Teaching Toward the Demands of the CCSS 1 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource.

Fifth Grade City/State Focused In other words… Text-Based Example How Else Might These Questions Be Worded… Standards: (Questions based on Harry Potter Reading Literature, and the Sorcerer’s Stone by J.K. Grade 5 Rowling

What the paired with Standards Say… Where I am From by G.E. Lyon [poem]) 5.1 Students will use key details In this passage, Mr. Dursley  How has the author created mood through setting Quote accurately and background knowledge to observes some unusual things: “a details? from a text when make inferences about what cat reading a map,” “people in explaining what the authors do not directly say. cloaks” among other odd events.  What is the mood of this place? text says explicitly They will ground all of their Later, he learns from a television and when drawing inferences in text-based news report that there have been  Why has the author included these details? inferences from the evidence. sightings of owls flying “in every text. direction since sunrise.” Why does  What can you tell about this society from this the author most likely include passage? Students might… these details? - quote details surrounding the  In the passage, how does ______treat ______? time and place in which the Read this quote from the text: story is set and discuss how this “Mr. and Mrs. Dursley of Number  How does ____ feel about _____? setting affects the text. Four Privet Drive, were proud to - Cite details about all the say that they were perfectly  How does______(costume) indicate time period? characters in the text, including normal, thank you very much. direct descriptions of their They were the last people you’d traits, words and actions. Use  What is the device that indicates the time period? expect to be involved in anything Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT these to make inferences about strange or mysterious, because the characters. they just didn’t hold with such  Which sentence from the passage best supports the - Describe the literary nonsense”. Whose perspective is idea/inference that ____? devices (e.g., flashback, really being shown in this quote? repetition, exaggeration,  Which sentence from the passage best explains foreshadowing, personification, why___? symbolism) in this text and describe how these deepen the  The author included dialogue in the third sentence meaning around the plot When you first meet Harry in of the fourth paragraph because______? and contribute to the text’s Harry Potter and the Sorcerer’s theme. Stone, there are many signs that he  Why did the author have this story take place here? - examine how the author uses is unusual. Based on these, what language to convey elements of inferences can you make about the story (e.g., includes dialect Harry? Use at least two quotes  Why does the author most likely include __ in the and other linguistic variants to from the text to support your story? enhance character and setting). response. - give a quote as evidence after  Why would ______do what he/she did? making a claim about a When Harry first meets Malfoy in character, theme, or main idea Diagon Alley, he decides not to  What do you predict would happen if______? in a text. become his friend. What does - “unpack” a quote by explaining Harry’s decision in this moment  In this sentence, the ______are compared to what it means, why it’s suggest about Harry, and about his ______because of their______? important, and/or how it future relationship with Malfoy? connects to the student’s claim.  Why is__ so quick to_? What inference can you This may include transition make? words such as “Therefore…” “This means…” “This  Which detail from the story best helps you shows…” “Consequently….” understand why ______(a character) displays______(a particular response/emotion)?

 Read these lines from the poem: “…” What does the speaker mean by these lines?

 What is the most likely reason the speaker says ______? Teaching Toward the Demands of the CCSS 3 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource.

 Why was______? Support your inference with two details from the passage.

 What evidence from the passage/article best supports the idea/inference that______?

 Which sentence from the story best suggests…?

 Using at least two details from the passage, explain how a reader can infer that______. 5.2 Students will figure out Based on the beginning of Harry  Describe the challenge that ______faces in the Determine a theme themes of stories, plays, Potter and the Sorcerer’s Stone, story and how he/she responds. Use two details from the of a story, drama, or poems, and other types of what might you guess a theme of text to support your answer. poem from details in literature by considering what this book will be? the text, including lessons they are trying to  What are the first (six) paragraphs mostly about? how characters in a teach. They will pay attention Based on these opening scenes, story or drama to key details about how Harry Potter and the Sorcerer’s  What is the central message of the text/this part of respond to characters act, treat others, Stone could be described as the text? challenges or how and respond to challenges. ______(genre). the speaker in a They will pay attention to  Which sentence has commas that represent the poem reflects upon a descriptions in poem and What does the title of the first author’s main message? topic; summarize what a poet thinks to consider chapter of Harry Potter and the the text. themes in poetry. Sorcerer’s Stone—“The Boy Who  This text could be described as a ____ (genre). Lived”— suggest a possible theme Students might… of this book may be?  The main message in this folktale is ______. - look for details in a text that lead them to understand the  How can the reader tell this passage is realistic author’s main purpose for fiction? writing this text.

Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT - determine the theme of the text.  This story is an example of a folktale because - find details to describe the it_____. conflicts or challenges a character faces (understanding  How does ______(character) respond to the that issues are real and challenge of ______(situation)? purposeful). - consider how theme intersects  Based on the first part of the play, what is a theme with the reasons the author you think this play will have? wrote this text. - look for reflection and  What message does the author get across to readers introspection in poetry or text. through______(character’s responses)? - determine how the topic of  How does ____ (character) respond to ___ importance is reflected in the (situation)? text or poem. - examine details in the text to  Describe a theme this story expresses. Include at detect humor and sarcasm. least two details from the story to support your answer. - make inferences about characters’ motivations as well  Which sentence best describes a theme of this as the problems and solutions story? (i.e. determine what caused the  On the lines below, write down a lesson or message problem and how it affects you learned from the poem. everyone in the story). - look for details that show how What is the main theme of this poem? Provide two characters’ stories relate to the  theme and how this theme is details from the poem to support your thinking. carried throughout the character’s life.  Which sentence best describes a theme of this poem?

 Which is the best summary of this passage? Circle the correct answer. Look at the answer you chose. Tell how you decided which details best helped you to summarize the text.

 Which sentence best summarizes____ (characters’ Teaching Toward the Demands of the CCSS 5 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. interactions) in Scene___?

 Which sentence best summarizes Scene___?

 Which sentence best summarizes how____ (character) reacts after______(situation)?

 ______(object in story) is important to the story because______

 Which sentence is the best summary of Paragraph 4?

 On the lines below, write a summary of this passage. 5.3 Students will be able to The author has set up an important  An important contrast in the story is between… Compare and compare and contrast what contrast between the Dursleys and contrast two or characters across one or two the “unDurselyish” Potters. Why  How do ______’s feelings toward ____change more characters, texts say, think, feel, do—and might the author have created this from the beginning of the story to the end? Use two settings, or events in why. They will also compare contrast? How might it lead details from the text to support your answer. a story or drama, and contrast settings and readers to feel about the Potters? drawing on specific events across one or two texts, Use at least two quotes from the  What is one way that ___ is different than ___? details in the text and draw conclusions about text to support your answer. (e.g., how how each of these elements  Based on details from the play, which of the characters interact). establishes a story’s tone and Which of the following best following best describes how ____ (character) and ____ theme. describes how Mr. Dursley’s (character) are different? everyday life is different than this Students might… particular day?  How are____ (character) and ____ (character) most - look for details that help them similar? compare the major, minor/ How are Mr. Dursley and the man

Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT secondary characters in a story. in the violet cloak most different?  At the end of the play, _____ (object) are compared - compare the multiple settings to ____ (object). Describe how ____ (character) and that take place in a story, _____ (character) each feel about ____ (object). Include including ones that take the at least two details from the play to support your answer. reader from past to present or present to past.  How are the settings different in the first and second - notice how the author uses paragraphs? How does the change in the settings affect setting to convey a mood. the mood, or tone, of the story? - compare and contrast the interactions between characters  How are the events different at the beginning and by paying attention to their end of this part of the story? conversations, actions, traits, feelings, decisions, etc.  One way the setting at the beginning of the story is - compare and contrast the different from the setting at the end is______. causes of events in a text and how these affect the multiple rd th storylines differently.  What is similar about the events in the (3 and 4 ) paragraphs?

 Explain which event makes _____ (character) feel ______about ______(situation)? Support your answers with specific details from the story.

 What is most likely different about what happens after______(situation)?

 How does the mood of the story change when the setting changes from______to ______?

