Linking Instruction to the NVAC English Language Arts Grade 5 · • Singer, Isaac Bashevis....

Linking Instruction

to the

NVACS (Nevada Academic Content Standards)

English Language Arts Grade 5

5GRADE

Working Copy: August 20, 2018

The text dependent questions (TDQs) in this document are intended to demonstrate the depth and rigor of the Nevada Academic Content Standards. They are not to be interpreted as indicative of items on the Smarter Balanced assessments; this document is simply a collection of questions based on the standards.

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Introduction The purpose of this document is to provide elementary school teachers with sample text dependent questions (TDQs) that are aligned to the Nevada Academic Content Standards (NVACs) for English Language Arts & Literacy in History/Social Studies. Classroom instruction should focus on rich discussions and writing tasks about what students read. The TDQs in this document provide an excellent framework from which to craft probing questions to encourage students to think deeply and critically about what they read and write. Students who are engaged, critical thinkers, readers, and writers will be able to transfer those skills and be successful on high-stakes assessments no matter the question format.

Using the TDQs In order for students to successfully engage with challenging and high quality text, teachers should engage in a cycle of planning that includes:

Selecting grade- appropriate text

(see text types on pages 3-5)

Determining the text's complex ideas

Selecting TDQs that will help students uncover the

complex ideas and stimulate thinking and discussion (see

TDQs on pages 8-37)

Crafting culminating tasks related to the core

understanding, key ideas, or theme of the text

Supporting students' close reading and rereading of

the text

Using TDQs to spark classroom discussion and debate about the text and

providing feedback to students

Engaging students in culminating tasks and

providing feedback

Using evidence gathered from this process to

inform next text selection

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While answering TDQs and engaging in robust conversations with peers about reading is an essential component of the ELA classroom, the ultimate goal is to gradually release the responsibility of monitoring comprehension to students. Self-monitoring comprehension involves students becoming responsible for taking what they learn from the study of one text and applying it to other texts. The role of the teacher is to make these strategies visible to students through thinking aloud, modeling, and posting anchor charts for reference.

Selecting Texts Students in grades 4-5 should read a large volume and variety of complex texts that elicit close reading in order to meet the demands of college and career reading. Since most of the required reading in college and workforce training programs is informational, the NVACS require a higher volume of such reading. To ensure students’ growth toward college and career readiness, grades 4-5 classrooms must align with the NAEP distribution of approximately 50% informational text and 50% literary text.

This requires a much greater attention to informational text in elementary classrooms than has been traditional and should include (but not limited to):

Informational Texts for Grades 4-5articles autobiographies biographies charts

diagrams dictionaries digital sources directions

encyclopedias fine arts books forms graphs

history books maps science books social studies books

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Exemplar Informational Texts for Grades 4-5∗ • Banting, Erinn. England the Land• Berger, Melvin. Discovering Mars: The Amazing Story of the Red Planet• Buckmaster, Henrietta. “Underground Railroad”• Carlisle, Madelyn Wood. Let’s Investigate Marvelously Meaningful Maps• Cutler, Nellie Gonzalez. “Kenya’s Long Dry Season”• Hakim, Joy. A History of US• Hall, Leslie. “Seeing Eye to Eye”• Kavash, E. Barrie. “Ancient Mound Builders”• Koscielniak, Bruce. About Time: A First Look at Time and Clocks• Lauber, Patricia. Hurricanes: Earth’s Mightiest Storms• Montgomery, Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea• Nelson, Kadir. We Are the Ship: The Story of Negro League Baseball• Otfinoski, Steve. The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It• Ronan, Colin A. “Telescopes”• Ruurs, Margriet. My Librarian Is a Camel: How Books Are Brought to Children Around the World• Schleichert, Elizabeth. “Good Pet, Bad Pet”• Simon, Seymour. Horses• Simon, Seymour. Volcanoes• Wulffson, Don. Toys! Amazing Stories Behind Some Great Inventions

This division still reflects the unique, time-honored place of ELA teachers in developing students’ abilities to read complex literary texts, including (but not limited to):

∗ No single list, bibliography, or collection can meet the needs of all students, teachers, schools, and districts. To that end, the preceding texts exemplify works for grades 4-5 and include works of compelling intellectual, social or moral content and reflect excellent use of language. This list includes selections that benefit from and may require teacher support and scaffolding in the classroom.

