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ELAR: Analyzing Structure & Purpose of Informational Text

Suggested Time Frame: 18 Instructional Days

        

Genre Focus

5.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; -R
(C) produce analogies with known antonyms and synonyms;
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. -R

5.10 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) draw conclusions from the information presented by an author and evaluate how well the author’s purpose was achieved. -S

5.11
 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:
(A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order; -R
(B) determine the facts in text and verify them through established methods; -S
(C) analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential
order, logical order, classification schemes) influences the relationships among the ideas; 
-R
(D) use multiple text features and graphics to gain an overview of the contents of text and to locate information; -R
(E) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres. -R

5.13
 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
(A) interpret details from procedural text to complete a task, solve a problem, or perform procedures; and -S
(B) interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams. -S

5.14 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A) explain how messages conveyed in various forms of media are presented differently (e.g., documentaries, online information, televised news);
(B) consider the difference in techniques used in media (e.g., commercials, documentaries, news);
(C) identify the point of view of media presentations; and -S
(D) analyze various digital media venues for levels of formality and informality.

Writing –
5.18 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to
(A) create multi-paragraph essays to convey information about the topic that:
(i) present effective introductions and concluding paragraphs;
(ii) guide and inform the reader’s understanding of key ideas and evidence;
(iii) include specific facts, details, and examples in an appropriately organized structure; and
(iv) use a variety of sentence structures and transitions to link paragraphs;
(B) write formal and informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions (e.g., date, salutation, closing); 

Oral & Written Conventions

5.20 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
(i)  verbs (irregular verbs and active voice);
(iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot)
(viii) transitional words (e.g., also, therefore);

5.21 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use
appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
(A) use capitalization for:
(ii) initials and acronyms; and
(iii) organizations;

5.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(B) spell words with:
(i) Greek Roots (e.g., tele, photo, graph, meter);
(iii) Greek suffixes (e.g., -ology, -phobia, -ism, -ist);