades 4-5
● techniques for understanding the
● text complexity band
relationships between main points,
● make meaning from appropriately
reasons, and evidence
complex informational texts
● vocabulary: reasons, evidence, support
● engage with and appreciate
● find texts to gain presentable
appropriately complex texts
information on a topic
Speaking and Listening
● how to integrate information on a topic
● Engage effectively in a range of
● techniques for identifying important
collaborative discussions (one-onpoints
one, in groups, and teacher-led) with
● techniques for identifying key details
diverse partners on grade 5 topics,
● techniques for integrating information
texts, and issues, building on others’
from two or more texts
ideas and expressing their own clearly
● qualities of knowledgeable writing
● Come to discussions prepared, having
● qualities of knowledgeable speaking
read or studied required material;
● vocabulary: integrate information,
explicitly draw on that preparation
knowledgeable
and other information on the topic to
● graphic organizers that may be used to
explore ideas under discussion
aid in comprehension of text
● follow agreed upon rules for
● techniques for making meaning from
discussions and carry out assigned
appropriately difficult informational
roles
text
● pose and respond to specific questions
● techniques for engaging and
by making comments that contribute
appreciating difficult texts
to the discussion
● techniques for selecting texts that
● listen attentively to discussions about
are interesting, motivating, and
grade level 5 topics and texts
appropriate for who they are as readers
● discuss topics or texts one-on-one or in
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Speaking and Listening
groups
● techniques to prepare for discussions
● participate in teacher-led discussions
● agreed-upon rules for discussions
● elaborate on the remarks of others
● techniques to pose and respond to
● review the key ideas expressed
questions
● draw conclusions in light of
● asking questions aid understanding
information and knowledge gained
● techniques to elaborate on the remarks
from discussions
of others
● report on a topic or text or present an
● the value of reviewing key ideas
opinion
expressed during the discussion
● sequence ideas logically
● how to draw conclusions based on
● use appropriate facts and relevant
discussions
descriptive details to support main
● techniques for sequencing ideas
ideas or themes
logically
● speak clearly at an understandable
● facts and details support main ideas or
pace
themes
Language Standards
● the importance of speaking clearly
● determine the meaning of unknown
● the importance of speaking at an
words or phrases by drawing on
understandable pace
context clues (e.g. cause/effect
Language Standards
relationship, comparisons in text)
● context (e.g. cause/effect relationships,
● identify and use Greek and Latin
comparisons in text) is a clue to the
affixes and roots as clues to the
meaning of the word
meaning of a word
● many words or parts of words
● use reference materials in print
come from ancient Greek and Latin
and digital format to ascertain the
languages
pronunciation and establish the
● understanding Greek and Latin roots
precise meaning of a words or phrase
provide clues to meanings of unknown
● acquire and use accurately grade
words
appropriate conversational words and
● reference materials provide
phrases
information about words
● acquire and use accurately general
● reference materials are in print and
academic words and phrases
digital format
● acquire and use accurately grade
● vocabulary: context, clue, affix, root
appropriate domain specific words and
word, roots, glossaries, thesauruses,
phrases
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dictionaries, reference materials,
digital, pronunciation, cause/effect
relationship, comparison, compare
● techniques for collecting a variety of
new words
● Grade appropriate conversational
words and phrases
● Grade appropriate general academic
words and phrases
● Grade appropriate domain specific
words and phrases
● Common words and phrases to signal
contrast
● Common words and phrases to signal
addition
● Common words and phrases to signal
logical relationships
Writing
● informative/explanatory text teach
readers about a topic by examining
the topic and conveying ideas and
information clearly
● informative/explanatory texts should
be engaging and could be entertaining
to readers
● formatting (e.g. headings) illustrations
and multimedia may aid
● informative/explanatory text follow a
predictable structure (e.g. introduce
topic, develop topic, conclude topic)
● topics are developed with facts,
definitions, and details, quotations,
and other information
● linking words and phrases and their
function
● acquire and use accurately words and
phrases to signal contrast
● acquire and use accurately words and
phrases to signal addition
● acquire and use accurately words and
phrases to signal logical relationships
Writing
● group information logically
● include formatting (headings),
illustrations, and multimedia when
useful to aid in comprehension
● develop topic with facts, definitions,
concrete details, quotations, or other
information
● link ideas using words, phrases, or
clauses
● use precise language and domainspecific vocabulary to inform about or
explain the topic
● provide a concluding statement or
section related to the information
presented
● Conduct short research projects that
use several sources to build knowledge
through investigation of different
aspects of a topic
● Recall relevant information from
experiences or gather relevant
information from print or digital
sources; summarize or paraphrase
information in notes and finish work,
and provide a list of sources
● Draw evidence from literary or
informational texts to support analysis,
reflection, and research
● Explain how an author uses reasons
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● precise language and domain specific
vocabulary are used to inform about
and explain a topic
● relevant concluding statement or
sections relates to the information or
explanation presented
● vocabulary: informative, explanatory
● research is a way to build knowledge
● steps in the research process
(e.g.define questions, locate resources,
evaluate and use information, organize
findings, share findings, etc.)
● thorough research investigates
multiple facets of a topic
● vocabulary: research process
● the differences between print and
digital sources
● techniques for taking notes on sources
● techniques for categorizing
information
● what to include in a list of sources
● vocabulary: relevant information,
print, digital sources, summarize,
paraphrase, notes, sources
● elements of analytical, reflective, and
research based writing
● varying techniques for critical reading
of literature and informational texts
● techniques for note taking before and
after reading
● appropriate for specific audience and
purpose
and evidence to support particular
points in a text; identify which reasons
and evidence support which points
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STANDARDS ALIGNMENT
CCSS
Show-Me Standards
Reading Informational Text
Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Knowledge Standards
CA 1, 2, 3, 4, 5, 6, 7
Speaking and Listening
Standards: 1, 4
Performance Standards
1.1, 1.2, 1.4, 1.5, 1.6, 1.8, 1.10
2.1, 2.2, 2.3, 2.7
3.5, 3.6
4.1, 4.4, 4.5, 4.6
Language
Standards: 1, 4
Writing
Standards: 2, 7, 8, 9b
WSD School Board Approval - July 2013