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Literary Texts for Grades 4-5 adventure stories fables fantasy folktales

free verse legends limericks myths

nursery rhymes plays realistic fiction

Exemplar Literary Texts for Grades 4-5∗ • Babbitt, Natalie. Tuck Everlasting • Blake, William. “The Echoing Green” • Burnett, Frances Hodgson. The Secret Garden • Carroll, Lewis. Alice’s Adventures in Wonderland • Curtis, Christopher Paul. Bud, Not Buddy • Dahl, Roald. “Little Red Riding Hood and the Wolf” • Dickinson, Emily. “A Bird Came Down the Walk” • Erdrich, Louise. The Birchbark House • Farley, Walter. The Black Stallion • Frost, Robert. “Dust of Snow” • Hamilton, Virginia. M. C. Higgins, the Great • Lazarus, Emma. “The New Colossus” • Lin, Grace. Where the Mountain Meets the Moon Poetry • Mora, Pat. “Words Free as Confetti” • Nichols, Grace. “They Were My People” • Saint-Exupéry, Antoine de. The Little Prince • Sandburg, Carl. “Fog” • Singer, Isaac Bashevis. “Zlateh the Goat” • Thayer, Ernest Lawrence. “Casey at the Bat”

Essential Vocabulary One of the major shifts found in the NVACS is an emphasis on vocabulary development. The Essential Vocabulary for each standard highlights the words and phrases needed by students to successfully understand and interact with classroom instruction. The Academic Language includes words and phrases commonly used in lessons, books, assignments, and assessments. In addition to their importance in the ELA classroom, these words and phrases are central to building knowledge and understanding in domains such as social studies, science, and math. When available, Spanish Cognates are also provided. Teachers should explain that these words in Spanish and English share the same roots, appear and sound very

∗ No single list, bibliography, or collection can meet the needs of all students, teachers, schools, and districts. To that end, the preceding texts exemplify works for grades 4-5 and include works of compelling intellectual, social or moral content and reflect excellent use of language. This list includes selections that benefit from and may require teacher support and scaffolding in the classroom.

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similar, and have similar meanings. Bridging these meanings will help students learn English and quickly expand their vocabularies.

Connecting Reading to Writing Another shift in the standards includes the distribution of writing purposes across grades (30% to persuade, 35% to inform, and 35% to convey experiences) and using texts to write “careful analyses, well-defined claims, and clear information” (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010, p. 23). The TDQs provided for the writing standards call for students to answer questions that depend on their having read texts with care and support. Teachers are also encouraged to include types of writing, such as poetry.

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Navigating the TDQ Pages

The Nevada Academic Content Standard (NVACS)

ELA Strand

What students should know and be able to do (the actual standard)

Bold type indicates what’s different for this grade level and how the standard changes from the previous grade

Below-level TDQs (in italics) intended to scaffold student thinking toward grade level TDQs and can be adapted to a range of texts and student needs

Key words and phrases students should understand with Spanish cognates to assist Spanish speakers

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The Nevada Academic Content Standard

ELA Strand

On-level, text-dependent questions (TDQs) associated with each aspect of the standard and can be adapted to a range of texts and student

d

Space for teachers to record additional TDQs

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RL.5.1 Key Ideas and

Details

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

TDQs to explain what the text says explicitly:

What happens in this story/play/poem? A. Who is involved in the story/play/poem? What B.

do they say/do/think/feel? C. What is the setting (time and place)? D. What are the main events in the

story/play/poem?

TDQs to draw inferences from a text:

What can you infer when the author says E._____?

What does the evidence in paragraph _____ F.suggest?

After reading paragraph/page _____, what can G.you infer about _____ (character, setting, conflict)?

What does the author hint at or suggest when he/she says _____?H. What does the author imply about _____ (character, setting, conflict)?I.

Essential Vocabulary

Academic Language Spanish Cognate accurate - character carácter

clue - conflict conflicto detail detalle draw -

evidence evidencia explain - explicit explìcito

hint - imply implicar infer inferir

involve envolver point of view -

quote - result resultado

setting - suggest sugerir support suportar

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RL.5.1 (cont.)

Key Ideas and Details

TDQs to quote accurately from a text:

J. What examples from the text can you quote to support _____? How did _____ happen? Quote evidence from the text to support your answer.K. When did _____ happen? What are the clues that make you think so?L. What happened after _____? Which details support your inference?M. What would happen if _____? Quote evidence from the story to support your answer.N. What are the results of _____? Quote examples from the text to support your answer. O. What can you infer about _____ in paragraph _____? Include evidence in your answer.P. Which details from the text show that ______?Q.

