5th Grade English


(RI) Reading Information

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ELA-05.RI

BPSS-ELA logoStrand (RI)

Reading Information

Narrative for Informational Reading Strand:

Informational text is designed to communicate factual information rather than to tell a narrative. Much of our daily reading is linked with this genre. Common examples of informational text include: diaries, cookbooks, websites, informational picture storybooks, field guides, and how-to books. 

Informational texts enable children to experience both language and content simultaneously, i.e., “read to learn.” The organization, graphic features, and writing styles found in informational texts are often content-specific. For example, the style of a biology textbook is quite different from a vacation guide. 

An important reading comprehension skill is the ability to determine the relative importance and precise meanings of words, sentences, paragraphs, sections, and chapters. Readers must be able to make sense of the meanings of words within sentences and of sentences within paragraphs. When readers grasp the main ideas, they better understand the purpose of the details—which, in turn, further strengthens their understanding of those main ideas. Readers, then, link their understanding of individual paragraphs to comprehend sections and chapters.

To feel successful across content areas students must read widely and deeply from among a broad range of high-quality, increasingly challenging informational texts. Through extensive reading of biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics students gain knowledge in various informational areas as well as familiarity with various text structures and elements. 

Continued work on reading comprehension standards will heighten student abilities to read more complex informational (nonfiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Not all selections children read must be in the level suggested by assessment, these levels serve as a guideline.  Sometimes high interest in a topic allows success in a more difficult text, and sometimes simple text is more inviting to our children, balance is important.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

 

How to Help Your Child At Home with the Informational Text Strand:

  • Ask questions about the topic being read (What does this book tell us about the solar system?)
  • Help your child dtermine the main idea of what they are reading, along with the details that support the main idea he/she stated
  • Have your child summarize the information on the topic they read about
  • Re-read favorite books to build fluency, comprehension and confidence
  • Discuss the informational topics you read about
  • Bring attention to bold wordscaptions and  glossaries that will help locate key facts or information in a text
  • Discuss and compare the text features in different informational texts (graphics, charts, diagrams)
  • Read magazines and newspapers for information and entertainment - the pictures and current event topics offer a high-interest way for readers to attemp more difficult reading than they may in a book
  • Read directions on packages, forms, games and recipes - this helps children see that we read many things to gain information
  • Make regular visits to a public library to select informational (non-fiction) reading material

 

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-05.RI.01

 

ELA-05 Targeted Standards
(RI) Strand: Reading Information
Cluster: Key Ideas and Details.

ELA-05.RI.01 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Summarize the text.

Student Learning Targets:

Knowledge Targets

  • I can identify what an inference question is
  • I can identify key words that lead me to an inference
  • I can describe what the author tells me in the text
  • I can identify a "right there" question

Reasoning Targets

  • I can define inference and explain how a reader uses direct quotes from a text to reach a logical conclusion ("based on what Iv'e read, it's most likely true that......")
  • I can determine what I already know about the text (background knowledge) I am reading through my own experiences
  • I can define summary (a shortened version of the text that states the key points)

Skills (Performance) Targets

  • I can quote ("word for word" support) accurately from a text
  • I can re-read to find answers explicitly in the text (right there answers) and answers that require an inference (answers are not stated directly in the text)
  • I can analyze an author's word and find quotes needed to support both right there questions and inferential questions
  • I can summarize the text using the important details

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0


The student uses quotes and provides direct references to text evidence and vocabulary when summarizing a text at the end of the fluent reading stage.


  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0The student quotes directly from the text, using key vocabulary and referencing the specific evidence when summarizing a text at the middle fluent reading stage.


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student summarizes important information including details that support the main idea of the text.



  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student retells the information from the text, needing prompting to provide details that support the main idea of the text.


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Quote
  • Inference
  • Explicit
  • Paraphrase
  • Fact
  • Opinion
  • Key Detail
  • Evidence
  • Support
  • Quotation
  • Informational

 


ELA-05.RI.02

ELA-05 Targeted Standards
(RI) Strand: Reading Information
Cluster: Key Ideas and Details.

