Unit 4.1 Stack F

Quarter 4 Grade 5

Unit 4.1: Reading Informational Mixed Review
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ELA.5.R.2.1, ELA.5.R.3.2, ELA.5.R.3.3

Benchmarks

Benchmarks

Reading Strand:

●ELA.5.R.2.1: Explain how text structures and/or features contribute to the
overall meaning of texts.

●ELA.5.R.3.3: Compare a primary and secondary source related to the same
topic.

●ELA.5.R.3.2: Summarize a text, including the central idea and relevant details
for an informational text.

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Text Features and Structures

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

Explicit

Instruction

maps

graphs

timelines

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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 it does, 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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Passage 1: Robot Helpers

(Adapted from Newsela)

Purpose for Reading

• Analyze text features and

text structures to determine
how they contribute to the
overall meaning of the text

Student Read

Expository Text

provides facts and
details about a topic

may include text
features such as

photographs, maps,

or diagrams

may have headings

to help readers

locate information

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Text Features: Headings

Text

Dependent
Question

How does the heading “Many High-tech Helpers” contribute to
the overall meaning of the text?

Ⓐ The heading “Many High-tech Helpers” informs the reader
that this section of the text will be about the how robots can
help students talk about social studies projects.

Ⓑ The heading “Many High-tech Helpers” provides details
that this section of the text will discuss the number of robots
found in classrooms and what the robots do to help students.

ⒸThe heading “Many High-tech Helpers” informs the reader
that this section of the text will explain what it feels like to be in
class with a robot that moves around the room.

Ⓓ The heading “Many High-tech Helpers” provides the reader
with a visual of what the robot looks like in a classroom.

Partner Talk

Many High-Tech Helpers

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Multiple Choice

How does the heading “Many High-tech Helpers” contribute to the overall meaning of the text?

• Ⓐ The heading “Many High-tech Helpers” informs the reader that this section of the text will be about the how robots can help students talk about social studies projects.

• Ⓑ  The heading “Many High-tech Helpers” provides details that this section of the text will discuss the number of robots found in classrooms and what the robots do to help students.

• ⒸThe heading “Many High-tech Helpers” informs the reader that this section of the text will explain what it feels like to be in class with a robot that moves around the room.

• Ⓓ The heading “Many High-tech Helpers” provides the reader with a visual of what the robot looks like in a classroom.

Text

Dependent
Question:

How does the overall text structure contribute to the meaning of the text?

Ⓐ The text presents the problem of students with serious medical
conditions not being able to go to school and provides a solution that
makes sure homework papers are sent home everyday.

Ⓑ The text compares and contrasts different types of robots that have
been used in the classroom to help students with serious medical
conditions.

Ⓒ The text provides events in chronological order that allow the reader
to go through a day in the life of Jilly as she goes to each of her classes.

Ⓓ The text provides a detailed description of how robots like the “Perfect
Attendant” are being used to help students with serious medical
conditions participate in school.

Text Structure

Independent

Work

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Multiple Choice

How does the overall text structure contribute to the meaning of the text? 

• Ⓐ The text presents the problem of students with serious medical conditions not being able to go to school and provides a solution that makes sure homework papers are sent home everyday.

• Ⓑ The text compares and contrasts different types of robots that have been used in the classroom to help students with serious medical conditions.

• Ⓒ  The text provides events in chronological order that allow the reader to go through a day in the life of Jilly as she goes to each of her classes.

• Ⓓ The text provides a detailed description of how robots like the “Perfect Attendant” are being used to help students with serious medical conditions participate in school.

Passage 2: Designing Robots

(Adapted from Newsela)

Purpose for Reading

• Analyze text features and

text structures to determine
how they contribute to the
overall meaning of the text

primary source

presents

information in a

logical order

explains facts

and details
about a topic

Student Read

primary source

personal
experience

direct quotations

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Text Features: Graph

How do the text features connect with what is stated in the text?

Text

Dependent
Question

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

Ⓐ The graph provides a visual that shows there continues to be a
lower number of black women with computer science degrees
compared to the total number of people with computer science
degrees.

Ⓑ The graph explains to the reader that there is a growing
number of black women with computer science degrees.

Ⓒ The graph provide a visual that gives the reader details about
how De'Aira Bryant became a computer scientist.

Ⓓ The graph persuades the reader to go out and enroll in
computer sciences courses.

Independent

Work

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Multiple Choice

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

• Ⓐ The graph provides a visual that shows there continues to be a lower number of black women with computer science degrees compared to the total number of people with computer science degrees.

