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Grade 5

Grade 5 Reading Standards and Component Skills

 
StandardSkillStandardSkill
RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.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.RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
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).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.
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.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.
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.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.
RL.5.6: Describe how a narrator’s or speaker’s point of view influences how events are described.RI.5.6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
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).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.
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).
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.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Grade 5 Summary Table

Click the button to download a PDF of a summary table listing the reading standard, its component skills, and the reading lessons where the skills are taught.

RL.5.1

STANDARD

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

SKILL

Explain Text and Draw Inferences with Strongest Evidence

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.5.1: EXPLAIN TEXT AND DRAW INFERENCES WITH STRONGEST EVIDENCE
Step 1What do you want to figure out?
Step 2

Look for clues in the text.



  • nearby details

  • feeling words

  • tone of voice

  • pictures
Step 3

Think about what you already know.



  • Visualize.
Step 4Put the clues together. What does the text mean?

Step 2

Choose the strongest evidence to support your ideas.



  • relevant: connects to all parts of your idea

  • frequent: in many parts of the text

  • specific: exact and detailed

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ draws an inference based on textual evidence


▢ identifies accurate textual evidence to support ideas


▢includes background knowledge that shows the inference is true


▢chooses strongest evidence (relevant, specific, frequent

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
cannot connect details to draw an inference…

  • What is happening in this part of the text?

  • Why do you think the characters do and say what they do? What would these words or thoughts sound like if the character spoke them aloud?

  • Make a movie in your mind that includes these details. What do the details teach you?

  • What can you ask to find more details: who, what, where, why, when, how?
use only background knowledge…

  • What details in the text also show your idea?

  • What happens in the text that is similar to your experience?

RL.5.1

STANDARD

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

SKILL

Quote Text Evidence Accurately to Support Ideas

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.5.1: QUOTE TEXT EVIDENCE ACCURATELY TO SUPPORT IDEAS
Step 1Draw an inference about the text.
Step 2

Look for important supporting details.



  • quotations

  • specific examples
Step 3

Quote the evidence accurately.



  • Use the exact words from the text.

  • Put quotation marks around the words.

  • Include the page number.
Step 4Make sure your quotation doesn’t include your own ideas.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ chooses quotations that support the inference


▢ includes quotation marks and page number


▢ uses exact words from the text


▢ does not include student’s own ideas

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to quote the exact wording from the text…Reread your quotation and the information in the text. Go word by word to make sure you have quoted exactly. Don’t add or leave out any words
forget to include the page number as citation…Remember that quoting accurately means telling where the quote came from. On what page in the text did you find this quote?

RI.5.1

STANDARD

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

SKILL

Explain Text and Draw Inferences with Strongest Evidence

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.5.1: EXPLAIN TEXT AND DRAW INFERENCES WITH STRONGEST EVIDENCE
Step 1What do you want to explain?
Step 2

Look for clues in the text.



  • nearby details

  • text features

  • visuals
Step 3

Think about what you already know.



  • Visualize.
Step 4Put the clues together to say what the text means.
Step 5

Choose the strongest evidence to support your explanation:



  • relevant: connects to all parts of your ideas

  • precise and specific: contains quantities or detailed facts

  • frequent: there are many details of the same type

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ draws an inference based on textual evidence


▢ identifies accurate textual evidence to support ideas


▢ includes background knowledge that shows the inference is true


▢ chooses strongest evidence (relevant, precise/specific, frequent)

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
cannot connect details to draw an inference…

  • What do you want to explain about the text?

  • Which of these questions can you ask to find more details: who, what, where, why, when, how?

  • Why do you think the author included these details?

  • Make a movie in your mind that includes these details. What do the details teach you?
do not choose the strongest evidence…

  • How does that evidence relate to your inference?

  • Does this evidence give precise and specific information?

  • Where else in the text can you find this evidence or something like it? Do you see it frequently or just once?
use only background knowledge…

  • What details in the text also show your idea?

  • What happens in the text that is similar to your experience?

RI.5.1

STANDARD

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

SKILL

Quote Text Evidence Accurately to Support Ideas

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.5.1: QUOTE TEXT EVIDENCE ACCURATELY TO SUPPORT IDEAS
Step 1Draw an inference about the text.
Step 2

Look for important supporting details.