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Details

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.

TDQs to identify conflicts, resolutions, and reflections:

What is the main problem/challenge/conflict in A.the story/play/poem?

How does _____ (character) respond to the B.problem/challenge/conflict in the text?

What are the conflicts in the text and how are C.they resolved?

D. What does the narrator say about _____ (topic) in his/her reflection?


Academic Language Spanish Cognate challenge - chapter -

character - conflict conflicto detail detalle

determine determinar drama drama focus foco

identify identificar narrator -

poem poema problem problema reflect reflejar

resolution resolución

resolve resolver respond -

solve - speaker - stanza estancia

summarize resumir theme tema topic -

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RL.5.2 (cont.)


TDQs to use details from the text to identify a theme:

A. What is the theme and what details from the text helped to determine a theme? B. How do the ways the character responds to the problem/challenge/conflict help the reader

understand a theme? C. What lesson about life does the character learn by responding to the problem, challenge, or

conflict? Which sentence in paragraph _____ is a theme of the text? D. E. What does the narrator think/say that helps the reader understand a theme? F. What details does the author use to present a theme?

TDQs to summarize:

G. What details are so important that they should be included in a summary of the text? H. Which event(s) in paragraph _____ is (are) most important to include in a summary?

I. What details should be included in a summary? J. Summarize the text/chapter/scene/stanza, including key details or events.

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Details

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). 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).

TDQs to compare two or more characters, settings, or events:

How are the characters/settings/events alike A.and different?

How are the characters’ thoughts/feelings/ B.actions alike and different?

Compare the characters/settings/events.C. How do _____ (character) and _____ D.

(character) change at the end of the text? How are the characters/settings/events at the E.

beginning of the text different at the end?


Academic Language Spanish Cognate character carácter

clue - compare comparar conflict conflicto contrast contraste

detail detalle differ - drama drama draw - event evento infer inferir

interact interactuar setting - specific específico support soportar

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RL.5.3 (cont.)


TDQs to compare and contrast two or more characters using specific details in the text:

What can you infer about _____ and _____ (characters) using information in paragraph _____? A. How are the characters _____ and _____ alike and different? What details in the story support B.

your comparison? C. How does each character see the conflict differently? What details in the text supports how

they differ? D. What details in the text tell you that _____ (character) and _____ see things differently? E. What details in the text tells you that _____ and _____ are different/alike? F. What are some clues that _____ and _____ think differently?

TDQs to compare and contrast two or more settings using specific details in the text:

G. Compare and contrast settings throughout the text? Use specific details in the text to support your answer.

H. What specific details tell that the setting at the beginning of the text is alike/different from the setting at the end of the story?

I. What details in the text describe how both settings differ? Support your comparison with details from the text.

TDQs to compare and contrast two or more events using specific details in the text:

J. How is _____ (event) different from _____ (event)? Use details in the text to explain. K. What details in the text show what the characters think/feel/act to the changing settings?

What does the character learn from both ______ (event 1) and ______ (event 2)? What details L.in the text support your answer?

What are two/three major events in the story/drama? How are they alike and different? M.Support your comparison with details in the text.

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RL.5.4 Craft and Structure

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

TDQs to identify important words and phrases in text:

A. What words/phrases tell the most about characters/actions/events/settings?

B. What metaphor (word or phrase) describes _____?

What simile describes _____?C. What figurative language compares _____ and D.

_____?


Academic Language Spanish Cognate action acción

character carácter compare comparar describe describir

determine determinar figurative language language figurado

metaphor - phrase frase setting - simile -

suggest sugerir

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RL.5.4 (cont.) Craft and Structure

TDQs to determine the meaning of words and phrases in text:

E. What is the meaning of the word/phrase _____ as it is used in paragraph _____? F. Which words in paragraph _____ help the reader understand the meaning of the word _____? G. What is meant by the phrase _____ in paragraph _____? H. The word _____ has different meanings. How is it used in paragraph _____?

I. What in the text helped you understand the meaning of _____ (word/phrase)? J. What is the figurative language (metaphor or simile) in paragraph _____ and what does it

mean? K. What is the metaphor/simile in paragraph ______ and what does the author compare? L. What does the meaning of the word ______ suggest about the character’s feelings/actions? M. What does the metaphor/simile help you picture in your mind?