 Describe how the outcome of each event is different. Include at least two details from the story to support your answer.  When ______says “______” in paragraph _____,  5.4 Students will define words in In the final sentence of this context. These words might passage, the author refers to a he/she means that…  Determine include words as well as “whisper about the Potters.” What Teaching Toward the Demands of the CCSS 7 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. the meaning of phrases that illustrate does the word “whisper” most  Which statement best describes what the word words and phrases figurative language such as likely mean here? _____ refers to? as they are used in a similes or metaphors.  A metaphor comparing _____ might have been text, including Based on what you’ve learned in included to show…? figurative language Students might… this part, what might you guess the such as metaphors - recognize and understand how “whisper” is?  A simile comparing ______might be significant and similes. figurative language helps grow the story line or idea. The man in a violet cloak refers to because…?  - understand what a phrase Mr. Dursley as a “muggle.” Based means and how it illustrates on what you’ve learned so far,  Why does the author describe _____as a _____? something about a character. what might a muggle be? - define words that point to  Which sentence from the passage includes a character traits, feelings, and In the poem Where I am From, metaphor used by the author to describe _____? mood. Lyons says:  What does the author mean when he says in the - consider meanings of words I am from those moments – beyond their usual meaning sentence ______? snapped before I budded – (i.e., figurative language— similes, metaphors). leaf-fall from the family tree.  How does this metaphor change what you believed - study descriptions and pay In the context of the poem, what about the character? attention to comparisons, does the image of being a “leaf- asking what they mean and fall from the family tree” mean?  Read the following two lines in the poem, “….” why the author has used them. What two things is the poet comparing in this simile? - pay attention to which subject How is Harry, too, a “leaf-fall is being described. from the family tree,” and how  Read this line in the poem. What is the poet was he, too, “snapped before he describing in this simile? What context clues helped you budded?” understand what the poet is describing?

 Which statement best describes what the word “…” refers to?

 What does the narrator mean when she says, “….”?

Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT Based on events in the story, explain the meaning of the simile in this sentence.

 Which of the following best describes what the author means to suggest with this figurative language?

 Which of the following has nearly the same meaning as the figurative phrase, “….”?  How does the______paragraph relate to what has  5.5 Students will understand how How does the start of the story stories, plays, and poems are contribute to the reader’s happened at the start of the passage?  Explain how put together. understanding of the Dursleys? a series of chapters,  How does the _____ paragraph contribute to the scenes, or stanzas Students might… How does Mr. Dursley’s reaction reader’s understanding of the story? fits together to - notice and describe how a story at the bakery relate to what we provide the overall is structured. have learned at the start of the  Why is the ______(morning/evening) symbolic? structure of a - understand how one part of the story? particular story, story fits into another for a  What would happen if the story were to continue? drama, or poem. particular purpose.  What can you conclude about ____ at the end of  - understand the purposes behind the way an author structures a ______? story, poem, or drama. What would have been a better ending for this - discover how an author In the poem, Where I am From, by  story? conveys piece of information Lyons, you gradually find out over time (and parts of a text) more and more about the that together build a cohesive  A possible theme, or message, of this poem is “….” story. narrator’s past. How do you find How does the structure help to reinforce this theme? out more about Harry’s past in the  What conflict does this first scene introduce for the novel? next scene that will follow?

 How does ____’s reaction in Scene (2) build on what she says in Scene (1)? What details from the play helped you understand how ____’s reaction builds from one scene to the next?

 What information does the first stanza give that is Teaching Toward the Demands of the CCSS 9 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. important to what happens in the rest of the stanzas?

 What choice best describes how what happens in stanza (3) is important to the rest of the poem?

 How do stanzas (4 and 5) connect back to what happens in the (first) stanza? Explain your answer using details from the poem.

 Which choice best illustrates how Act (1) sets up the events that build in Act (2) and Act (3)?

 Which choice best describes how Act (3) builds on Act (1) and Act (2)?

 How does the structure of the poem reinforce its theme?