  • quotations

  • specific examples
Step 3

Quote the evidence accurately.



  • Use the exact words from the text.

  • Put quotation marks around the words.

  • Include the page number.
Step 4Make sure your quotation doesn’t include your own ideas.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ chooses quotations that support the inference


▢ includes quotation marks and page number


▢ uses exact words from the text


▢ does not include student’s own ideas

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to quote the exact wording from the text…Reread your quotation and the information in the text. Go word by word to make sure you have quoted exactly. Don’t add or leave out any words.
forget to include the page number as citation…Remember that quoting accurately means telling where the quote came from. On what page in the text did you find this quote?

RL.5.2

STANDARD

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.

SKILL

Determine a Theme in a Story or Drama

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.5.2: DETERMINE A THEME IN A STORY OR DRAMA
Step 1

Find important topics.



  • big challenges

  • character responses

  • patterns of events

  • repeating problems, situations, feelings
Step 2

What is the author showing about one topic?



  • What does the main character learn?

  • What does the reader learn?
Step 3

Determine the theme.



  • What is the author’s message about life beyond the text? (THEME)

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ names the main topic


▢ identifies the author’s message about the world (theme)


▢ uses accurate text details to support theme ideas

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to separate a universally applicable theme from specific story events…

  • What does the character learn about the world in this situation or story? How could you use this lesson in your life?

  • How do you think the author wants you to act in your life? What should you do, or not do?
do not express theme as a complete sentence/idea…What is an idea or topic that repeats in the text? What does the author say about it? Tell me in a complete sentence.

RL.5.2

STANDARD

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.

SKILL

Determine Theme in a Poem

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.5.2: DETERMINE THEME IN A POEM
Step 1

Recount the poem in your own words. Interpret:



  • figurative language.

  • unusual word order.

  • imagery.
Step 2

What is an important idea or topic? Look at:



  • the title.

  • important words and creative language.

  • important events.

  • the end of the poem.
Step 3

What is the author saying about this idea or topic?



  • What does the poem make you think or feel?

  • What is the poem’s message about life beyond the text? (THEME)
Step 4Reread the poem, thinking about the theme.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ restates the poem correctly in own words


▢ names an important idea or topic


▢ identifies the author’s message about the world (theme)


▢ uses accurate text details to support ideas about theme

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
read the poem’s words literally…

  • Could this happen in real life? What else might these words mean?

  • What do these words help you imagine?
struggle to determine a universally applicable theme from many details in a poem…

  • What words, ideas, or images do you see in the poem more than once?

  • What would the speaker’s voice sound like reading these words aloud?

  • What is the speaker saying about the world? How could you use this lesson in your life?
do not express theme as a complete sentence/idea…What is an idea or topic that repeats in the text? What does the author say about it? Tell me in a complete sentence.

RL.5.2

STANDARD

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.

SKILL

Summarize a Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.5.2: SUMMARIZE A TEXT
Step 1Identify the text and text type.
Step 2

Recount the key story elements.



  • characters and setting

  • problem and solution
Step 3

What is the character like before and after

Summarize the important events and details. Try this order.



  • someone (who?)

  • wanted/didn’t want (what?)

  • but (problem)

  • so (character tried to solve the problem)

  • then (ending)
Step 4

Don’t include:



  • minor details.

  • your opinion.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ names the important characters and settings


▢ tells the main problem and solution


▢ includes only important details


▢ organizes the summary logically

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
include too many story elements or details…

  • Do these details fit into the Someone Wanted But So Then frame?

  • Can I understand the problem and solution if you leave out this detail?
cannot express the story problem into the language of “wanted”…Remember that sometimes the main character wants something to happen. Sometimes the character wants something NOT to happen.
summarize in a confusing order…

  • When did this part happen? Why?

  • Tell me the main problem. Then tell me how the main character tries to solve it?

RI.5.2

STANDARD

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

SKILL

Determine Two or More Main Ideas

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.5.2: DETERMINE TWO OR MORE MAIN IDEAS
Step 1What is the topic?
Step 2

What ideas does the author want to teach us? Scan:



  • headings.

  • introduction and conclusion.