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

TDQs to identify the overall structure of a text:

A. How many chapters/scenes/stanzas are in the text?

B. What is the structure of this story/drama/poem?

C. How is this text organized?


Academic Language Spanish Cognate author autor chapter - connect conectar

contribute contribuir drama drama

express expreso introduction introducción

organize organizar particular particular

poem poema provide - series serie setting - stanza estancia

structure estructura

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TDQs to explain how chapters, scenes, or stanzas fit together to provide an overall structure:

How do chapters _____ and _____ contribute to the structure of the story? D. Why is scene _____ important in the drama? How does it connect _____ and ______?E. How do the stanzas in ____ fit together so the poem flows from beginning to end? F. How do the chapters/stanzas/scenes build on one another? G. How does what happens in the first paragraph/chapter/stanza/scene help you better H.

understand _____? How does the introduction/opening scene/first stanza connect to the next I.

paragraph/chapter/scene/stanza? J. Why does the author begin a new chapter/stanza/scene here? K. How has the setting changed between chapters/scenes/stanzas _____ and _____? L. What do you learn about _____ in each chapter/sene/stanza? How does this contribute to the

stucture of the text? M. How do the feelings expressed in each stanza change?

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

TDQs to identify the point of view of the narrator or speaker:

A. Who is telling the story? B. Is the narrator part of the story? C. What is the narrator’s point of view? D. Who is speaking in this part and what is his/her

point of view?


Academic Language Spanish Cognate affect afecto

describe describir differ -

effective efectivo influence influencia

information información narrator -

point of view - support soportar

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TDQs to describe how the point of view of the narrator or speaker influences how the events are described:

How does the narrator’s point of view influence how the events are described? E. Why did the different speakers describe the events the way they did? F. How would the description of events be different if told from a different point of view? G. What information is unknown to the reader because the story is told from _____’s H.

(character/narrator) point of view? How does that influence the story? Is telling the story from _____’s point of view effective? Use examples from the text to support I.

your answer. Which story is more effective—the one told from _____’s point of view or _____’s point of J.

view? Use examples from the story to support your answer. Why would the author tell the story from _____’s point of view? K. How does _____’s point of view differ from _____’s? How does this influence the events?L. What information is known by _____ (narrator/character) but is unknown to _____ (character)? M.How does this influence the events?

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RL.5.7 Integration of

Knowledge and Ideas

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).

TDQs to identify the connections between a text and its visual and/or multimedia elements:

A. What is the same in both the written text and the illustrations/photos/animation/video?

B. What information is different in the text and the visual elements?

C. How does viewing the visual elements help the reader understand the text?

D. How does the written story differ from the visuals?


Academic Language Spanish Cognate analyze analizar

animation animación appreciate apreciar connection conexión contribute contribuir

detail detalle differ -

express expresar fiction ficción

folktale - graphic novel -

illustration ilustración main idea -

mood - multimedia -

myth mito presentation presentación

tone tono topic - video vídeo

visual elements -

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RL.5.7 (cont.) Integration of

Knowledge and Ideas

TDQs to analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text:

E. What details in the graphics/video/animation help you better understand _____? F. What mood does the illustration on page _____ set? G. How does the visual help the reader appreciate the beauty of the text? H. How do the visuals help you better understand the topic? I. How does the written story differ from the visuals? What is the impact on

meaning/tone/beauty of the text? J. How does the illustrator help express the main idea/tone/beauty of the story?

When the story says _____, what details in the graphics help the reader better understand K.what that means?

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RL.5.9 Integration of

Knowledge and Ideas

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

TDQs to identify common topics and themes in texts in the same genre:

A. What is the common topic in these two mysteries/adventure stories/fables/myths?

B. What is the common theme in these two mysteries/adventure stories/fables/myths?

C. What common problems/conflicts are addressed in these two texts?

D. What do the characters’ actions suggest about the common theme in these texts?


Academic Language Spanish Cognate approach -

background - biography biografía compare comparar conflict conflicto contrast contrastar culture cultura

detective - discrimination -

fable fábula genre -

graphic novel - legend leyenda

mystery misterio myth mito

nature naturaleza precious precioso problem problema

react reaccionar resource - similar similar suggest sugerir

tale - theme tema topic -

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RL.5.9 (cont.) Integration of

Knowledge and Ideas

TDQs to compare topics and themes of texts in the same genre:

E. Compare and contrast how the characters in _____ and _____ react when faced with similar problems.

F. Compare how the detectives in _____ (mystery 1) and _____ (mystery 2) solve their mysteries. G. Explain how the heroes in _____ (tall tale 1) and _____ (tall tale 2) deal with _____ (e.g., greed).

