Reading - Literature
Content Description:
Related Ziptales Activities:
Key Ideas and Details
CCSS.ELA-Literacy.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Provide opportunities for students to develop literal and inferential comprehension skills using:
- Activities for the Language Arts Lesson: Reading (Yrs 5 & 6) Understanding Texts (Part B).
- Worksheets #1 & #2 for the Skill Builders Comprehension module Narratives.
- Main Library genre stories Multiple Choice Questions.
- Main Library genre stories General Worksheets:
Key Ideas and Details
CCSS.ELA-Literacy.RL.5.2
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.
Assist students with determining the theme of a story from details in a text using:
Develop students’ ability to determine the theme of a poem using:
Provide opportunities for students to practice summarizing a text by retelling it in their own words using selected
Main Library genre stories Learning Support
Worksheet
Activity #1 e.g.
People stories:
Jamie’s Secret,
The Big Sister,
Don’t Mess with Jess and
The New Girl.
Key Ideas and Details
CCSS.ELA-Literacy.RL.5.3
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).
Develop students’ ability to compare and contrast characters, settings or events using:
Craft and Structure
CCSS.ELA-Literacy.RL.5.4
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Use the Spelling and Vocabulary
Worksheets and Word Work
Worksheets for the
Main Library genre stories to assist students with determining the meaning of words as they are used in a text.
Explore how figurative language can be used in literature texts using:
Craft and Structure
CCSS.ELA-Literacy.RL.5.5
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Students explain how a series of scenes fit together to provide the structure of a story using:
View the
Language Arts Lesson: Reading (Yrs 5 & 6)
Engaging with Poetry and the
Rhyme Time poems to examine how stanzas fit together to provide structure of a poem.
Craft and Structure
CCSS.ELA-Literacy.RL.5.6
Describe how a narrator's or speaker's point of view influences how events are described.
Provide opportunities for students to explore narrative voice using:
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.5.7
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).
Examine the visual and multimedia elements of the
Main Library genre stories,
Graphic Classics graphic novels and
Rhyme Time poems for
students to analyze how they contribute to the meaning, tone, or beauty of the texts.
Build students’ knowledge about how visual and multimedia elements contribute to the meaning of a text using:
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.5.8
(RL.5.8 not applicable to literature)
Not applicable to Grade 5
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.5.9
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
Study how the Main Library genre stories approach similar themes and topics such as:
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RL.2.10
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
Provide opportunities for students to read and comprehend the Zip Stages 7 and 8 literature from the
Main Library genre stories,
Rhyme Time poems, and the
Choose Your Own Adventure stories.
Assist with the development of students’ comprehension of literature texts using:
- Main Library genre stories Multiple Choice Questions and Fill the Gaps activities, General Worksheets and Learning Support Worksheets.
- Rhyme Time poems, Worksheets, Commentaries and Teacher Strategies.
- Skill Builders Comprehension module Narratives and associated Worksheets.
Reading - Informational Text
Content Description:
Related Ziptales Activities:
Key Ideas and Details
CCSS.ELA-Literacy.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Provide opportunities for students to explain and infer informational texts using:
Key Ideas and Details
CCSS.ELA-Literacy.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Explore how the main ideas of informational texts are supported by key details using:
Use Activity 1 from selected
Main Library True Tales Learning Support
Worksheets for students to practice summarizing an
informational text then prompt them to determine the main ideas of the text explaining the key details that support them.
Key Ideas and Details
CCSS.ELA-Literacy.RI.5.3
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.
Explore the relationships or interactions between the individuals, events, ideas, or concepts in the
Main Library True Tales historical stories
e.g.
Craft and Structure
CCSS.ELA-Literacy.RI.5.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
Students determine the meaning of domain-specific words using:
Craft and Structure
CCSS.ELA-Literacy.RI.5.5
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.
Students compare and contrast the structural components of the
Main Library True Tales stories e.g.
Craft and Structure
CCSS.ELA-Literacy.RI.5.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.5.7
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.
