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:
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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 theversion 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.
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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.
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 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.