How are they the same and how are they different? H. Compare how _____ (legend 1) and _____ (legend 2) explain how _____ (e.g., water is a

precious resource). I. Describe what happens when the characters in both graphic novels experience _____ (e.g.,

other cultures). J. How are _____’s and ______’s actions similar and different when dealing with _____ (e.g.,

people from different backgrounds)? K. Explain how the characters in both biographies _____ (e.g., adjust to change). L. How are _____’s actions different from _____’s actions when dealing with _____ (e.g.,

discrimination)? Explain. M. In the poems _____ and _____, compare how both authors describe _____ (e.g., the beauty of nature).

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RI.5.1 Key Ideas and

Details

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

TDQs : determine what the text says explicitly

A. What is the subject of the text and what does the author have to say about it?

B. Who is involved in the article/essay/opinion? What do they say/do/think/feel about the subject?

C. What is the setting (time and place)? D. What does the author say about the _____

(subject, opinion, scientific idea, historical event)?

TDQs to draw inferences from a text:

What can you infer when the author states E._____?

What does the evidence in paragraph _____ F.reveal?

_____ G. After reading (chapter, section, _____paragraph, sentence), what can you infer about ?

H. What conclusion(s) can you draw from your reading of the text? I. What does the author suggest about _____ (subject, opinion, event, idea)?


Academic Language Spanish Cognate accurate -

detail detalle determine determinar

draw - essay ensayo

evidence evidencia explicit explícito

fact - historical histórico suggest sugerir

infer inferir involve envolver opinion opinión

point of view - quote - reveal revelar

scientific científico subject sujeto support soportar

topic -

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RI.5.1 (cont.) Key Ideas and

Details

TDQs to quote accurately from a text:

What details from the text can you quote to support the author’s opinion?J. Why did _____ happen? Quote accurate evidence from the text to support your answer.K. When did _____ happen? What are the clues that make you think so? L. What happened after _____? Which details support your inference?M. What would happen if _____? Use evidence from the text to support your answer.N. What are the results of _____? Quote examples from the text to support your answer.O. What can you infer about _____ in paragraph _____? Include accurate evidence in your answer.P. What inferences can you draw about _____? Quote facts from the text to support your answer.Q. Which details from the text show that _____?R.

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Details

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

TDQs to identify a main idea:

A. What is a main idea of the article/essay/speech/ scientific text?

B. What issue/challenge/conflict does the author describe?

C. What did you learn about _____ after reading the text?

D. What does the author say about _____ (topic)?


Academic Language Spanish Cognate article artículo detail detalle

determine determinar essay ensayo

explain - fact -

focus foco identify identificar include incluir

issue - key detail - main idea - scientific científico speech -

summarize -

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Details

TDQs to use details to identify two or more main ideas:

A. What are the main ideas and what key details support each main idea? B. How do the ways _____ (historical individual, scientist, animal) responds to the

issue/challenge/conflict help the reader understand two main ideas? C. Which sentences in paragraphs _____ and _____ are main ideas of the text? D. What main lessons does _____ (individual) learn by responding to the issue/challenge/conflict? E. What details does the author use to present at least two main ideas?

TDQs to summarize:

F. What details and facts are so important that they should be included in a summary of the text? G. Which event(s) in paragraph _____ is (are) most important to include in a summary? H. What facts/examples did the author include that are important to include in a summary?

I. Summarize the text/paragraph/section/chapter, including key details or events.

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Details

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.

TDQs to identify the relationships or interactions between individuals, events, ideas, or concepts:

A. How are the individuals/events/ideas/concepts alike and different?

B. How are the individual’s thoughts/feelings/ actions alike and different?

C. Compare the individuals/events/ideas/concepts.

D. How do _____ and _____ (individuals, events, ideas, concepts) change at the end of the text?

E. How are the individuals/events/ideas/concepts at the beginning of the text different at the end?


Academic Language Spanish Cognate clue -

compare comparar concept concepto connect conectar

detail detalle explanation -

historical histórico individual individual

infer inferir information información interaction - relationship -

scientific científica specific específico support soportar

technical técnico

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Details

TDQs to explain relationships or interactions between individuals, events, ideas, or concepts, using specific information in the text:

F. What can you infer about the relationship between _____ and _____, using information from the text?

G. What inferences about the interactions between _____ and _____ can you support with information in the text?

H. How do _____ and _____ interact? Use details in the text in your explanation. I. How do the individuals/events/ideas/concepts connect together? Use specific details in the text

in your answer. J. What details in the text help you explain ______ and _____’s relationship? K. What specific information in the text helps you explain the interactions between _____ and

_____? L. What specific clues show that _____ and _____ related/interact?

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RI.5.4 Craft and Structure

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

TDQs to identify important vocabulary in the text:

A. What words does the author use repeatedly? B. What words are important to understand _____

(topic)? C. What words are bolded or italcized? D. For Which words does the author include

definitions (on the page or in the glossary)?


Academic Language Spanish Cognate academic académico caption -

definition definición determine determinar

domain-specific - glossary glosario

illustration ilustración italic -

phrase frase relevant relevante subject sujeto suggest sugerir

text features - topic

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RI.5.4 (cont.) Craft and Structure

TDQs to determine the meaning of words and phrases in text:

E. What is the meaning of the word/phrase _____ as it is used in paragraph _____? F. Which words in paragraph _____ help the reader understand the meaning of the word _____? G. What is meant by the phrase _____ in paragraph _____?

H. The word _____ has different meanings. How is it used in paragraph _____? I. What in the text helped you understand the meaning of _____ (word/phrase)?

What words in the sentence/paragraph suggest a meaning for the word/phrase ____?J. How do the photos/illustrations and captions help you understand _____?K. What text features help you understand the meaning of the word _____?L.

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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.

TDQs to identify the overall structure of a text:

A. What is the overall structure of the article/section/chapter?

B. How do you know the text is structured as a comparison?

C. How does the author structure the ideas in the text?

D. The author of _____ organized the article by cause and effect. What organizational structure did the author of _____ use?

E. What key words help you identify the text is organized by chronology?


Academic Language Spanish Cognate article artículo

chapter - chronology -

compare comparar concept concepto contrast contraste

effect efecto identify identificar

information información organize organizar problem problema section sección solution solución structure estructura support soportar

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TDQs to compare and contrast the overall structures of two or more texts:

Compare and contrast the text structures of _____ (text 1) and _____ (text 2). F. How is the overall structure used in _____ and _____ alike and different? Use examples from G.

both texts to support your answer. The author of _____ organized the article by chronological order. Compare and contrast the H.

organizational structure used by the author of _____.

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

TDQs to identify an author’s point of view:

A. What is the author’s viewpoint on _____ (issue)?

B. What is the author’s point of view? C. What is each author’s point of view? D. Do all of the authors share the same point of

view?


Academic Language Spanish Cognate affect afectar

analyze analizar compare comparar contrast contraste

detail detalle differ -

evidence evidencia fact -

issue - influence influencia multiple múltiple

point of view - represent representar

result resultado similar similar

support soportar topic -

viewpoint -

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TDQs to analyze multiple accounts of the same event or topic based on each author’s point of view:

E. How does each author’s point of view affect his/her account of the same event/topic? How are the accounts similar and different?

F. Compare and contrast these accounts of the same event. How does each author’s point of view influence his/her account?

G. On what parts of _____ (event, topic) do the authors agree and disagree? What is each author’s point of view?

H. Identify each author’s point of view on _____. Compare and contrast the evidence/facts each author uses as support.

similarities I. What are the important and differences in each author’s account of the event? How does each author’s point of view influence which facts/details/results are included in his/her account?

J. Analyze how each author supports his/her point of view. How are they similar? How are they different?

K. Do the authors all share the same conclusion? What similar evidence does each author provide? What different evidence does each author provide?

L. How do the authors’ views differ? What contrasting evidence does each provide? What is each author’s point of view on the subject of _____? On what details/evidence do they M.agree and disagree?

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RI.5.7 Integration of

Knowledge and Ideas

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.

TDQs to locate information in a source to answer a question or solve a problem:

A. How does the diagram/chart/graph/timeline help the reader understand _____?

B. How could the table of contents/index/headings/ search box help find the answer to the question _____?

C. Based on information in the article/essay, how would you solve the problem of _____?

D. What Internet search terms would help you solve _____ (problem)?


Academic Language Spanish Cognate article artículo chart carta

compare comparar diagram diagrama digital digital

efficient eficiente essay ensayo graph -

heading - index índice

information información locate localizar

multiple múltiple research - similar similar solve -

source - summary sumario timeline -

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RI.5.7 (cont.) Integration of

Knowledge and Ideas

TDQs to answer questions or solve problems using multiple sources:

Using information from both _____ and _____, what is the answer to the question ______? E. Based on information from _____ and _____, how would you solve the problem of _____?F. Summarize your findings to answer the question _____.G. What do both _____ and _____ have to say about _____?H.