  5.6 Students will recognize that In this opening chapter, the reader  The narrator of the story helps the reader to different characters can see is introduced to events through understand ______by ….  Describe the same situation differently. Mr. Dursley’s perspective. Based how a narrator’s or They can consider how stories on what you know about Mr.  Both stories are told from the perspective of an speaker’s point of or parts of stories would be Dursley—or infer about him— animal. How does this perspective affect how the stories view influences how different if shown through a how do his traits and feelings are told? Compare and contrast how ______and events are different perspective and influence his recounting of the ______view their surroundings. Using details from described. consider why the author made day’s events? How might these both passages, describe how the animals’ perspectives influence how events are described.  the choice to show events events be relayed differently by through specific one of the people wearing cloaks? perspective(s).  What are the two perspectives occurring in this text? By letting the reader see the events Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT Students might: through Mr. Dursley’s perspective,  This passage is told from the point of view of… - understand and discuss the the author has set the reader up to different perspectives be confused at several points  This poem is written from the point of view of a represented in the text. during the first chapter. Why has speaker who… - describe how a narrator’s or she likely done that? What effect speaker’s point of view has a does that choice have on the  How does the point of view in ______differ from direct impact on the way in reader? Use at least two quotes the point of view in ______? which he or she speaks, and from the text in your answer. interprets/ describes events.  Who is talking in the poem? - explain how a narrator’s or How does Mr. Dursley’s point of speaker’s background or experience influences the way view influence how he describes  How does the speaker’s point of view influence how in which he or she responds to the unusual things happening? she describes ____? or describes other characters, situations, settings, etc.  How does the speaker’s point of view reflect this - compare and contrast how two cultural point of view? or more characters’ different points of view influence the  Which choice best describes the point of view the way in which each reacts author is using when_____? (differently) to the same event.  How would this poem most likely be different if it were written from a third-person point of view describing someone______(doing a particular action)? What details from the poem helped you understand how it would likely be different if written from a third-person point of view?

 What does this sentence tell you about whose point of view is used to tell this part of the story?

 Look at paragraph (5) of the passage. Who is speaking? Explain how “they” feel they will______. Use details from the story to explain your answer. Teaching Toward the Demands of the CCSS 11 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource.  Which choice best explains how the ____’s point of view about ______changes in the poem?

 Which statement best explains how ____’s background influences her point of view in the story?

 “____” is told in the third person from ___’s point of view, which includes her descriptions of ____ and ____ (minor characters). Does ____ (major character’s) point of view differ from _____ (minor characters’)? Describe each character’s point of view, quoting details from the text. Compare the three points of view. a. Recognize and J.K. Rowling is known for having  Which sentence from the article best informs the describe how an a “rags to riches” life story. She reader about the author’s culture? author’s had lost her mother, been divorced background and from her husband and was living  What do both texts tell you about the culture affect his or in poverty when she conceived the author/writer/time period? her perspective. idea for Harry Potter. Later, she went on to write the best-selling  Which sentence from the passage best describes series in history, which was made how the author’s point of view was influenced by events into the highest-grossing film from his childhood? series in history. Based on this knowledge, how might you  Which choice best describes the point of view the imagine a fictional “rags to riches” author is using when she tells the actual story of____? story playing out in the Harry Potter series? Draw on details  Explain how the author’s cultural background from the opening pages to support influences his point of view about the importance of this your idea. story to him. Use details from what he says about his background and his people to support your answer.

Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT  5.7 Students will consider how Look at the picture at the start of  How do the visual details help you understand what visuals elements add to deeper this chapter and read the chapter the poet means by”…”?  Analyze how understanding and title. Who might the child in the visual and appreciation of text. They will picture be and what does the  Which choice best describes how the visual details multimedia elements make connections throughout picture of the child, side by side contribute to the tone______? contribute to the the text between written the chapter title, make you feel? meaning, tone, or words, visuals, and possibly, What best describes the role the  Study the (photograph, cartoon, etc.) below. Think beauty of a text oral presentations of the text. featured child might play in the about how the two main characters interact with one (e.g., graphic novel, Students will be able to rest of the book? another. Now use details you identify in the image to multimedia identify where each version compare and contrast the characters. presentation of (written words, visuals, oral The film versions of Harry Potter fiction, folktale, presentation) reflects specific emphasize certain parts of the  How does the illustration help you gain a deeper myth, poem). descriptions of setting, story and certain parts of Harry’s understanding of the fable, “…”?  character, problems, themes, character. Choose one scene from etc. the film of Harry Potter and the  How do the visual details help you understand what Sorcerer’s Stone and compare it to the poet means by “…”? Students might… the scene in the novel. How did - discuss the connections the director of the film interpret  The words _ and _in this part of the fable have a between the text of a story and the scene in particular ways? __tone. Which detail from the picture also conveys this tone? its visual representations, What parts of Harry’s character describing how one builds on did he emphasize? the other.  In the illustration of ____ (character), _____ - explain how visual and (specific situation) appears to be the case. What does this multimedia elements add layers suggest about ____ (character)? of meaning to the written text or otherwise  In line (7), what do you think the phrase “…” enhance/communicate the means? Circle any detail in the visual that makes this text’s tone or mood. image come alive. - talk about the impact that visuals and multimedia  Describe how the details in the text and details in elements have on the reader; the illustration work together to make the tone of the explain how these convey poem. Include one quote from the poem and one visual meaning/beauty/tone detail to support your description. differently than written text. Teaching Toward the Demands of the CCSS 13 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. - consider how the author may  Which sentence from the myth is supported by the have tried to convey illustration of ______on page___? understandings about characters, events or settings  Describe another illustration that could be added to through visuals or multimedia this story. Explain what details would be included and elements. how it would support the tone of the story.  Using visual and text details, compare and contrast ___ (character) and ____ (character).  (RL.5.8 not applicable to literature)  5.9 Students will understand that Compare and contrast the opening  What theme is present in both passages? stories in the same genre often of  Compare have similar topics and Harry Potter and the Sorcerer’s  Compare and contrast the passages. Write one thing and contrast stories themes. They will pay Stone that is alike on the lines below. in the same genre attention to details in texts of with the opening of The Lion, The (e.g., mysteries and the same genre in order to Witch, and the Wardrobe. What is  How is the approach to the theme of ____ similar in adventure stories) look for how different authors similar between the two? What is these two stories? on their approaches might approach the same different? Provide details from to similar themes theme and/or topic in similar both texts and use at least two  Which of the following statements is true about both and topics. and different ways. quotes in your answer. mysteries?