  • topic sentences.

  • visuals and text features.
Step 3

Determine at least two important ideas of the entire text.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ identifies the text topic


▢ identifies at least two main ideas in the text


▢ uses accurate and important details to support thinking

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
confuse main idea with topic..

  • Share examples: Topic—what the text is about, such as sports; Main Idea—what the text says, such as “basketball is a fun sport.”

  • What is this text about? Tell me the topic in one or two words.

  • What does the author say about this topic? Tell me in a complete sentence
choose unimportant, inaccurate, or irrelevant details…

  • What words do you see many times on this page, or in pictures and text features throughout the text?

  • Which details are most important?

  • Where did you find this text detail? Does the text say this exactly?

  • How does this detail support the main idea? Can you say the connection another way

RI.5.2

STANDARD

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

SKILL

Explain How Key Details Support Each Main Idea

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.5.2: EXPLAIN HOW KEY DETAILS SUPPORT EACH MAIN IDEA
Step 1What is a main idea of the text?
Step 2

Find key details that support each main idea.



  • facts or explanations

  • examples or anecdotes

  • quotes

  • events

  • visual elements
Step 3

How do the key details support each main idea? Do they:



  • show it is true?

  • give more information about it?

  • explain or describe it?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ identifies the main idea


▢ identifies accurate text details that support each main idea


▢ explains how each key detail supports a main idea

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to connect a key detail to the main idea it supports…

  • What information does the key detail give?

  • What does it help you learn about?

  • Which main idea does this help you understand?
struggle to explain the work a key detail does, including its purpose and its name…

  • Refer to the chart in the TEACHER RESOURCE GUIDE (TBD) of different kinds of text details, e.g. examples, anecdotes, explanations.

  • What about the main idea did you learn from this key detail? Did you learn an example, a story, an explanation, or a fact?

  • Would you have understood the main idea without the detail? Why or why not?

RI.5.2

STANDARD

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

SKILL

Summarize a Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.5.2: SUMMARIZE A TEXT
Step 1Identify the text and topic.
Step 2Identify the central ideas.
Step 3Identify key details for each central idea.
Step 4

Summarize the main ideas and details in an order that makes sense:



  • sequentially

  • compare and contrast

  • cause and effect

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ states the main idea of the text


▢ explains the main idea with details from the text


▢ includes only important details


▢ organizes the details in a way that makes sense with the text

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
cannot organize the details logically…

  • Are these details steps?

  • Do the details tell about events that happened first, second, or last?

  • Do the details tell about a person’s life and what happened in it?

  • Do the details tell what something is like? Do they give examples of something? 
include too many details….Which details are most important? Could someone still get the gist of the text if you left this detail out?
cannot identify the main idea…What is the author trying to teach us? What would be a good title for this section?

RL.5.3

STANDARD

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).

SKILL

Compare and Contrast Two or More Characters, Settings, or Events

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.5.3: COMPARE AND CONTRAST TWO OR MORE CHARACTERS, SETTINGS, OR EVENTS
Step 1

What are you comparing?



  • MAIN CHARACTERS who solve the big problems

  • SETTINGS where important events happen

  • EVENTS that connect to solving the big problem

ALTERNATE STEP 2 for CHARACTERS
Step 2

Describe each character. Include:



  • identity (role, age and gender, relationships).

  • traits and feelings.

  • important actions.

ALTERNATE STEP 2 for SETTINGS
Step 2

Describe each setting. Include:



  • WHEN (period, season, time).

  • WHERE (place, building, description).

  • CONTEXT (weather or background events).

  • EVENTS that happen there.

ALTERNATE STEP 2 for EVENTS
Step 2

Describe each event. Include:



  • character responses.

  • causes and effects.

  • connection to the main story problem.
Step 3Tell why each example matters to that story.
Step 4

Compare and contrast characters, settings, or events.



  • What is true about both?

  • What is true for only one?

  • How are they important?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ describes how the characters’ traits, feelings, and/or actions are similar and different


▢ describes how the times and places are similar and different


▢ describes how events impact each story similarly and differently


▢ explains why the similarities or differences matter to the story

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to find the similarities/differences…

  • Think about each story one at a time.

    • Setting: When and where does the story occur?