Compare how _____, _____, and _____ address the problem of _____?I. What details from both _____ and _____ help answer your research question?J. What similar information about _____ (question/problem) did you find in the sources? K. How does information from all three/four sources answer the question? L.

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Knowledge and Ideas

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

TDQs to identify an author’s point or purpose for writing:

A. What is the author’s message? B. What is the author’s point of view? C. What point(s) is the author making? D. What are the author’s key ideas?


Academic Language Spanish Cognate connect conectar evidence evidencia key detail - key idea -

particular particular point of view -

position posición provide - reject -

relationship - support soportar

viewpoint -

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Knowledge and Ideas

TDQs to explain which reasons and evidence support particular points:

E. What are the author’s main points? Explain the reasons/evidence that supports each point. F. Explain what reasons the author provides to support _____. G. Do the reasons provided support the points the author is trying to make? Explain.

What key details do you learn about the relationships between _____ and ____? H. How are the reasons and evidence connected to the point that _____? I. Use evidence from the text to show how the author’s point of view supports/rejects the idea J.

that _____. What evidence does the author provide that supports his/her position on the topic? Explain.K. Summarize the evidence that supports the author’s thinking about _____ and _____. L. Explain how each conclusion is supported with facts.M. Which details support each viewpoint? Explain each.N. List and explain the evidence that supports each claim.O.

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Knowledge and Ideas

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

TDQs to identify important points in several texts:

What are the important points in each text?A. On what points do all of the texts agree?B. How are the important points in each text C.

similar/different?


Academic Language Spanish Cognate analyze analizar

combine combinar connection conexión

demonstrate demostrar description descripción

digital digital evidence evidencia

information información integrate integrar

knowledgeable - source -

summary sumario topic -

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Knowledge and Ideas

TDQs to integrate information from several texts:

Given the information in all of the sources, explain why _____.D. After reading the three/four texts, explain the causes of _____.E. Summarize your findings about _____ based on your reading of the texts. F. Analyze all three texts to describe how/why _____.G. Explain which events in the texts are important to understand _____. H.

Using the print and digital texts, answer the question _____?I. Review all three/four texts for relevent evidence that explains _____.J. Explain the connections between _____ and _____, citing information from all three texts.K. Combining the information from all three texts, give a complete description of _____.L.

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W.5.1 Text Types and

Purposes

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

TDQs to write an opinion to support a point of view with reasons and information:

Which is better, _____ or _____? Explain your A.thinking in an essay using reasons and facts from the texts you have just read.

After reading the article and watching the B.video, write an essay that answers the question _____? Support your opinion with reasons and information from the sources.

Write an essay in which you compare _____ C.and _____. In your opinion, which is best/most useful/most important? Include reasons and examples from the texts to support your point of view.

Write an essay in which you state your opinion D.about _____. Your essay must be based on information, reasons, and ideas from the texts you have just read.

After reading _____ and _____, write a letter to _____ (principal, parents, mayor) explaining E.the problem of _____ and giving your opinion on how to solve the problem. Be sure to include reasons and information from the texts to support your opinion.

F. Write a speech convincing _____ (class, grade, school) to _____. In your speech, clearly state your opinion and support your point of view with reasons and information from both the text and the video.


Academic Language Spanish Cognate article artículo

compare comparar convince convencer

essay ensayo fact -

include incluir information información

opinion opinión point of view -

source - speech - support soportar

topic -

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W.5.1 (cont.) Text Types and

Purposes

“Although young children are not able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by providing examples, offering reasons for their assertions, and explaining cause and effect. These kinds of expository structures are steps on the road to argument. In grades K–5, the term “opinion” is used to refer to this developing form of argument.”

National Governors Association Center for Best Practices & Council of Chief State School Officers (2010, p. 23).

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Purposes

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

TDQs to write informative/explanatory texts to examine a topic and clearly convey ideas and information:

After reading and viewing the three/four A.sources, how would you define _____ and explain _____? Use specific details and examples to support your explanation.