Students might… Harry Potter deals with loss,  Both of the main characters handle their problems in - describe how the author uncertainty about himself, and the similar ways. Which statement best describes how they illustrates the same (or a striving to be brave throughout the solved their problems? similar) theme in each story, story. Choose another story that referencing the specific places deals with one of these themes,  The stories, “….” and “….” Share the common in each text that support that and compare how these stories theme: “….” List two details from each story that support theme. develop that theme. What is the this theme. - compare repeated objects in same or different about the Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT each story to show how these characters? How do they struggle  Which of the following choices describes a are used to illustrate the theme. with these issues or illustrate one difference in the way the authors approach the topic? - identify patterns in each story of these themes? and discuss how these illustrate  Read this sentence from (Text 1). “…” This the theme of the stories. Lyon’s Where I am From poem statement shows _____ (about main character). Which - describe the point of view of describes the emotional and family sentence from (Text 2) shows that (author of text 2) is each text and how it influences background of the narrator. If you approaching his _____ (point of view on the topic) the theme of the stories. were to write a Where I am From differently? - compare and contrast how the poem in Harry’s voice, what are author of each story explores a some of the images and details you  In each story, the main characters’ experience ____ similar topic, and reference in unexpected ways. Tell what each character expected. might include, if it started, ‘Where particular details or lines in Then tell what each character really experienced. each text to support this I am from…’ thinking. - describe how the shared genre of two stories (e.g. mystery, adventure) may influence both authors’ treatment of a particular topic or theme. 11. Recognize, Students will be able to Since Harry Potter was released, interpret, and make compare and make there have been many other texts connections in connections across texts from in which magic exists (and there narratives, poetry, a variety of cultures and were several important novels and drama, to other genres. Students will also be before Harry Potter). Compare texts, ideas, cultural able to make connections and contrast magic in Harry Potter perspectives, eras, between texts and personal with another novel which personal events, and events and situations. incorporates magic, such as The situations. Students will draw on their Chronicles of Narnia, Lord of the preferences and their Rings, The Lightning Thief, or a judgment to choose and assess novel of your choice. the quality of texts. Both Harry Potter and Where I am Students might… From suggest that characters are - describe similarities and greatly shaped by their past, even differences between Teaching Toward the Demands of the CCSS 15 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. cultural customs/beliefs by events and people that presented in a variety of influenced them before they were texts. born. Choose a moment from - compare and contrast Harry Potter that indicates how situations presented in a Harry is influenced by something text with their own that takes place either while he is personal experiences. very young, or before he is born – - think and talk across texts and show how he is influenced by and real world events, factoring in the effects of this event. culture, time period, etc.

Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT City/State Focused In other words… Text-Based Example How Else Might These Questions Be Standards: Worded… (Most Beautiful Roof in the World by Reading Kathryn Lasky Informational Texts, Grade 5 paired with

What the Interview with Eve Nilson [on Standards Say… Scholastic.com http://teacher.scholastic.com/scholasticn ews /indepth/rainforest/submit.asp] up to question 11) 5.1 Students will draw on Which of the sentences from the text  Which of these facts about ______is Quote accurately specific text details and main best shows the author’s feelings toward included in this passage? from a text when ideas when explaining what rainforest scientists? explaining what the a text says. Students will also  What is the source of the ______? text says explicitly make inferences from a text, Why does the author call Meg Lowman and when drawing accurately referencing a “Pioneer in the Rainforest”?  What do you see reoccurring in this text, inferences from the specific supporting details. throughout the subsections, throughout the many parts of the article? text. Students might…  Which sentence from the article best - quote details that explicitly shows that______? Look at the answer that refer to a main idea or topic of you chose. Explain how the clues in the answer a paragraph, multiple helped you infer that ______. paragraphs, or an entire text. - synthesize clues about what is  A student makes the following inference important in the text and about the author of “…” Which sentence from quote any details that help the passage best supports this inference? them explain their inferences. - pay attention to the different  Based on these sentences, with which inflections and tones of a statement would the author of the article most nonfiction text, identifying likely agree? indicators that the author is conveying something  Explain how the _____ was different Teaching Toward the Demands of the CCSS 17 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. noteworthy. Quote, when than_____. Include at least one direct quote necessary, so others can from the passage to support your explanation. understand these implications. - use prior knowledge to help them understand what is important in a text. - explain how the features add to or distract from the important ideas presented in the text. - monitor which details are important and which are not. Quote which ones best convey information or prove a point. - draw on the structures within a text to guide their comprehension of the information presented. - use details around a word to comprehend and decipher the abstract vocabulary that addresses the linguistically diverse patterns of a time period. Use that vocabulary to reference the time period. - examine text structures and features to determine importance. 5.2 Students will use different Meg Lowman’s childhood was a time  Why did the author most likely write this Determine two or parts of a text to determine of_____? text? more main ideas of main ideas. They will be able a text and explain to distinguish between key What are the first five paragraphs of this  The author most likely wrote this article Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT how they are details that support a main text mainly about? to____. supported by key idea and distracting details. details; summarize What are some main ideas you are  For what type of audience is this piece the text. When summarizing the text getting from this text? likely intended? students will include the main idea(s), supporting  ______’s childhood was a time of_____? evidence, and key words from the passage.  Which sentence has commas that represent the author’s main message? Students might… - examine reoccurring details  What are the first (six) paragraphs mostly and ideas to determine the about? text’s main ideas. - refer to details that explain  What is the central message/idea of the not only the main ideas but text? also the author’s purpose for writing the text.  The main ideas of the two contrasting - consider details, features, and sections could be ______. structures to determine the text’s main ideas.  What is the main reason the author - summarize the main ideas and feels______is important to know? key details from the text. - recognize that often details in  What’s the best summary of this text? a single text explore two main ideas—two perspectives.  What is the text/section under the - discuss how the text’s details, subsection mainly about? features, and structures support two main ideas.  Paragraph ____ tells the definition of a - summarize major section(s) of _____. Circle the key details that describe the the text. characteristics of a ____. Does ____fit that definition?

 What does the author want you to know about____? Underline key details in the article that describe what has happened to______. Teaching Toward the Demands of the CCSS 19 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource.

 Determine the main ideas of the article, “…” Include at least two key details from the article and explain how these key details support the main ideas.

 Read this sentence from the passage. Which of the following key details from the passage best supports that idea?

 Read these details from paragraph __(#) of the passage. Which main idea of the passage do these key details support?

 Determine the main idea of the section (title of section). Then explain how two key details support that main idea.

 Which sentence is the best summary of paragraph ____)?

 Which of these is most important to include in a summary of the passage?

 Which choice summarizes____ (what a subject of a text thinks)?

