School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 5

Reading/ELA | Informational | Literary | Writing | Language | Listening | Speaking

Lesson Seeds: The lesson seeds are ideas for the indicator/objective that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.

Standard 2.0 Comprehension of Informational Text

Indicator 6. Read critically to evaluate informational text

Objective a. Explain whether the text fulfills the reading purpose

Seed

Students should preview an informational text. With a partner, students should identify a purpose for a close reading of the same text. After reading, student partners should complete a chart to determine if the text fulfilled their purpose for reading. Once the chart work is complete, students should share their findings with the rest of the class.

Title of Text
Purpose for Reading
Did the text meet the purpose?
Text Support

As an extension, if the text does not fulfill the student's stated purpose, a determination can be made about what purpose is met.

Seed

The teacher will supply students with an informational text and three purposes that the text may fulfill. Students should be divided into three groups with each group being instructed to read the same text but with a different purpose in mind. After reading is complete, within the three groups, students should be paired. The pair of students should determine to what degree the text met the stated purpose and find text support to justify their answer. In full class discussion students should determine if all or none of the three given purposes were met, and if all three were met, to what degree did each fulfill the purpose for reading.

Seed

Prior to this activity, the teacher should make available several different types of informational texts. Students will work in small groups with each group receiving a different informational text. Each member within the group will receive the same text to read with the same specific purpose. After reading is complete, group members will discuss how effectively the text was organized to fulfill the purpose for reading. Group members can offer suggestions about additional features the author could have employed to boost the effectiveness of the text for the stated reading purpose. Each group will record their findings on a large sheet of newsprint detailing the title of the text, their recommendations, and reasons for those recommendations. Once each group's work is complete, the texts and its newsprint review will rotate among the groups. A class discussion that compares and contrasts the texts and their fulfillment of purpose culminates the activity.

Seed

Students should be paired for this activity. Ideally each pair of students should be given a different informational text and a stated purpose for reading the assigned text. The student partners should develop a plan to determine if the text meets the stated purpose for reading. At no point should the student partners actually read the text. Instead they should preview the text's features taking into account all possible leads to determining the fulfillment of purpose. For example, the student partners should note the title, any bold print, italicized print, boxed text, graphics etc…A sample student plan might look like the following…

To determine if _____________ fulfills the purpose for reading I need to examine

FeatureNotes
Title 
Boxed Text 
Drawings 

Once the student partners have created a specific plan for their assigned text, the plans should be exchanged. Next the partners should follow the plan created for them to determine how well the text meets the stated purpose for reading. An exchange of completed plans and discussion about them between the two sets of partners should culminate this activity.

/toolkit/vsc/lessons/reading/grade5/2A6a.xml