Anoka Hennepin K-12 Curriculum Unit Plan
Department: Elementary Reading
Unit 2&3 Title: Recognizing Text Features & Questioning
Grade Level: 5
Trimester One (5 Weeks, Independent Structure)
Program Understandings: #1, #2, #3, & #4
Stage 1: Desired Results
Established
Goals/Standards
Focus:
RI 5.2.1.1 Quote accurately
from a text when explaining
what the text says explicitly
and when drawing inferences
from the text.
RI 5.2.4.4 Determine the
meaning of general academic
and domain-specific words or
phrases in a text relevant to a
grade 5 topic or subject area.
RI 5.2.7.7 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.
RF 5.3.0.3 Know and apply
grade-level phonics and word
analysis skills in decoding
words.
a. Use combined
knowledge of all lettersound correspondences,
syllabication patterns, and
morphology to read
accurately unfamiliar
multisyllabic words in
©Anoka-­‐Hennepin ISD #11
6/25/12 8:38 AM Transfer
Students will be able to independently use their learning to…
• self-assess meanings of words using context clues.
• apply understanding of text features to aid comprehension.
• use questioning to make sense of content.
Meaning
UNDERSTANDINGS
Students will understand that…
• readers use context clues and text features to determine
meaning of unfamiliar words or phrases.
• information from multiple print or digital sources allows
readers to efficiently answer questions and solve problems.
• questioning is an effective comprehension tool.
• there are a variety of purposes for reading.
• readers determine main ideas and supporting details to
understand what they have read.
• readers accurately quote details from nonfiction text to make
and support inferences.
ESSENTIAL QUESTIONS
Students will keep considering:
• How does an author arrange text to help me
understand what I read?
• How do I find the meaning of an unknown word?
• How does questioning help me understand what I
read?
• What does the author want me to understand about the
text?
• How do I use multiple main ideas and key details to
summarize text?
• How do I use key details to make and support
inferences?
Ongoing:
• What does it mean to be an independent reader?
• Why do I need to think while I read or listen?
• Why is it important to respond to my reading?
Acquisition
Students will know…
• how to use context clues and text features to determine word
meaning.
• specific or content words lead to understanding of text.
Grade 5: Units 2 and 3
Students will be skilled at…
• using context clues and text features to determine
meaning of unfamiliar words or phrases.
• using text features to quickly answer a question or
1 context and out of context.
•
Explore:
RI 5.2.2.2 Determine two or
more main ideas of a text and
explain how they are
supported by key details;
summarize the text.
RI 5.2.6.6 Analyze multiple
accounts by various cultures
of the same event or topic;
noting important similarities
and differences in the point
of view they represent.
Ongoing:
RI 5.2.10.10 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 grade 4-5 text
complexity band
independently and
proficiently.
a. Self-selects texts for
personal enjoyment,
interest, and academic
tasks.
RF 5.3.0.4 Read with
sufficient accuracy and
fluency to support
comprehension.
a. Read grade-level text
with purpose and
understanding.
b. Read grade-level prose
and poetry orally with
accuracy, appropriate
rate, and expression on
•
•
•
•
©Anoka-­‐Hennepin ISD #11
6/25/12 8:38 AM how to scan information from text and digital sources to assist
in comprehension.
questioning is an important part of comprehension.
text can be read for different purposes.
expository text can have more than one main idea.
quoting from a text requires supporting textual evidence and
accuracy.
•
•
•
solve a problem.
using key details from the text to make inferences.
accurately quoting from the text.
reading orally with appropriate rate, accuracy and
expression.
Essential Vocabulary:
• context clues
• text features
• italicized type
• bolded type
• main idea
• key details
• quote accurately
• proof
• evidence
Grade 5: Units 2 and 3
2 successive readings.
c. Use context to confirm
or self-correct word
recognition and
understanding, rereading
as necessary.
©Anoka-­‐Hennepin ISD #11
6/25/12 8:38 AM Grade 5: Units 2 and 3
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