Develop students’ research skills using:
Prompt students to draw on information to locate an answer or solve a problem using:
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.5.8
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
Guide students with explaining how an author uses reasons and evidence to support a point of view using:
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Provide opportunities for students to integrate information about a topic using:
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RI.5.10
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
Provide opportunities for students to read and comprehend informational texts using:
Reading - Foundational Skills
Content Description:
Related Ziptales Activities:
Phonics and Word Recognition
CCSS.ELA-Literacy.RF.5.3
Know and apply grade-level phonics and word analysis skills in decoding words.
-
CCSS.ELA-Literacy.RF.5.3.a
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Explore the
Skill Builders Spelling modules and use associated
Worksheets to develop students’ knowledge in applying phonics and word analysis skills when decoding words e.g.
Use the Spelling and Vocabulary and Word Work
Worksheets for the
Main Library genre stories to provide opportunities for students to read accurately unfamiliar words in context and out of context.
Fluency
CCSS.ELA-Literacy.RF.5.4
Read with sufficient accuracy and fluency to support comprehension.
-
CCSS.ELA-Literacy.RF.5.4.a
Read grade-level text with purpose and understanding.
Utilise the
What’s my Ziptales reading level? Reading Engine to enable students to locate Ziptales texts suited to their reading level in order to practice reading with accuracy and fluency.
Use the titles in the
Zip Stages 7 and 8 reading lists to provide opportunities for students to read grade-level texts with purpose and understanding.
-
CCSS.ELA-Literacy.RF.5.4.b
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Provide opportunities for students to practice reading aloud selected
Rhyme Time poems to develop accuracy, appropriate rate and expression on successive readings.
-
CCSS.ELA-Literacy.RF.5.4.c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Students can view the
Language Arts Lesson: Reading (Yrs 5 & 6)
Reading Skills to explore text processing strategies such as using context to confirm and implementing a self-correcting strategy to support the development of accuracy and fluency.
Teachers can view the
Reading Tool Kit (3-6) webinar for a variety of practical activities for teaching effective decoding strategies.
Writing
Content Description:
Related Ziptales Activities:
Text Types and Purposes
CCSS.ELA-Literacy.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
-
CCSS.ELA-Literacy.W.5.1.a
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.
-
CCSS.ELA-Literacy.W.5.1.b
Provide logically ordered reasons that are supported by facts and details.
-
CCSS.ELA-Literacy.W.5.1.c
Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
-
CCSS.ELA-Literacy.W.5.1.d
Provide a concluding statement or section related to the opinion presented.
Study the structures and features of opinion texts using:
Provide opportunities for students to write opinion texts using:
Text Types and Purposes
CCSS.ELA-Literacy.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
-
CCSS.ELA-Literacy.W.5.2.a
Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
-
CCSS.ELA-Literacy.W.5.2.b
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
-
CCSS.ELA-Literacy.W.5.2.c
Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
-
CCSS.ELA-Literacy.W.5.2.d
Use precise language and domain-specific vocabulary to inform about or explain the topic.
-
CCSS.ELA-Literacy.W.5.2.e
Provide a concluding statement or section related to the information or explanation presented.
Explore informative/explanatory texts using:
Students write informative/explanatory texts using:
Text Types and Purposes
CCSS.ELA-Literacy.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
-
CCSS.ELA-Literacy.W.5.3.a
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
-
CCSS.ELA-Literacy.W.5.3.b
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
-
CCSS.ELA-Literacy.W.5.3.c
Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
-
CCSS.ELA-Literacy.W.5.3.d
Use concrete words and phrases and sensory details to convey experiences and events precisely.
-
CCSS.ELA-Literacy.W.5.3.e
Provide a conclusion that follows from the narrated experiences or events.
Develop students’ knowledge of the structures and features of narratives using:
Springboard narrative text creation using:
Production and Distribution of Writing
CCSS.ELA-Literacy.W.5.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Reinforce students’ knowledge of how different text types are developed and organized to suit the task, purpose and audience using the following
Language Arts Lessons: Writing (Yrs 5 & 6):
Use the
Worksheets for the
Write Time lessons to provide opportunities for students to produce writing appropriate to task, purpose and audience.