ELA-05.RI.02 Determine two or more main ideas of a text and explain how they are supported by key details.

Student Learning Targets:

Knowledge Targets

    • I can define main idea (who or what a text is mainly about)

Reasoning Targets

    • I can determine two or more main ideas of a text
    • I can determine key details in a text and explain how they support the main idea

Product Targets

    • I can state two main ideas and the details supporting each

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student determines a central idea of a text and explains how it is conveyed through details in a text at the end of the fluent reading stage.


  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

The student is able to state and support two main ideas with specific text evidence from a text at the middle fluent reading stage.


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student states a main idea from a text and supports it with details, although the details may not directly support the main idea.


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student can identify a main idea of a text but does not provide details to support the main idea or relies on his/her background knowledge of the topic instead of specific text evidence.


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Main Idea
  • Important/Key Details
  • Evidence
  • Fact
  • Opinion
  • Support
  • Information

 


ELA-05.RI.03

 

ELA-05 Targeted Standards
(RI) Strand: Reading Information
Cluster: Key Ideas and Details.

ELA-05.RI.03 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.

Student Learning Targets:

Knowledge Targets

  • I can identify individuals, events, ideas, and/or concepts in different types of texts

Reasoning Targets

  • I can use specific information in a text to identify and explain the relationship between two or more individuals, events, ideas, and/or concepts
  • I can use specific information in a text to identify and explain the interactions between two or more individuals, events, ideas and/or concepts.

 

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0


  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0



  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Interaction
  • Individual
  • Event
  • Idea
  • Concept
  • Relationship

 


ELA-05.RI.04

Under Development

ELA-05 Targeted Standards
(RI) Strand: Reading Information
Cluster: Craft and Structure.

ELA-05.RI.04 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-05.RI.05

 

ELA-05 Targeted Standards
(RI) Strand: Reading Information
Cluster: Craft and Structure.

ELA-05.RI.05 Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts.

Student Learning Targets:

Knowledge Targets

  • I can identify and explain different structures used in informational text (e.g chronology, compare/contrast, cause/effect, problem/solution).

Reasoning Targets

  • I can determine the overall structure of an informational text.
  • I can compare (determine similarities) events, ideas, concepts, ad/or information in two or more texts.
  • I can contrast (determine differences) events, ideas, concepts, and/or information in two or more texts.
  • I can analyze informational texts and determine if the structure chosen effectively relates events, ideas, concepts or information.

 

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0

Student is able to analyze how a particular sentence, paragraph, or chapter fits into the overall structure of a text and contributes to the development of the ideas.  



  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

The student is able to correctly identify and compare the text structure used in two different texts or pieces of writing (or two different text structures used in the same text or piece of writing.  


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0The student identifies key words and patterns that support the text structure in a text or portion of a text.


  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0

The student is able to identify the overall structure of a text, portion of a text or piece of writing with prompting.


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Text Structure
  • Compare/Contrast 
  • Chronological
  • Cause/Effect
  • Problem/Solution
  • Description
  • Sequence
  • Signal Words

 


ELA-05.RI.06

Under Development

ELA-05 Targeted Standards
(RI) Strand: Reading Information
Cluster: Craft and Structure.

ELA-05.RI.06 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-05.RI.07

Under Development

ELA-05 Targeted Standards
(RI) Strand: Reading Information
Cluster: Integration of Knowledge and Ideas.

ELA-05.RI.07 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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-05.RI.08

Under Development

ELA-05 Targeted Standards
(RI) Strand: Reading Information
Cluster: Integration of Knowledge and Ideas.

ELA-05.RI.08 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-05.RI.09

Under Development

ELA-05 Targeted Standards
(RI) Strand: Reading Information
Cluster: Integration of Knowledge and Ideas.

ELA-05.RI.09 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 



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