Unit 4.1 Stack D

Quarter 4 Grade 5

Unit 4.1: Reading Informational Mixed Review
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ELA.5.R.2.1, ELA.5.R.2.4, ELA.5.V.1.2

Read the text independently.

Purpose for Reading
• Analyze text features and

structure

• Track the development of

the claim

• Use morphemes to

determine the meaning of
unknown words

Social Media: Good or Bad?

(Adapted from Reading A-Z

argumentative

text

Gives facts and

evidence to
support the

claim

Clearly states the

author’s claim
about the topic

Student Read

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Analyzing Text Features & Structure

Text Features

Text features are informational
parts of the text that are not the
main body of the text.

Titles, headings, captions, graphs,
maps, glossaries, timelines, and
photographs are examples of text
features.

Text features can contribute to the
meaning of the text.

Explicit

Instruction

maps

graphs

timelines

They can help explain or clarify
information in the text and give
more information about a topic.

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Analyzing
Text
Features

Text Dependent

Question

(TDQ)

How does the graph contribute to the meaning of the text?

Ⓐ The graph provides a visual for how often teens experience bullying at school to

emphasize why social media is not all bad.

Ⓑ The graph explains the percentage of teens that experience bullying on social media

to emphasize the negative effects of social media.

Ⓒ The graph explains how much time teens spend on social media to emphasize how

social media can benefit teens at school.

Ⓓ The graph provides a visual of how teens’ grades are impacted by social media to

emphasize why social media should be used in moderation.

Partner Talk

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Multiple Choice

How does the graph contribute to the meaning of the text?

• Ⓐ The graph provides a visual for how often teens experience bullying at school to emphasize why social media is not all bad.

• Ⓑ The graph explains the percentage of teens that experience bullying on social media to emphasize the negative effects of social media.

• Ⓒ The graph explains how much time teens spend on social media to emphasize how social media can benefit teens at school.

• Ⓓ The graph provides a visual of how teens’ grades are impacted by social media to emphasize why social media should be used in moderation.

Text Structure

Explicit

Instruction

Comparison

Chronology

Cause & Effect

A comparison text
structure compares and
contrasts two things to
show how they are alike
and different.
Signal Words: alike,
unalike, different, same,
both

A chronology text
structure explains the
order in which events take
place in the text.

Signal Words: first, then,
next, last, finally

A cause & effect text
structure explains the
relationship between
events.

Signal words: so, since,
due to, as a result,
because

Text structure is the way the author organizes information in a text.

Review

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Text Structure

Explicit

Instruction

Problem & Solution

Sequence 1… 2… 3…

Description

In a problem and solution text
structure, the author presents
a problem and then tells the
solution, or the steps taken to
solve it.

Signal Words: problem, issue,
challenge, solution, solved,
therefore, as a result, resolved

In a sequence text structure,
authors explain how to do or
make something. It will tell the
order in which things happen.
Numbers may be used to show
events in sequential order.
Signal Words: first, then, after
that, eventually

Authors use a description text
structure to help readers
understand or visualize a
topic or idea. An author may
describe what something
looks like, what idoes, where it
is located, or how it works.
Signal words: for example,
such as, features, and
characteristics

Text structure is the way the author organizes information in a text.

Review

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Analyzing Text Structure

Text

Dependent
Question

(TDQ)

How does the author’s overall text structure contribute to
the meaning of the text?

Ⓐ The author explains the positive effects of social media

usage to help the reader understand why more teens should
use social media.

Ⓑ The author explains the steps to creating a social media

account in sequential order to help the reader understand
how to create their own account.

Ⓒ The author provides a detailed description of their personal

experience with social media to help the reader understand
why teens should limit their usage.

Ⓓ The author compares research on teens who do and do not

use social media to help the reader understand that there
are no clear benefits to its use.

Independent

Work

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Multiple Choice

How does the author’s overall text structure contribute to 

the meaning of the text?

• Ⓐ The author explains the positive effects of social media usage to help the reader understand why more teens should use social media.

• Ⓑ The author explains the steps to creating a social media account in sequential order to help the reader understand how to create their own account.

• Ⓒ The author provides a detailed description of their personal experience with social media to help the reader understand why teens should limit their usage.v

• Ⓓ The author compares research on teens who do and do not use social media to help the reader understand that there are no clear benefits to its use.

Tracking the Author’s Claim

Author’s Claim

To identify an author’s claim:
●Look for reasons for or
against an argument.

●Find evidence that supports
or justifies the claim.

●To support a claim, an author
provides evidence.

●Identifying evidence can help you
understand the author’s claim.

●A claim may be true or false.

●A claim is the author’s opinion.

Explicit
Instructio

n

Explicit

Instruction

Authors make claims in order to convince readers of an idea. The claim is a
statement of the author’s belief.

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Author’s Claim

Reasons are explanations of why

the author believes their claim.

Why does the author have this

belief?

How does the author elaborate on

their claim?

Evidence provides specific

examples and detailed information

to prove their claim.

What kind of information does the
author provide to prove that their
claim is true (facts, direct quotes,

data)?

Authors support their claims using reasons and evidence.

Explicit
Instructio

n

Explicit

Instruction

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Tracking the Author’s Claim

Text

Dependent
Question

(TDQ)

What claim does the author make in the text?

Ⓐ More teens should use social media to talk to make new

friends.

Ⓑ Social media has more negative effects on teens than

positive ones.

Ⓒ One university study researched to determine if screen

time had an impact on teens.

Ⓓ There are different kinds of cyberbullying that teens might

experience.