• Ⓑ The graph explains to the reader that there is a growing number of black women with computer science degrees.

• Ⓒ The graph provide a visual that gives the reader details about how De'Aira Bryant became a computer scientist.

• Ⓓ The graph persuades the reader to go out and enroll in computer sciences courses.

Summarizing a Text

Summarizing

When you summarize, you put the most

important ideas or information of a text into

your own words.

To summarize an informational text:

●Look for the most important idea of the text. It answers
the question, “What is the text about?”

●Restate the central idea and relevant details in your own
words.

●Do not include your own ideas or opinions.

Review

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Text

Dependent
Question:

(TDQ)

Read Passage 1: Robot Helpers and answer the following question:
Select the most accurate summary of the text.

Ⓐ Jilly is home and able to talk to her friends in class using a robot called “Perfect Attendant.” The robot was an Ipad on a
skinny pole with wheels that Jilly controls from home. The robot can take quizzes, talk to friends, and go on field trips and to
lunch. Jilly has a serious medical condition and this robot allows her to stay home while still getting to learn and be a kid.
There have been some glitches, but the teacher still thinks it is a great tool for Jilly.

Ⓑ Jilly is home and able to talk to her friends in class using a robot called “Perfect Attendant.” This is a really cool robot! It
moves around on a pole and can go to lunch and field trips. Every kid should have a robot like this. Jilly has a serious illness
and this allows her and her friends to work together on a project about Egypt. The robot is so amazing and it doesn’t ever
glitch.

Ⓒ In class, Jilly gets to use a robot called “Perfect Attendance” to help her take quizzes and complete projects. It moves
around on a pole and it can go with Jilly to lunch and on field trips. The robot allows Jilly’s teacher to see everything she is
doing in class. Even though it glitches sometimes, Jilly’ teacher thinks it is a great tool for her to use in class. She also uses it
to work with her friend on a project about Egypt in her social studies classroom.

Ⓓ Jilly was chatting with her two friends before social studies class using a robot call “Perfect Attendant.” Kids wave to the
robot when it comes down the hall in school. Jilly’s mom says that she loves school. She also loves animals and wants to
become a veterinarian or rescue sloths in the Amazon forest. Science class was about to start for Jilly and her robot.

Summarizing

Partner

Talk

Independent

Work

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Multiple Choice

Select the most accurate summary of the text. 

• Ⓐ Jilly is home and able to  talk to her friends in class using a robot called “Perfect Attendant.” The robot was an Ipad on a skinny pole with wheels that Jilly controls from home. The robot can take quizzes, talk to friends, and go on field trips and to lunch. Jilly has a serious medical condition and this robot allows her to stay home while still getting to learn and be a kid. There have been some glitches, but the teacher still thinks it is a great tool for Jilly.

• Ⓑ  Jilly is home and able to talk to her friends in class using a robot called “Perfect Attendant.” This is a really cool robot! It moves around on a pole and can go to lunch and field trips. Every kid should have a robot like this. Jilly has a serious illness and this allows her and her friends to work together on a project about Egypt. The robot is so amazing and it doesn’t ever glitch.

• Ⓒ In class, Jilly gets to use a robot called “Perfect Attendance” to help her take quizzes and complete projects.  It moves around on a pole and it can go with Jilly to lunch and on field trips. The robot allows Jilly’s teacher to see everything she is doing in class.  Even though it glitches sometimes, Jilly’ teacher thinks it is a great tool for her to use in class. She also uses it to work with her friend on a project about Egypt in her social studies classroom.

• Ⓓ Jilly was chatting with her two friends before social studies class using a robot call “Perfect Attendant.”  Kids wave to the robot when it comes down the hall in school. Jilly’s mom says that she loves school. She also loves animals and wants to become a veterinarian or rescue sloths in the Amazon forest. Science class was about to start for Jilly and her robot.

Text Dependent

Question:

(TDQ)

Read Passage 2: Select two details that should be included in the summary of the
text.

❏

Computer science was not what I thought it was. (Paragraph 4)

❏

That same teacher from my first computer science class invited me to work in
her lab. (Paragraph 6).

❏

De'Aira Bryant studies computer science in Georgia. She develops robots and
studies how they interact with children. (Paragraph 1)

❏

For example, the robots tend to confuse the facial expressions for anger and
sadness in children. (Paragraph 10)

❏

Hopefully, more black women will graduate with computer science degrees in
the future because not much has changed in the last 20 years. (Paragraph 11)

Summarizing

Independent

Work

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Multiple Select

Read Passage 2: Select two details that should be included in the summary of the text.

