Reading Informational Text and Writing

CCSS ELA Alignment

5th Grade



Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.


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.

Lesson Plan Suggestions:

  • :
  • Read or  the original or  article.
  • Read the questions in the , then reread/ the article.
  • Note which paragraph contains each answer.
  • Take the .
  • Check your answers. Go back and reread the paragraphs you noted.
  • Retake the quiz to correct any mistakes you made.

  • Three Types of Questions with Evidence:
  • Read or  the original or  article.
  • What do you wonder about the article? Write 2-3 questions about what you read.
  • Reread the text and check for answers.
  • “Right there” questions: Some of your questions may be able to be answered by rereading, you may have just missed it the first time. This means the answer is written in the article. Try reading the  version if you are having trouble. Include a quote as evidence of your answer.
  • “Think and Search” questions: Some of your questions may require you to interpret and think more deeply about what the article is saying, then you can make a logical guess, based on the information that is available. This is called an inference. Use a quote to supply evidence of the facts your inference was based in.
  • “On your own” questions: Some of your questions may require further research or for you to think about your feelings and thoughts. (For an example of this type of question, read the .) Use the text as evidence when you share your answer. Even though your answer may not come from the text, refer to a sentence that led you to your thinking.
  • Post one of your ‘Think and Search’ or ‘On your Own’ questions in the comments of the article.
  • Check back a few days later to see if any fellow DOGO-ers have answered! If so, respond to them with your own ideas and evidence from the text.

  • :
  • Read or  the original or  article.
  • Read the .
  • Think about what the question is asking. Look up any unknown words.
  • Reread/listen to the article.
  • Use the text as evidence when you share your answer. Even though your answer may not come from the text, refer to a sentence that led you to your thinking.
  • According to the text, “...”
  • The author said, “...”
  • Record your answer to the question in complete sentences.
  • Use the question stem to write an introductory sentence.
  • Add 2-3 details and facts, remember to refer to the article.
  • Try to use a quote.
  • Try to use some of the vocabulary from the article.
  • Add a sketch to enhance your writing.
  • Leave the reader with something to consider as a conclusion.



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.

Lesson Plan Suggestions:

  • Read or  the original or  article.
  • Watch the accompanying video.
  • Read the , think about the question words. What information and language will your answer include? For example, to answer a ‘why’ question, your answer will include a conjunction, like  ‘because’ or ‘so’ to explain the cause and effect.
  • Then, reread/listen to the article.
  • Stop and answer each question. Note which source you used to locate the information, the article or the video, or both! Cite your evidence to its source.
  • In the video, I saw/heard…
  • The article states, “...”
  • Check your answers with a partner. If you disagree, go back and reread or  the article or rewatch the video. Work together to find the right answer, using your sources.

  • Text Search
  • Read or  the original or  article.
  • Think: What do you still wonder about the topic? What do you want to learn more about?
  • Choose a few words from the title that describe what the text is all about.
  • Type these words into the search bar.
  • Find a different article about the same topic, if possible.
  • Read or  the original or simplified version of the new article.
  • Did it answer your question(s)? If not, did you learn anything new?
  • Write a few sentences describing your knowledge about the topic, using evidence from both articles.



Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Lesson Plan Suggestions:

  • Finding the Main Ideas
  • Read or  the original or  article.
  • If you chose the original version, next read the  version of the article. This version will also include the main ideas and key details of the text. Pay attention to what is included, this will help you find the main ideas.
  • Read the article paragraph by paragraph.
  • After each paragraph, pause and consider what you learned.
  • Who or what is the paragraph about? What is the subject? (Your answer should be a noun: a person, place or thing.)
  • Did it tell you when or where an event happened?
  • Think, how or why is it happening? Understanding these answers is important.
  • Put all your answers together to find the main idea of the paragraph.
  • Who did what? Why or how did they do it?
  • Repeat with the next paragraph. Does the information you learned add to your current main idea, or did it introduce something new?
  • Continue reading and recording for each paragraph. You may add to a previous main idea, or start a new one.
  • After finishing the article, reread what you wrote.
  • Combine your main ideas into a big idea. Your big idea may put the sentences together or combine ideas. You may choose to leave out some of the details from the main ideas in your big idea summary.

Language and Vocabulary



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.


Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.


Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

Lesson Plan Suggestions:

  • :
  • Read or  the original or  article.
  • Read the  question.
  • Reread the paragraph where the word is found.
  • Look for clues in the words and phrases around the vocabulary word.
  • Are there any signal words to indicate the relationships between the words?
  • If the author uses a contrast word (but, however, on the other hand), will thinking about antonyms help?
  • If the author uses a cause and effect word (because, so, as a result), is the unknown word the reason (cause) or the result (effect)?
  • Look for clues inside the word. Do you recognize any root words that may help you determine the meaning?
  • Try out the sample definitions in the sentence. Which one makes the most sense?
  • Choose an answer and explain why you picked it.

  • :
  • Read or  the original or  article.
  • Take the .
  • First, look for word endings, or suffixes that may help you figure out the part of speech.
  • Next, check by rereading the sentence to see if that makes sense.
  • Sometimes words can be used as multiple parts of speech, depending on where they are in the sentence.
  • Choose your best guess and check.
  • If you were correct, great work!
  • If you were incorrect, think about the correct answer. Reread the sentence and see if you can figure out why you got the answer wrong.
  • Is there a root word you know? Does it include a suffix?



Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Lesson Plan Suggestions:

  • Read or  the original or  article.
  • When you read a keyword in blue, click on it.
  • Scroll down and read the synonyms and antonyms.
  • Synonyms are words whose meaning is similar to the keyword.
  • Antonyms are words whose meaning is different from the keyword.
  • Think about using one of the synonyms in the sentence, instead of the keyword. Does it make sense?
  • Write a sentence telling about why the synonym works in the sentence or not.
  • Does it have a different shade of meaning? (Shade of meaning refers to the continuum of word meanings. For example jog, run and sprint are synonyms, but each have different shades of meaning.)
  • Does it have the wrong context?
  • Is it too formal or informal?
  • Does the keyword have a homograph, a word that sounds the same with a different meaning? If so, what is it? Think about the spelling of the two words for the vocabulary game.
  • Play the .
  • Can you find all the words in the word search?