3. Student Learning Map

  • Topic:05: Text Structures and Word Analysis
  • Subject(s):English Language Arts
  • Days:22
  • Grade(s):5
Key Learning:

Technical writing provides information related to real world tasks.

Unit Essential Question(s):
 
 

How do readers and writers analyze words and use text structures to organize information, increase understanding, and produce quality writing?
   
Concept:

Word Analysis

LA.5.1.4.1   LA.5.1.4.2   LA.5.1.4.3   LA.5.1.6.1   LA.5.1.6.3   LA.5.1.6.4   LA.5.1.6.5   LA.5.1.6.7   LA.5.1.6.8   LA.5.1.6.9   LA.5.1.6.10  
Concept:

Text Structures

LA.5.1.4.2   LA.5.1.7.4   LA.5.1.7.5   LA.5.1.7.8  
Concept:

Multi-step Procedures

LA.5.1.7.1   LA.5.1.7.8   LA.5.4.2.1   LA.5.4.2.2   LA.5.4.2.5   LA.5.6.1.1  
Lesson Essential Question(s):

How do readers use appropriate resources to determine word meanings?

(ET)

How do readers categorize key vocabulary?

 (ET)
Lesson Essential Question(s):

What are text structures and how do readers identify them?

 (A)

How do text structures affect the meaning of a text?

 (A)

How do readers choose graphic and semantic organizers based on specific text structures?

 (A)

How do readers apply cause and effect relationships to better understand what was read?

(ET)

How do readers compare and contrast elelments in multiple texts?

 (ET)

How do readers use sequencing to understand and retell the text?

 (ET)
Lesson Essential Question(s):

How do readers identify and organize information based on text structures?

(ET)

How are graphic organizers used to understand and apply multi-step procedures?

 (A)
Vocabulary:

affixes, prefixes, suffixes, root/base word, antonyms, homophones, homographs, multiple meaning words, resources

Vocabulary:

text structures, compare/contrast, cause/effect, sequencing

Vocabulary:

multi-step procedures

Concept:

Writing using a Text Structure and the Writing Process

LA.5.4.2.3  
Concept:

Creating a Quality Writing Product

LA.5.3.2.2   LA.5.3.3.1   LA.5.3.3.2   LA.5.3.4.3   LA.5.3.4.5  
Concept:
Lesson Essential Question(s):

How do writers develop a quality thesis statement for an expository essay?

 (A)

How do writers create a purposeful introduction that clearly communicates purpose and target audience?

 (A)

What text structures are used to organize the body of the essay with main idea and supporting details?

 (A)

What components are important to include in the concluding paragraph?

 (A)

How do I learn writing techniques from studying professional authors and apply them to my writing?

 (ET)

How do writers create interesting leads or hook to their introductory paragraph?

 (A)
Lesson Essential Question(s):

How do writers use quotes from sources to provide supporting details in an expository essay?

 (A)

Within simple and compound sentences, how do editors ensure the correct use of subject/verb and noun/pronoun agreements?

 (A)

How does a published writer evaluate and revise an essay for logical sequence, development of ideas and rich sentence structure?

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

thesis statement, introduction, body, conclusion, good leads

Vocabulary:

expository essay, subject/verb agreement, noun/pronoun agreement, sentence structure

Vocabulary:

Additional Information:

Polk County Schools

Curriculum Map/Monthly Focus Calendar

Reading Comprehension Skill Sequence

January: Cause/Effect

February: Inference

Embedded throughout the year:

*Reference and Research

*Vocabulary

*Summarizing

Harcourt Trophies

Week 17, January 5 - 8, 2010, Distant Voyages: Look Inside - "Yang the Third and Her Impossible Family" by Lensey Namioka

Week 18, January 11 - 15, 2010, Distant Voyages: A Changing Planet - "Everglades" by Jean George

Week 19, January 19 - 22, 2010, Distant Voyages: School Rules - "Off and Running" by Gary Soto

Week 20, January 26 - 29, 2010, Distant Voyages: School Rules - "Dear Mr. Henshaw" by Beverly Cleary

Week 21, February 1 - 5, 2010, Distant Voyages: Express Yourself - "William Shakespeare and the Globe" by Aliki

View As PDF

Acquisition Lesson:

1. How do readers use word relationships to convey the meaning of a passage?2. How do root words, prefixes and suffixes help readers learn meanings of unfamiliar words?3. How do readers use the context of a passage to determine the correct meanings of words?

Extending Thinking Lesson:

Vocabulary Report

  • text structures -

    examples: cause/effect, compare/contrast, sequence of events, main idea/detail, fact/opinion, etc.

  • multi-step procedures -

    as found in recipes, how-to manuals, scientific method, directions, etc.

  • thesis statement -

    a short summary that states the purpose of a research paper

  • expository essay -

    provides information, persuades, explains, and is based in truth

  • compare/contrast -

    to examine similarities and differences

  • subject/verb agreement -

    A grammar rule stating that the verb must agree in number with its subject. ("I live." "He lives.")

  • introduction -

    the first section of a text

  • noun/pronoun agreement -

    when nouns and pronouns agree reflecting number and gender. (Billy-he, Sally-she)

  • body -

    main part of content that is being discussed in a text

  • cause/effect -

    the reason (cause) something happens (effect)

  • conclusion -

    the last section of a text that restates (summarizes) information

  • sequencing -

    ordering events, such as alphabetic or ordinal

  • sentence structure -

    the parts of a sentence

  • affixes -

    a bound (non-word) morpheme that changes the meaning or function of a root or stem to which it is attached (adjoining)

  • prefixes -

    an affix attached before a base, or root word (reprint)

  • good leads -

    introduction that would include an interesting fact or or dramatic scene

  • suffixes -

    an affix attached to the end of a base, root, or stem that changes the meaning, or grammatical function (printed)

  • root/base word -

    the meaningful part of a word before the affixes are added (print - reprinted)

  • antonyms -

    a word opposite in meaning to another word

  • homophones -

    a word with different origin and meaning but the same pronunciation as another word (one - won)

  • homographs -

    a word with the same spelling as another word - but the words may not be pronounced the same (I have read - you will read)

  • multiple meaning words -

    words that have more than one meaning (saw, bat, blue, right, etc.)

  • resources -

    people, books or other text from which to get information (dictionaries, thesaurus, digital tools, etc.)