Production and Distribution of Writing
CCSS.ELA-Literacy.W.5.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)
Use the
Language Arts Lesson: Writing (Yrs 5 & 6)
Refining Editing Skills to support and guide students with developing their editing skills.
Assist students with strengthening their writing using descriptive language by viewing:
Production and Distribution of Writing
CCSS.ELA-Literacy.W.5.6
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Study the information in the
Language Arts Lesson: Writing (Yrs 5 & 6)
Digital Pictures and Publishing to assist students with producing and publishing writing in a digital format.
Students work collaboratively to use technology to produce writing using the guidelines and Activities from the
Language Arts Lesson: Writing (Yrs 5 & 6)
Digital Composition.
Students produce and publish writing using a word processor by completing the Activities for the
Language Arts Lessons: Writing (Yrs 5 & 6)
Creating Imaginative Texts (Task 2) and
Refining Editing Skills (Task 3).
Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.5.7
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Inspire short research projects using:
Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.5.8
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Provide opportunities for students to gather relevant information from print and digital sources and summarize or paraphrase information using the
guidelines and activities from the
Language Arts Lessons: Reading (Yrs 5 & 6)
Refining Research Skills and
Mapping Information.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
-
CCSS.ELA-Literacy.W.5.9.a
Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").
Develop students’ skills in drawing evidence from literary texts to support analysis, reflection and research using:
-
CCSS.ELA-Literacy.W.5.9.b
Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]").
Provide opportunities for students to draw evidence from informational texts to support analysis, reflection and research using:
Range of Writing
CCSS.ELA-Literacy.W.5.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Springboard text creation over shorter and extended time frames using:
- Main Library genre stories e.g. The Mummy’s Curse (True Tales) - Write a narrative about an adventure inside a tomb; Research facts about Ancient Egypt;
Explain how pyramids are built; What is your opinion about paranormal beliefs - credible or a load of nonsense?
- Write Time lesson How to Write Poetry.
Speaking and Listening
Content Description:
Related Ziptales Activities:
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
-
CCSS.ELA-Literacy.SL.5.1.a
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Provide opportunities to students to come to discussions prepared to explore specific ideas using the Activities from:
-
CCSS.ELA-Literacy.SL.5.1.b
Follow agreed-upon rules for discussions and carry out assigned roles.
Reinforce students’ knowledge of the rules of discussion using the
Language Arts Lesson: Oral Language (Yrs 5 & 6)
Effective Group Work.
-
CCSS.ELA-Literacy.SL.5.1.c
Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
-
CCSS.ELA-Literacy.SL.5.1.d
Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
View the
Language Arts Lesson: Reading (Yrs 5 & 6)
Talking About Texts then use the activities to engage students in a collaborative discussion on preferred genres encouraging them to review the key ideas expressed in their group by reporting back to the class.
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.5.2
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Students view the
Write Time lesson
How to write information then compose and orally present an information
text using one of the topics from Writing Information
Worksheet #1 or #2. After each presentation, provide opportunities for the other students to orally summarize the information presented.
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.5.3
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Explore the
Write Time lesson
How to write arguments then students compose and orally present an opinion piece using one of the topics from Arguments
Worksheet #1 or #2. After each presentation, provide opportunities for the other students to orally summarize the points the speaker made explaining how the claims are supported by reasons and evidence.
Presentation and Knowledge of Ideas
CCSS.ELA-Literacy.SL.5.4
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Presentation and Knowledge of Ideas
CCSS.ELA-Literacy.SL.5.5
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Students present the following activities using multimedia components:
Presentation and Knowledge of Ideas
CCSS.ELA-Literacy.SL.5.6
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 here for specific expectations.)
Provide opportunities for students to adapt speech in a variety of contexts using the Activities for the
Language Arts Lessons: Oral Language (Yrs 5 & 6):
Students engage in informal discourse by working collaboratively to explore the
Main Library Choose Your Own Adventure stories
and
Puzzle Palace Tell the Story and Memory interactive puzzle challenges.