Write an essay in which you describe how B._____. Provide facts, details, quotations, and other information to help the reader understand _____.

Explain what causes _____. Include specific C.details from the text/audio/video.

Compare _____ and _____. Support your D.comparison with specific details and examples.

Examine the cause and describe the effects of E._____. Provide facts, concrete details, quotations, and other information to support your answer.

Explain the author’s opinion. Use specific details and examples to support your explanation.F.


Academic Language Spanish Cognate convey - define definir

describe describir detail detalle

examine examinar explanation -

fact - inform informar

information información opinion opinión

quotation - source - specific específico

topic -

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Purposes

“Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept... To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing.”


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Purposes

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

TDQs to write narratives to develop real or imagined experiences or events:

After reading the text and watching the video A.about _____ (place, event, person), write an imagined story about _____. Use dialogue, description, and pacing to develop the experience.

After researching _____, write a fictional B.narrative about _____ (visiting Washington, DC, meeting historical figure, experiencing a scientific discovery). Use dialogue, description, and pacing to develop the experience.

After reading the texts about _____ (historic C.figure), write a brief biography about the events that _____. Use dialogue and description to show how _____ responded to _____ (other people, event, situation).

What was it like to live _____ (time period, D.location, during an important event)? Write a short narrative pretending that you were there for a day. Use facts and sensory details from the text and video to convince the reader you were actually there.

Read the first few sentences of this story:E. ________________________________ ________________________________ Continue the narrative and include meaningful dialogue and description to tell what happens next.

Read the following paragraphs about _____:F. ________________________________ ________________________________ Write an introduction to the narrative that orients the reader to the events and introduces the narrator/characters.


Academic Language Spanish Cognate biography - convince convencer describe describir

detail detalle develop - dialogue diálogo discovery descubrimiento effective efectivo

experience experiencia fiction ficción

historical histórico introduce introducir narrative - narrator -

orient oriente research - respond responder scientific científico sensory -

sequence sequencia situation situación

technique técnica

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Purposes

“Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that provide insight into the narrator’s and characters’ personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense.”


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References

Academic Learning Company (2107). Spanish cognates: Learn Spanish fast! Retrieved from http://spanishcognates.org/

Burke, J. (2014). The common core companion: The standards decoded, grades 3-5. Thousand Oaks, CA: Corwin.

Deleware Department of Education Teaching and Learning Branch (n.d.). Linking the common core state standards for reading, classroom instruction, and DCAS. Retrieved from http://www.wilmu.edu/tlt/documents/elastandards_delaware.pdf

Fisher, D., & Frey, N. (2015). Text-dependent questions grades K-5: Pathways to close and critical reading. Thousand Oaks, CA: Corwin.

High School Reading Specialists Loudoun County Public Schools (2013). Reading resources for E.O.C. reading SOL. Retrived from http://www.loudoun.k12.va.us/cms/lib4/VA01000195/Centricity/Domain/17518/EOC%20Reading%20SOL%20RESOURCES.pdf

Literacy Design Collaborative (2014). LDC task template collection version 3.0. Retrieved from http://www.ccsoh.us/Downloads/LDC%20Task%20Template%20Collection%203.pdf

National Governors Association Center for Best Practices & Council of Chief State School Officers (2010). Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects, Appendix A: Research supporting key elements of the standards and glossary of key terms. Retrieved from http://www.corestandards.org/assets/Appendix_A.pdf

Nevada Department of Education Office of Standards and Instructional Support (n. d.). Nevada academic content standards in English language arts & literacy in history/social studies, science, and technical subjects. Retrieved from http://www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/ELA/NVACS-_ELA_Standards/

Tulare County Office of Education Educational Resource Services (2012). ELA CCCSS templates 4th ed. Retrieved from http://commoncore.tcoe.org/content/public/doc/tcoe_ela_Templates_05.pdf

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Content Review Committee

Saralyn Lasley Southern Nevada Regional Professional Development Program

Treena Parker Northeastern Nevada Regional Professional Development Program

Jaclyn Rasnick Clark County School District

Amy Raymer Clark County School District

Marcia Sebulsky Clark County School District

Laurie Thompson Southern Nevada Regional Professional Development Program

Steve Canavero Superintendent of Public Instruction

Dave Brancamp Director of Standards and Instructional Support

Darrin Hardman K-12 ELA Programs Professional

[email protected]

Linking Instruction to the NVAC English Language Arts Grade 5 · • Singer, Isaac Bashevis....

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