3. Student Learning Map

  • Topic:02: What's the Main Point?
  • Subject(s):English Language Arts
  • Days:28
  • Grade(s):5
Key Learning:

Comprehending a text is not magic; there are strategies that good readers use when they read to help them "get the point." Summarizing helps a reader remember and retell the big idea and the supporting details.
Unit Essential Question(s):
 
 

When good readers read and write, what strategies do they use to identify, remember and describe the main point?

   
Concept:

Main Idea

LA.5.2.2.3   LA.5.2.2.2   LA.5.2.1.5   LA.5.1.7.8   LA.5.1.7.3   LA.5.1.6.9   LA.5.1.6.3  
Concept:

Self-Monitoring, Correcting & Interpreting Information

LA.5.2.2.2   LA.5.1.7.8   LA.5.1.7.1   LA.5.1.6.5   LA.5.1.5.2   LA.5.1.5.1  
Concept:

Reading & Writing Purpose

LA.5.2.2.3   LA.5.1.7.3   LA.5.1.7.2   LA.5.1.7.1   LA.5.1.6.2  
Lesson Essential Question(s):

How do readers make connnections and comprehend information while pre-reading, during reading, and post-reading of text?

 (A)

How can inferring and summarizing help readers identify main idea and relevant details?

(A)

How do readers use graphic organizers to show understanding of text?

(A)

How do readers listen to, read and discuss both familiar and challenging text?

(A)
Lesson Essential Question(s):

What strategies do good readers use to monitor their comprehension during reading?

 (A)

How do readers use prior knowledge to make and confirm predictions?

(A)

How do readers draw conclusions?

(A)

How do readers use information from text to answer questions related to explicitly stated main ideas or relevant details?

(A)

How are context clues used to interpret information and determine word meaning, including words with multiple meanings?

(A)

How do readers demonstrate the ability to read grade level text and adjust reading rate based on purpose, text difficulty, form, and style?

 (A)
Lesson Essential Question(s):

Why and how should a reader establish a purpose for reading?

(A)

How do readers use text features to explain the purpose of a text?

 (A)

How do readers identify the author's purpose in a text?

 (A)

How do readers develop an oral and/or written summary based on a passage read?

(A)
Vocabulary:

main idea, relevant details, inferring, summarizing, charting, mapping, connections, skim

Vocabulary:

predicting, questioning, note-taking, re-reading, looking back, drawing conclusions, context clues

Vocabulary:

entertain, explain, inform, persuade

Concept:

Writing about the Main Point

LA.5.5.1.1   LA.5.4.2.4   LA.5.3.1.3   LA.5.3.1.2   LA.5.3.1.1  
Concept:
Concept:
Lesson Essential Question(s):

How would a friendly letter be written to share the main idea and details of an event?

 (A)

What pre-writing strategies are used to generate and organize ideas for writing?

 (A)

Within a friendly letter, how do I clearly state a purpose and include the date, proper salutation, body, closing, and signature?

 (A)
Lesson Essential Question(s):
Lesson Essential Question(s):
Vocabulary:

heading, greeting, body of the letter, closing, signature, cursive writing, generate, salutation

Vocabulary:

Vocabulary:

Additional Information:

Polk County Schools

Curriculum Map/Monthly Focus Calendar

Reading Comprehension Skill Sequence

August: Compare/Contrast

September: Author's Purpose

October: Main Idea

Embedded throughout the year:

*Reference and Research

*Vocabulary

*Summarizing

Harcourt Trophies

Week 1, August 24 - 28, 2009, Teacher Discretion: Trade books relating to the first days of school or any new beginnings

Week 2, August 31 - September 4, 2009, Distant Voyages: A Changing Planet - "Oceans" by Seymour Simon

Week 3, September 8 - 11, 2009, Distant Voyages: Express Yourself - "Evelyn Cisneros: Primera Ballerina" by Charmon Simon

Week 4, September 14 - 18, 2009, Distant Voyages: Team Work - "We'll Never Forget You, Roberto Clemente" by Trudie Engel

Week 5, September 22 - 25, 2009, Distant Voyages: Team Work - "Iditarod Dream" by Ted Wood

Week 6, September 28 - October 2, 2009, Distant Voyages: Look Inside - "The Hot and Cold Summer" by Johanna Hurwitz

Remember: Reading comprehension strategies will be taught during Teacher-Directed block; word patterns, word usage and vocabulary development during word work block; writing during writing block; and focus on student needs at their reading level during flexible grouping time. Therefore some of these lessons will occur simultaneously.

Extending thinking strategies should be taught before using them unless they have already occurred in previous grade levels, then the steps may be reviewed within the extending thinking activity.

Testing Strands are embedded in the unit. In this unit, re-reading and looking back are emphasized from the knowledge strand. Students should be taught how to look back, skim and re-read to locate information and answer questions.

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Acquisition Lesson:

Vocabulary Report

  • main idea -

    the core, most important idea of a text; the big picture - To determine main ideas, you look at how the details work together to suggest or point to a big idea.

  • heading -

    part of letter that holds address and date

  • predicting -

    making an educated quess about what will occur next

  • entertain -

    designed to give pleasure or relaxation to an audience - read for fun

  • relevant details -

    important information that refers to the main idea

  • questioning -

    asking about the text read to clarify understanding

  • greeting -

    part of the letter that addresses a person

  • body of the letter -

    part of a letter that holds the message

  • inferring -

    using prior knowledge and textual information to draw conlusions, make critical judgements, and form unique interpretations from text

  • note-taking -

    the study skill of outlining or summarizing the important ideas to aid in the organization and retention of information

  • explain -

    make plain; clarify

  • closing -

    part of the letter that is the ending which includes the writer's name

  • re-reading -

    read again in order to increase understanding, memory, or fluency of the text

  • inform -

    to communicate knowledge

  • summarizing -

    A brief statement that contains essential ideas of a longer passage.

  • signature -

    the writer's name

  • persuade -

    to encourage or convince someone to do something

  • looking back -

    to re-read, search or seek for speciafic inofrmation

  • charting -

    laying out a plan

  • drawing conclusions -

    coming to a final decision reached by reasoning

  • cursive writing -

    a style of writing

  • mapping -

    a plan to show relationships

  • connections -

    how we connect to reading, (eg. text-to-self, text-to-text, or text-to-world)

  • context clues -

    clues from the text that helps define a word or word groups

  • skim -

    to read rapidly and superficially; also may be looking for specific information

  • generate -

    to produce

  • salutation -

    the word or phrase of greeting that begins a letter