 Which of these is the most important detail to include in a summary of______? 5.3 Students will look for How were Rachel Carson and Harriet  ______changed ______‘s life by… Explain the connections between people, Tubman significant to Meg Lowman? relationships or events, and ideas. They will  How can ____ be compared to ______? Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT interactions be able to figure out How did Meg Lowman’s childhood between two or connections that are not influence her career choice?  What is the contrast between _____and more individuals, explicitly stated. ______? events, ideas, or concepts in a Students might…  Which sentence best supports ______? historical, - pay attention to details that  What is the connection/relationship scientific, or help them understand why between______and _____? technical text based things happened and how they connect (for example, Ben on specific  Which of the following statements best Franklin and Thomas information in the describes the relationship between___ Jefferson met and this led to text. (people)? the Declaration of Independence).  What was the result of______(situation)? - pay attention to details surrounding the way things happened; how events/ideas  According to paragraphs (3 and 4), how caused things to occur over does ______affect______? the course of history. - pay attention to details around  How did ____change _____? the sequence of how things happened (the place, the time  How did ____inspire _____? period, the situation).  How does _____work? - consider where concepts and ideas originated and why. - understand the different text structures and how these work together in the text. - pay attention to details that give information about/insight into the author and why he/she wanted the reader to know it.  5.4 Students will define words in Which phrase in the second paragraph  What’s the synonym or antonym for this context. These words might helps you understand what the word word?  Determine include ones that are “herbivory” means? Teaching Toward the Demands of the CCSS 21 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. the meaning of domain- specific.  Another word for ______is ______. general academic In paragraph four the author says that and domain-specific Students might… Harriet Tubman “had to be attuned to  Which words best describe what______words and phrases - use context clues to determine the environment in order to guide her means in paragraph (1)? in a text relevant to the meaning of academic people on their perilous journey.” In the vocabulary. a grade 5 topic or context of the passage, another word for  What does the phrase _____ refer to ____? - use context clues to determine subject area. perilous might be ______? the meaning of domain-  Which phrase helps you understand how  specific vocabulary. the text is organized? What does this phrase - use context clues to determine mean? the meanings of figurative phrases and languages.  The word __in the (second) sentence most - use context clues to determine likely means ___. the meaning of dialogue. - use context clues to determine  Which phrase helps you understand what the meanings of words with the word _____ means? prefixes and suffixes.  In the last paragraph, what is the best meaning of ______?

 In paragraph (2), the author writes that “…” What does the phrase “…” refer to?

 Read this paragraph from the passage. In your own words, write a definition of the word _____. Then list to words or phrases that helped you define the word.

 Which of the following is a context clue that you can use to figure out the meaning of the phrase “…” in paragraph ____? Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT  5.5 Students will think about the Compare the excerpt from Most  Which statement from ______’s account different structures authors Beautiful Roof in the World with the includes evidence that the text structure is  Compare have chosen to use to interview with Eve Nilson. How is the chronological? and contrast the organize texts/ parts of texts focus of the information different in the overall structure and why they may have interview?  Why does the author start/end the article (e.g., chronology, made these choices. They with a question, quote, etc.? comparison, will consider the authors’ Why might the author have made the cause/effect, goals and purposes and how choice to structure the text in an  How does the author of “…” structure the problem/solution) these connect to the choice of interview? article to show ___? of events, ideas, structure(s). They will concepts, or compare and contrast Why do authors choose to use  Read the two passages and think about information in two structures, considering interviews as a format for their writing? what each author wants you to know. How does or more texts. different authors’ How do interviews present information the structure of each passage make its purpose clear?  goals/purposes. differently than biographies?  What structure does each author use? Why Students might… Identify the text structures of Most do the authors use different structures? Explain - consider the different ways Beautiful Roof on the World and how signal words helped you understand the information is presented to Interview with Eve Nilson. Why do you way the information is organized each passage. gain a better understanding of think each author chose to use that the text. structure for his/her writing? How did  Which statement from “…” gives - identify the structure and each structure help each author present information about the text structure? describe how the information his/her ideas? is presented within that structure.  Both of the (articles) discuss______. - discover and name specific What is the purpose of each (article)? Answer words that help to identify the this by comparing and contrasting the way each structure. writer presents information about ______. - identify different text features and explain their purposes.  How does the author of “…” mainly show that ______?