Partner Talk

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Multiple Choice

What claim does the author make in the text?

• Ⓐ More teens should use social media to talk to make new friends.

• Ⓑ Social media has more negative effects on teens than positive ones.

• Ⓒ One university study researched to determine if screen time had an impact on teens.

• Ⓓ There are different kinds of cyberbullying that teens might experience.

Tracking the Author’s Claim

Text

Dependent
Question

(TDQ)

This question has two parts. First, answer Part A. Then, answer Part B.
Part A:
How is the author’s claim developed in the text?

Ⓐ The claim is developed by including details to explain why

teens enjoy social media. This helps the reader understand
that social media usage is recommended.

Ⓑ The claim is developed by including examples of different

social media websites. This helps the reader understand that
too many teens are using social media.

Ⓒ The claim is developed by including events to explain how

social media an improve grades. This helps the reader
understand that teens should spend more time on social
media.

Ⓓ The claim is developed by including examples of the negative

effects of social media. This helps the reader understand that
social media usage is harmful for teens.

Independent

Work

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Multiple Choice

This question has two parts. First, answer Part A. Then, answer Part B.

Part A:

How is the author’s claim developed in the text?

• Ⓐ The claim is developed by including details to explain why teens enjoy social media. This helps the reader understand that social media usage is recommended.

• Ⓑ The claim is developed by including examples of different social media websites. This helps the reader understand that too many teens are using social media.

• Ⓒ The claim is developed by including events to explain how social media an improve grades. This helps the reader understand that teens should spend more time on social media.

• Ⓓ The claim is developed by including examples of the negative effects of social media. This helps the reader understand that social media usage is harmful for teens.

Text

Dependent
Question

(TDQ)

Part B
Select two pieces of evidence from the text that supports your
answer in Part A.

❏

“It allows them to create and share information and be part of
online communities.” (paragraph 1)

❏

“Twenty-one percent said they felt worse about their own lives
based on what they read on social media.” (paragraph 3)

❏

“Research at the University of Bamberg in Germany pulled
together fifty-nine such studies.” (paragraph 4)

❏

“Another university study examined screen time and teen
well-being.” (paragraph 5)

❏

“It showed that teens were less happy when they spent large
amounts of time on social media.” (paragraph 5)

Independent

Work

Tracking the Author’s Claim

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Multiple Select

Part B

Select TWO pieces of evidence from the text that supports your answer in Part A.

• (A) "It allows them to create and share information and be part of online communities." (paragraph 1)

• (B) "Twenty-one percent said they felt worse about their own lives based on what they read on social media." (paragraph 3)

• (C) "Research at the University of Bomberg in Germany pulled together fifty-nine such studies." (paragraph 4)

• (D) "Another university study examined screen time and teen well-being." (paragraph 5)

• (E) "It showed that teens were less happy when they spent large amounts of time on social media." (paragraph 5)

Text

Dependent
Question

(TDQ)

Part B
Select two pieces of evidence from the text that supports your
answer in Part A.

❏

“It allows them to create and share information and be part of
online communities.” (paragraph 1)

❏

“Twenty-one percent said they felt worse about their own lives
based on what they read on social media.” (paragraph 3)

❏

“Research at the University of Bamberg in Germany pulled
together fifty-nine such studies.” (paragraph 4)

❏

“Another university study examined screen time and teen
well-being.” (paragraph 5)

❏

“It showed that teens were less happy when they spent large
amounts of time on social media.” (paragraph 5)

Tracking the Author’s Claim: Error Analysis

The claim is developed by
including examples of the
negative effects of social media.

Teacher
Modeling

✔

✔

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Morphology

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Vocabulary: Morphology

Affixes can be added to base words to change their meaning

and/or their part of speech.

Affix

Meaning

Example

Definition

in-, im-

not

inconsiderate

not considerate

un-

not

unsure

not sure

-able, -ible

is; can be

collectable
something can be

collected

-ly

how something is

friendly
how something is a

friend

Review

Morphology

Text

Dependent
Question

(TDQ)

This question has two parts. First, answer Part A.
Then, answer Part B.
Part A
Using you knowledge of morphemes, what is the
meaning of infrequently?

Ⓐ how something is not happening often

Ⓑ the state of happening too often

Ⓒ the process of happening often

Ⓓ characterized by not happening often

Partner Talk

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Multiple Choice

This question has two parts. First, answer Part A. Then, answer Part B.

Part A

Using your knwledge of morphemes, what is the meaning of infrequently?

• (A) how something is not happening often

• (B) the state of happening too often

• (C) the process of happening often

• (D) characterized by not happening often

Text

Dependent
Question

(TDQ)

Part B
How do the morphemes help you determine the meaning?

Ⓐ The word has the morphemes in-, which means not, and

-ly, which means to make.

Ⓑ The word has the morphemes in-, which means too, and

-ly, which means how something is.

Ⓒ The word has the morphemes in-, which means not, and

-ly, which means how something is.

Ⓓ The word has the morphemes in-, which means far, and

-ly, which means without.

Independent

Work

Morphology

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Multiple Choice

Part B

How do the morphemes help you determining the meaning?

• (A) The word has the morphemes in-, which means not, and -ly, which means to make

• (B) The word has the morphems in-, which means too, and -ly, which means how something is

• (C) The word has the morphemes in-which means not, and -ly which means how something is

• (D) The word has the morphemes in-, which means far, and -ly, which means without

Poll

Which informational skill did you find the most difficult?

• Text Features

• Text Structures

• Author's Claim

• Morphology