Language
Content Description:
Related Ziptales Activities:
Conventions of Standard English
CCSS.ELA-Literacy.L.5.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
-
CCSS.ELA-Literacy.L.5.1.a
Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
Study the function of conjunctions using:
Refine students’ knowledge of the function of prepositions using the
Skill Builders Grammar module
Prepositions and associated
Worksheets.
-
CCSS.ELA-Literacy.L.5.1.b
Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
-
CCSS.ELA-Literacy.L.5.1.c
Use verb tense to convey various times, sequences, states, and conditions.
-
CCSS.ELA-Literacy.L.5.1.d
Recognize and correct inappropriate shifts in verb tense.
Develop students’ knowledge of verb tenses using:
-
CCSS.ELA-Literacy.L.5.1.e
Use correlative conjunctions (e.g., either/or, neither/nor).
View the
Language Arts Lesson: Writing (Yrs 5 & 6)
How to Join Sentences and identify the correlative conjunctions in the list of conjunctions. Students then compose sentences to demonstrate their correct usage.
Conventions of Standard English
CCSS.ELA-Literacy.L.5.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
-
CCSS.ELA-Literacy.L.5.2.a
Use punctuation to separate items in a series.
-
CCSS.ELA-Literacy.L.5.2.b
Use a comma to separate an introductory element from the rest of the sentence.
-
CCSS.ELA-Literacy.L.5.2.c
Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).
Reinforce students’ understanding of the rules of punctuation using:
Explore how commas are used for specific purposes using:
-
CCSS.ELA-Literacy.L.5.2.d
Use underlining, quotation marks, or italics to indicate titles of works.
-
CCSS.ELA-Literacy.L.5.2.e
Spell grade-appropriate words correctly, consulting references as needed.
Reinforce spelling rules for grade-appropriate words using:
Knowledge of Language
CCSS.ELA-Literacy.L.5.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
-
CCSS.ELA-Literacy.L.5.3.a
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Prompt students to expand and combine sentences for meaning, reader/interest and style using:
-
CCSS.ELA-Literacy.L.5.3.b
Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Compare and contrast the varieties of English used in the:
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.5.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
-
CCSS.ELA-Literacy.L.5.4.a
Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
Students use context as a clue to the meaning of words or phrases using the
Main Library genre stories:
-
CCSS.ELA-Literacy.L.5.4.b
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
Explore words with Greek and Latin affixes using:
Study words with Greek and Latin roots using the
Skill Builders Spelling Module #21
Awkward Endings.
-
CCSS.ELA-Literacy.L.5.4.c
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Provide opportunities for students to consult reference materials to determine the meanings of key words and phrases using:
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.5.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
-
CCSS.ELA-Literacy.L.5.5.a
Interpret figurative language, including similes and metaphors, in context.
Assist students with interpreting figurative language, including similes and metaphors, using:
-
CCSS.ELA-Literacy.L.5.5.b
Recognize and explain the meaning of common idioms, adages, and proverbs.
Develop students’ recognition of common idioms and proverbs using:
-
CCSS.ELA-Literacy.L.5.5.c
Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
Explore synonyms and antonyms using
Main Library genre stories:
Prompt students to conduct a ‘Homograph Hunt’ by locating 10 homographs in a selected
Main Library genre story e.g.
The Pirate’s Prize (
Adventure) -
prize,
book,
hide,
rich,
sight,
cross,
fire,
rock,
flag,
lock. They then put each word into two sentences to show its different meanings.
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.5.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Prompt students to use domain-specific words using:
Build students’ acquisition of domain-specific words using topic based
Main Library genre stories
Spelling and Vocabulary and
Word Work Worksheets e.g.
Students locate examples of words and phrases that signal logical relationships in the
Main Library genre stories e.g.
The Faithful Prince (
Myths & Legends):
besides (pg 1);
however (pgs 3 & 5);
instead (pgs 4, 7);
even though (pg 5);
in due course &
since (pg 6);
for now (pg 7);
a little further (pg 8);
at last (pgs 9 & 18);
though (pg 10);
thus (pg 14);
finally (pg 17);
while (pg 18);
at that (pg 19);
eventually &
immediately (pg 20).