    • Characters: How does each character usually act? What is each character like?

    • Events: Tell the causes and effects of the event, including how characters respond to it.



  • Which details are true for both stories? Which are true for only one?
struggle to explain the importance of similarities and differences…Remember that authors always include details for a reason. Imagine swapping the characters, setting, or events between the stories. How would the stories be different? Why is it important that the authors wrote the stories the way they did?

RI.5.3

STANDARD

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.

SKILL

Explain Relationships and Interactions

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.5.3: EXPLAIN RELATIONSHIPS AND INTERACTIONS
Step 1Choose two related individuals, events, or ideas.
Step 2

Find details that show how they go together. Notice:



  • signal words.

  • text features and visuals.

  • verbs connecting them.
Step 3

How are the individuals, events, or ideas related?



  • Are they connected by time or sequence?

  • Do they affect or influence each other?

  • Do they interact?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ identifies two related individuals, events, or ideas


▢ explains how events are linked by sequence or influence


▢ explains how and why individuals interact


▢ explains how two or more ideas go together

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to describe how elements relate or interact…Make a quick T-chart. List details about one individual, event, or idea on the left, and details about the other on the right. What do you notice about how the two go together?
cannot identify two related individuals, events, or ideas…

  • Who or what does the text describe? Does this detail tell:

    • something that happened?

    • an idea?

    • important people and what they did?

RL.5.4

STANDARD

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

SKILL

Define Words and Phrases as Used in a Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.5.4: DEFINE WORDS AND PHRASES AS USED IN A TEXT
Step 1

Look inside the word for parts you know.



  • prefixes and suffixes

  • word roots
Step 2

What kind of work does the word do?



  • Is it literal or figurative?

  • What part of speech is it?
Step 3Look nearby the word for context clues.
Step 4

Put all the clues together to guess the definition.
Step 5Check your definition in the original sentence.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells what the word or phrase means in the text


▢ gives clues from inside and outside the word to support the definition

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to find context clues in the surrounding text…What do the details from the surrounding sentences teach you? How might your word or phrase fit into that understanding?
provide an accurate definition but not the correct one for the original sentence…

  • Does your definition make sense in the original sentence? What else could this word mean?

  • What other words in the text have a similar or opposite meaning to your word? They can be clues to finding another definition that makes sense.
do not recognize the work the word does…

  • Does this word name something (noun), tell an action (verb), or describe something (adjective/adverb)?

  • Share a classroom list of common affixes and roots. Do you see any parts of your word on our class list? What do these parts mean?

RL.5.4

STANDARD

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

SKILL

Interpret Figurative Language

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.5.4: INTERPRET FIGURATIVE LANGUAGE
Step 1

Decide if the language is literal or figurative.



  • Is it realistic?

  • Are there comparison words, such as like, as?
Step 2

Visualize figurative language.



  • What picture does it create?

  • What feeling does it create?
Step 3

Interpret the figurative language in your own words.
Step 4Why did the author include the figurative language?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ identifies figurative language in the text


▢ explains what the figurative language means


▢ uses accurate text details and clues to support ideas

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to interpret what the figurative language means in the specific context…What does the figurative imagine make you think about or feel? How does it help you make a movie in your mind?
struggle to recognize figurative language…

  • Carefully reread and imagine each description the author uses.

  • Are there any descriptions that cannot happen in real life? Why or why not?

  • Are there words that make unusual sounds? What might those sounds add to the meaning of the words? Why are the sounds there?

RI.5.4

STANDARD

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

SKILL

Define Academic and Domain-Specific Words and Phrases in Grade 5 Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.5.4: DEFINE ACADEMIC AND DOMAIN-SPECIFIC WORDS AND PHRASES IN A GRADE 5 TEXT
Step 1Look inside the word for parts you know.
Step 2

What kind of work does the word do?



  • Is it literal or figurative?

  • What part of speech is it?

  • What idea is it connected to?

  • Does it seem important to the text?
Step 3

Look near the word for context clues.



  • nearby sentences

  • text features

  • visuals
Step 4

Put all the clues together to guess the definition.
Step 4Check your definition in the original sentence.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells what the word or phrase means in the text


▢ gives clues from inside and outside the word to support the definition

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
do not recognize the work the word does…

  • Does this word name something (noun), tell an action (verb), or describe something (adjective/adverb)?

