Series: Common Core Challenge

ELA.RI.5.1

Common core State Standards

  • ELA:  English Language Arts
  • RI:  Reading Standards for Informational Text K-\x80\x935
  • 5:  5th Grade
  • 1: 
    Quote accurately from a text when explaining
    what the text says explicitly and when drawing
    inferences from the text.

Download Common Core State Standards (PDF 1.2 MB)

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ELA.RI.5.8

Common core State Standards

  • ELA:  English Language Arts
  • RI:  Reading Standards for Informational Text K-5
  • 5:  5th Grade
  • 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).

Download Common Core State Standards (PDF 1.2 MB)

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ELA.W.5.3a

Common core State Standards

  • ELA:  English Language Arts
  • W:  Writing Standards K-5
  • 5:  5th Grade
  • 3a: 
    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.

Download Common Core State Standards (PDF 1.2 MB)

The Omnivore's Dilemma: Close Reading of a Non-Fiction Text
Lesson Objective: Closely read and reread a nonfiction text, analyze the author’s main points. Explain how the author uses evidence and reasons to support his major ideas in the text
Grade 5 / ELA / Literacy
ELA.RI.5.1 | ELA.RI.5.8 | ELA.W.5.3a

Thought starters

  1. What Core Action indicator(s) does this lesson best exemplify?
  2. How does Ms. Stabrowski use questioning to develop students' understanding of the text and encourage them to delve deeper?
48 Comments
Nicely done. However, you can not teach this without the opposing view. Without the opposing view being taught with the same fidelity, this just becomes an example of social engineering.
Recommended (2)
I enjoyed this presentation. I work with students that are below grade level and they need a lot of help with defining vocabulary words. Generally speaking, many often speed read, in part because they just skip over words they don't know or can not read, and therefore often miss the entire meaning of the sentence or even paragraph. So asking them to dissect the passage by reading and re-reading and directing them to discuss questions during the process, I think they will become more successful and engaged in the reading process.
Recommended (0)
I like the idea of introducing the Tier 3 vocabulary before reading especially if context clues will not help with the word meanings.
Recommended (0)
Awesome! I am looking forward to trying this lesson with my class!
Recommended (0)
Wonderful lesson and video I can use this in my class.
Recommended (0)

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