• Computer science was not what I thought it was. (Paragraph 4)

• That same teacher from my first computer science class invited me to work in her lab. (Paragraph 6).

• De'Aira Bryant studies computer science in Georgia. She develops robots and studies how they interact with children. (Paragraph 1)

• For example, the robots tend to confuse the facial expressions for anger and sadness in children. (Paragraph 10)

• Hopefully, more black women will graduate with computer science degrees in the future because not much has changed in the last 20 years. (Paragraph 11)

Primary and Secondary Sources

Primary & Secondary Sources

Primary Sources

Firsthand information about topics
or events by the person who
experiences them.

Examples: speeches, journals,
autobiographies, diaries, letters,
photographs

Secondary Sources

Secondhand information written
by someone who did not
experience or participate in an
event

Examples: biographies, articles,
online encyclopedias, history
books

Comparing and contrasting information from primary and secondary
sources can provide a deeper understanding of a text and topic.

Review

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Primary & Secondary Sources

What text structure did

the author use?

Is the information in the

source firsthand or

secondhand?

How were the details

about the topic presented?

What is the common topic in these two texts?

Passage 1

Passage 2

Class

Discussion

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Briefly review both texts.

Purpose for Reading

• Compare and contrast

primary and secondary
sources.

Student Read

Passage 1: Robot Helpers
Passage 2: Designing Robots for Kids

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Primary & Secondary Sources

Text Dependent

Question:

How is the information in Passage 1 different from the information in Passage 2?

Ⓐ In Passage 1, we learn information about how robots are used to help sick students participate in
school activities. In Passage 2, we learn about the personal experience of a computer scientist who
codes robots to interact with children.

Ⓑ In Passage 1, we learn about the personal experience of people who build robot helpers to be used
in schools. In Passage 2, we learn about the personal experience of a computer scientist who codes
robots to interact with children.

Ⓒ In Passage 1, we learn information about how robots are used to help sick students participate in
school activities. In Passage 2, we learn about the types of classes a computer science student must
take to graduate.

Ⓓ In Passage 1, we learn information about how robots are used to help teachers grade homework. In
Passage 2, we learn about working in a lab at Georgia Tech.

Independent

Work

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Multiple Choice

How is the information in Passage 1 different from the information in Passage 2? 

• Ⓐ In Passage 1, we learn information about how robots are used to help sick students participate in school activities. In Passage 2, we learn about the personal experience of a computer scientist who codes robots to interact with children. 

• Ⓑ In Passage 1, we learn about the personal experience of people who build robot helpers to be used in schools. In Passage 2, we learn about the personal experience of a computer scientist who codes robots to interact with children. 

• Ⓒ In Passage 1, we learn information about how robots are used to help sick students participate in school activities. In Passage 2, we learn about the types of classes a computer science student must take to graduate.

• Ⓓ In Passage 1, we learn information about how robots are used to help teachers grade homework. In Passage 2, we learn about working in a lab at Georgia Tech.

Primary & Secondary Sources

Text

Dependent
Question:

How is the information in Passage 1 similar from the information in
Passage 2?

Ⓐ In both passages, the authors explain how to build a robot that
can help people.

Ⓑ In both passages, the authors discuss the importance of
computer science degrees for people interested in building robots.

Ⓒ In both passages, the authors describe a way that robots can
be used to help kids of all ages.

Ⓓ In both passages, the authors persuade the reader to try to
build a robot that can help the lives of people everywhere.

Independent

Work

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Multiple Choice

How is the information in Passage 1 similar from the information in Passage 2? 

• Ⓐ In both passages, the authors explain how to build a robot that can help people.

• Ⓑ In both passages, the authors discuss the importance of computer science degrees for people interested in building robots.

• Ⓒ In both passages, the authors describe a way that robots can be used to help kids of all ages.

• Ⓓ In both passages, the authors persuade the reader to try to build a robot that can help the lives of people everywhere.

Primary & Secondary Sources

Text

Dependent
Question:

How is the information in Passage 1 similar from the information in
Passage 2?

Ⓐ In both passages, the authors explain how to build a robot that
can help people.

Ⓑ In both passages, the authors discuss the importance of
computer science degrees for people interested in building robots.

Ⓒ In both passages, the authors describe a way that robots can
be used to help kids of all ages.

Ⓓ In both passages, the authors persuade the reader to try to
build a robot that can help the lives of people everywhere.

Independet

Work

Teacher
Modeling

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