  • Share a classroom list of common affixes and roots. Do you see any parts of your word on our class list? What do these parts mean?
cannot determine which context clues are important or useful…

  • Word clues: What does your word do in the text? Does it name something in a picture? Does it show an action? Does it describe something? How does it make you feel?

  • Outside clues: What other words in the text mean something similar to your word? Something different? These are good words and sentences to read for clues to the meaning of your word.

RL.5.5

STANDARD

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

SKILL

Explain How a Series of Parts Forms an Overall Structure

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.5.5: EXPLAIN HOW A SERIES OF PARTS FORMS AN OVERALL STRUCTURE
Step 1

Name the parts of this text.



  • chapters, sections, scenes

  • stanzas and lines

  • acts, scenes, lines
ALTERNATE STEPS 2-3 for Stories/Plays
Step 2

Study several parts of the text. Look for a:



  • similar idea, title, event, or message that repeats.

  • pattern to the way the text is organized.
Step 3

Explain how the parts connect to make an overall structure.



  • Is there a pattern of events or ideas?

  • Does an idea or message develop?

  • Does one part introduce an element in the next part?
ALTERNATE STEPS 2-3 for Poems
Step 2

Study the stanzas and lines. Look for a:



  • pattern to how they are organized.

  • rhyme scheme or rhythm pattern.

  • similar idea, image, or kind of language that repeats.

  • visual element to the poem.
Step 3

Explain how the parts connect to make an overall structure. Include:



  • sound patterns or meter.

  • repeated symbolism or imagery.

  • page layout or visuals.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ identifies a pattern or repetition in the overall structure of the text


▢ chooses several related parts


▢ explains how the parts fit in the overall structure


▢ uses accurate text evidence to explain ideas

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
cannot differentiate structural elements from content elements…

  • Point to different parts of the text, such as chapters:

    • What is this part called?

    • What other parts of the text are like this one?

    • What connects these parts?



  • Use the elements in Reading Thinking Step 2 to help you tell the difference between structure and content.
struggle to identify one part that connects or builds upon one another…

  • What do you learn in each part?

  • What does the character learn?

  • How does this part add to what comes before it? How does it lead to what comes after it?

RI.5.5

STANDARD

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.

SKILL

Compare and Contrast Structure in Several Texts

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.5.5: COMPARE AND CONTRAST STRUCTURE IN SEVERAL TEXTS
Step 1

Examine each text to see what questions it answers. Look for:



  • CHRONOLOGICAL: When do events happen?

  • PROCESS/SEQUENCE: How does something work?

  • CAUSE AND EFFECT: Why did something happen? What was the result?

  • PROBLEM/SOLUTION: What is the problem? How was it solved?

  • COMPARE/CONTRAST: How two topics similar? Different?

  • DESCRIPTION: What are the important features of this topic?
Step 2

Find clues to support organization. Study:



  • titles and headings.

  • charts and diagrams.

  • key words.
Step 3

Compare and contrast the organizational structures.



  • SIMILARITIES

  • DIFFERENCES

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ describes the main text structure in two or more texts


▢ explains the similarities in the organizational structures of the texts


▢ explains the differences in the organizational structures of the texts


▢ cites accurate text evidence that supports the comparison

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
cannot identify a main text structure…

  • Consult the Important Text Structures Anchor Chart in lesson appendices for support (for lessons teaching this skill).

  • Prompt with Reading Thinking Step 2: What key words do you see in headings? What kinds of graphics are there? What questions does the text answer?
struggle to understand the connection between structure and ideas…

  • What sections address similar topics, ideas, or content?

  • What does each section add to your understanding of the author’s ideas?

  • What work does each section of the text do? For example, does it explain something or add detail about an idea?

  • How does this structure help convey the author’s ideas?

  • How does this organization of idea help you learn more about the topic?

Reference this Text Structure Clues document for supporting students with this skill.

RL.5.6

STANDARD

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

SKILL

Describe How Point of View Affects the Way Events Are Described

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.5.6: DESCRIBE HOW POINT OF VIEW AFFECTS THE WAY EVENTS ARE DESCRIBED
Step 1What do you know about the narrator?
Step 2

STUDY clues to the narrator’s point of view.