 How is this article mainly organized?  What is the author’s perspective?  5.6 Students will pay attention How would this text be different if it to key details and descriptive were told directly by Meg Lowman?  Analyze Teaching Toward the Demands of the CCSS 23 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. multiple accounts of words to figure out how  Which sentence from the article best illustrates the author’s feelings about_____? the same event or authors feel about a What do you learn about the rainforest topic, noting topic/event. They will in the interview with Eve Nilson that understand that authors you do not learn in Most Beautiful Roof  What’s another angle the author could important have taken to prove his point? similarities and writing about the same in the World? differences in the topic/event may agree on some things but disagree on What key details about the rainforest in  Which details help you figure out the point of view they author’s point of view, or feelings, about his others and they will be on Most Beautiful Roof on the World represent. journey? the lookout for what would both Meg Lowman and Eve  information matches/ Nilson most likely agree?  Which words or phrases from “___” best conflicts. They will consider show ___’s point of view on ____? What each author’s point of view. How are the purposes of the two authors words and phrases in the second passage of these texts similar? In what ways do helped you identify ______’s point of view on Students might… they approach the topic differently? _____? - compare and contrast the information presented in two  Each passage has a different purpose. texts. Discuss the purpose of each. Then tell how - compare and contrast the way each passage influences your own view of two authors have written ______. about an event or topic. - describe the similarities and  How are the points of view about differences between the foci ______similar and different in these of two texts. accounts? - understand each narrator’s point of view and explore  `The point of view on _____ (subject) is reasons for it. similar to the point of view on (same subject in text 2) because both authors are ______.

 Which sentence from ______is  5.7 Students will use multiple How do the photographs included in sources to get information to this text add to the central meanings? supported by the illustration?  Draw on answer research questions. Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT information from Why has the author likely included  Based on the sources, what might someone think of a person who is______? multiple print or Students might… photographs throughout this text? digital sources, - identify features of the text  Based on the sources, which of the demonstrating the that present additional information. following gives the most accurate description ability to locate an - explain the information of a______? answer to a presented in portions of the question quickly or text that were not covered by  What is the difference between____ and to solve a problem the passage. _____? efficiently. - discuss how a diagram adds to  From information found in the texts and  the understanding of the text. - look at pictures to further diagrams, which best describes _____? describe details within a text. - look at maps or illustrations to  Using all three passages, how are ____ understand and describe why and ____ alike when they______? and how something happened. - look at maps or illustrations to  What is the main difference in how ____ understand and describe when and how _____? and where something happened.  Compare the diagram of _____ with the diagram of _____. What is clarified through comparing these diagrams?  What is the author’s main point? What  5.8 Students will pay attention The author says that Rachel Carson and to the points that authors Harriet Tubman influenced Meg reasons and evidence does the author use to  Explain how make and how authors Lowman. Which evidence from the support her point? an author uses support those points with passage proves that Harriet Tubman reasons and explanations and evidence. influenced Meg Lowman?  The author says that “….” What evidence evidence to support That is, they will be able to from the passage proves his point? Explain why that sentence proves the point best. particular points in determine both points and What evidence does Kathryn Lasky a text, identifying the evidence that directly provide to support her point that  Do you feel that the author provided solid which reasons and supports these. ascending to the canopy is not easy? evidence support reasons and evidence to back up the point that ______? How could the author have which point(s). Students might… strengthened his point?  - explain the author’s perspective on a topic.  What sentence supports/provides evidence Teaching Toward the Demands of the CCSS 25 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. - state the reasons/support that for the author’s point that______? the author has given to support a specific point.  Explain why_____. Provide at least two - say why an author has details to support your answer. included certain evidence or reasons in a text.  Which sentence expressed the main point of the article?

 What reason best supports the claim that______?  Use information from both articles to write  5.9 Students will pull and View the video of the interview with the combine information from Amazon logging boss. What a paragraph about _____.  Integrate multiple sources to gain information do you get from this information from more knowledge about a interview that you do not get from the  Which sentence most accurately combines several texts on the topic. They will notice when other texts? the information from all three passages? same topic in order facts match up across  Which of the following best describes how to write or speak sources and when they http://omsmoodle.del- ____ are used? about the subject conflict. Students will keep valle.k12.tx.us/6ss/logging/Interview3.h knowledgeably. track of what they learn tml  Which sentence best states what ____ can  from each source, compare do? and contrast the How are rainforests important to the information, and pull world? How should we treat them?  How do _____ help us? Use information together information to Write an essay in which you take a from all three sources in your answer. write and speak about the position on whether or not we should topic. protect the rainforest from logging  Where is the best place to find reliable companies. Use details from all three information on _____? Students might… texts and at least two quotes in your - use sentence prompts to begin essay.  Which sentence best states how_____ has referencing outside sources. changed from ____ until now? - locate similar information or Why is it important to study the ideas from two different  How can a person use _____ as a reliable Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT sources around the same rainforest? Use at least two quotes to information tool? topic. explain. - reference texts that have  How has _____ transformed the world? differing opinions on a topic. Use information from all three articles to support your answer.