  • descriptions

  • feeling words

  • evidence of bias

  • any omitted or emphasized information
Step 3

THINK how the narrator’s point of view affects the way events are described.



  • What is focused on?

  • What language is used?

  • How might someone else describe them?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ identifies the narrator’s point of view


▢ gives accurate text details to support the point of view


▢ explains how the narrator’s point of view affects what is described and how it is described

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to identify a character’s point of view…

  • How does the character spend time? What does that show he/she cares about?

  • What feeling or opinion words does he/she use?

  • What events might he choose not to describe? What does this tell you about his/her views?
cannot explain how a character’s point of view affects how events are described…

  • What is the character’s attitude toward [topic, event, person]? What words might a person with this attitude use?

  • How might someone with a completely opposite point of view describe story events? What language choices in the text helped you figure this out?

RI.5.6

STANDARD

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

SKILL

Analyze Multiple Accounts of the Same Events/Topic

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.5.6: ANALYZE MULTIPLE ACCOUNTS OF THE SAME EVENTS/TOPIC
Step 1What is an event or topic in both accounts?
Step 2

Who are the narrators?



  • What are their perspectives?

  • Are they writing first-hand?
Step 3

Study the POINT OF VIEW expressed in each text.



  • feelings, beliefs, opinions

  • language to describe people or events

  • emphasis and omissions
Step 4

Compare and contrast the point of view in the accounts.



  • What is the same?

  • What is different?

  • Are there any contradictions?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ identifies the shared event or topic in two texts


▢ states how the points of view are similar, different, or contradict


▢ uses accurate text clues to describe the feelings, beliefs, or opinions

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
cannot identify or misinterpret points of view in the text…

  • What feeling and opinion words do you see? How do you think these words would sound if you heard them aloud?

  • What figurative language can you find?

  • What does the author talk about or describe the most?

  • Does the evidence you found suggest that the author likes or dislikes different parts of the topic? Why or why not?
state their own feelings about the topic rather than the author’s….What are your own feelings about the topic? Now, look again at the text. Does the AUTHOR feel the same way as you? Why or why not? How does the author feel about the topic?
struggle to find words that suggest the author’s opinion or feelings toward the topic..Imagine you are describing something you like or dislike to a friend. What strong words would you choose? Where in the text do you see words like this? They are clues to how the author feels.

RL.5.7

STANDARD

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).

SKILL

Analyze How Visual Elements Contribute to Meaning, Tone, or Beauty

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.5.7: ANALYZE HOW VISUAL ELEMENTS CONTRIBUTE TO MEANING, TONE, OR BEAUTY
Step 1

Identify VISUAL elements in the text.



  • illustrations and photographs

  • design and layout

  • videos
Step 2

Study the visual element for:



  • MEANING: details about characters, setting, events.

  • TONE: what the text creator wants viewers to feel.

  • BEAUTY: interesting or appealing parts.
Step 3

What do the visuals add?



  • What did you learn or enjoy?

  • Why are they included?

  • What would the text be like without them?
Step 4

Describe the impact of the visual on the text in terms of:



  • MEANING

  • TONE

  • BEAUTY

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ identifies details in the visual elements


▢ describes how the details add meaning, tone, or beauty


▢ uses accurate text details to support ideas

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to find important details in the visual elements…Where is this illustration on the page? How big is it? What colors are most important in it? What characters or objects are largest? What do you find interesting about how the element is drawn?
struggle to identify impact of visual elements…Ask yourself the questions in Reading Thinking Step 3. Use the answers to explain what the visual adds to the text and your experience of it.

RI.5.7

STANDARD

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.

SKILL

Locate and Use Information from Multiple Sources

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.5.7: LOCATE AND USE INFORMATION FROM MULTIPLE SOURCES
Step 1Ask a question about the topic in your own words.
Step 2

Choose key words to help you search.



  • important words in your question

  • words that describe information you need
Step 3

Search print and digital texts for your search words and synonyms. Look in:



  • titles, headings, subheadings.

  • tables of contents, indexes, glossaries.

  • electronic menus.
Step 4

Use information from multiple sources to answer your question.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ gathers information from at least two sources


▢ generates key words that describe the information needed


▢ quickly locates information with text features and/or electronic search tools

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to combine information from multiple sources into a single explanation…What did you learn about the main topic from the first source? What did you learn from the second source? Put your two answers together into one answer that tells something about the main topic.
cannot identify helpful search terms…

  • What words in the question describe the information you need?

  • What would a heading for information that answers the question be?
struggle to answer a question because the answer is not included in the text…Sometimes a question you asks leads to a different or more specific question. What important information did you learn from the text features about the topic? What new question might you ask and answer based on this information?

RI.5.8

STANDARD

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

SKILL

Identify Which Reasons and Evidence Support Which Points

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.5.8: IDENTIFY WHICH REASONS AND EVIDENCE SUPPORT WHICH POINTS
Step 1Identify at least two key points.
Step 2

For each key point, skim and scan for:



  • EVIDENCE that proves the point.

  • REASONS and explanations.
Step 3

Analyze how the author uses reasons and evidence to support each point.



  • Show which evidence connects with each key point.

  • Explain how the evidence or reason supports the point.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ identifies at least two important points


▢ connects text evidence with the key point it supports


▢ explains how details from the reasons and evidence support the author’s points

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
do not connect reasons and evidence to the correct particular point…What important point are you trying to support? Does this reason or evidence go with that important point? If you’re not sure how, the two might not go together after all.
do not recognize the work that different types of support complete…

  • What does this detail tell you about the important point? What information does it give?

  • How does it help you understand the important point?

    • Is it an example?

    • A descriptive detail?

    • Does it tell a story or give an explanation?

    • Does it supply facts and statistics?

    • Is it a visual such as a photograph?

RL.5.9

STANDARD

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

SKILL

Compare and Contrast Approach to Theme/Topic Within Text Type

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.5.9: COMPARE AND CONTRAST APPROACH TO THEME/TOPIC WITHIN TEXT TYPE
Step 1What do you know about author’s craft for this text type? (GENRE)
Step 2

What similar theme or topic do the texts share?



  • THEME: life lessons, problems/solutions, symbols

  • TOPIC: ideas, situations, problems
ALTERNATE STEP 3 for APPROACH TO THEME
Step 3

Compare and contrast the author’s approach to theme.



  • repeating language, symbols, plot devices

  • direct statements vs. implied theme

  • tone or mood

  • important characters or events
ALTERNATE STEP 3 FOR APPROACH TO TOPIC
Step 3

Compare and contrast the author’s approach to topic.



  • point of view

  • what is emphasized or omitted

  • tone or mood

  • setting, character, events

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ identifies a shared theme or topic


▢ explains how the authors approach the shared theme or topic similarly and differently


▢ includes accurate text evidence to support comparisons


▢ identifies the text type for both works

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
compare the themes or topics instead of the authors’ approaches to them….

  • Notice the word approach in Reading Thinking Step 3. Then reread the step carefully. Which of these tools do you see in each text? These show the decisions the author made to convey a theme or topic.

  • How does each author tell you what these themes/topics are? What tools does he or she use? That is the author’s approach. How are the approaches similar/different between the texts?
cannot identify theme or topic…
[Match to the LO; Step 2 should be the main misconception supported.]

  • Theme: What is a lesson the main character learns? What is a message the author wants us to think about?

  • Topic: What is the text mostly about? What ideas or details repeat in the words and pictures?

RI.5.9

STANDARD

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

SKILL

Integrate Information from Several Texts on the Same Topic

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.5.9: INTEGRATE INFORMATION FROM SEVERAL TEXTS ON THE SAME TOPIC
Step 1Ask a question about the topic in your own words.
Step 2

Look for information in each text about your question.



  • key details and facts

  • examples, quotes, or anecdotes

  • visuals
Step 3What is new in each text about the question?
Step 4

Use information from all the sources to answer your question.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ answers a specific question about a particular topic


▢ uses at least three texts about that topic to find information


▢ includes text evidence from all texts to support ideas

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
uses information from only one text…In which text did you find that information? Can you find anything like it in the other texts? How can you put the different pieces of information together?