ReadWell3 Unit 1 Lesson 5

I. Pre-Assessment Data
Guiding Questions: What do students already know about this topic? What data (formal or
informal) is available? How will you use this assessment data for instruction? How will you use
students funds of knowledge?
Students were introduced to informational texts in Lessons 1-4. In these lessons, students learned what
informational texts are, when they are used and how to cite information from informational texts. This
unit also focuses on different informational texts but breaks down the text into what text features are
common to informational texts. It then asks students to apply their knowledge of informational texts to
their own lives to create an informational text about a community they belong to. The students will read
Global Neighbors, an informational text about communities around the world. At the beginning of Lesson
5, students will complete a KWL (Know, Want to know, Learned) chart to determine what information
students already know about informational texts. The KWL chart will serve as a pre-assessment to
determine what students retained from Lessons 1-4. Whole class instruction in Lesson 5 will be increased
if students struggle to come up with what they know about informational texts. Students funds of
knowledge include any information they already know about informational texts. It also includes
students knowledge of the communities they are apart of. In order to access students funds of
knowledge about informational texts during the KWL chart activity, the teacher will prompt students with
questions such as:
- What is an informational text?
- What do you think of when you hear informational text?
- Where have you seen informational texts before? Where in school? Do you see them outside of
school?
- When/Where/Why can you use an informational text?
- Do informational texts have to be books? Can they be videos, posters, presentations?
- What kinds of feelings do you have when you read informational texts?
In order to access students funds of knowledge about communities in general and communities they
belong to, students will participate in a quick write during Lesson 5. The quick write will be 5 minutes and
will have 3 sentence stem prompts:
1. A community is
2. An example of a community is
3. A community I belong to is
Each prompt will help the teacher gage students prior knowledge about communities. The first question
lets the student freely write about their idea of a community and will show what the student knows. The
second question will tell the teacher if the student can come up with an example of a community. If
students can answer number 2 but not number 1, students might need more support in putting their
thoughts about communities into words. If students can answer 1 but not 2 and/or 3, students might
need more support in generalizing their knowledge of what a community is so that they can apply it to
their own life. This data will help determine how much emphasis will need to be made over the next
lessons surround communities.
II. Content and Language Objective *Must be conveyed to students
Guiding Question: What will students be able to do at the end of todays lesson? How will this
objective(s) support language development? What is the cognitive rigor of your objectives?
Describe Explain Apply Analyze Compare Evaluate Defend Create Interpret
Formulate
Content Objective: Students will be able to identify features of an informational text in order to answer
questions about the text.
Language Objective: Students will be able to read an informational passage and write using
informational text features.

Blooms Taxonomy: Remember

DOK: Level 1 (Recall and Reproduction)
-Students will be able to locate information in a text that they read in order to answer questions about the
text. They will also be able to recall common text features in an informational text so that they can
answer questions about the text. The questions answers will be located directly in the text.
Key Border, continent, country, community
Vocabulary:
 III. Rationale* Must be conveyed to students
Guiding Questions: What are the big ideas and essential questions? Why is this important to
students? How is this related to unit goals, essential questions, or relevant standards? How does
this connect to students real lives and cultures? How will you plan with intentionality? What do
you want students to understand, know and do?

The big ideas behind this unit are identifying main ideas and supporting details across a variety of text
types and writing a variety of different text types to convey different ideas in different settings. This unit
specifically focuses on the application of the big ideas to informational texts. The unit goals include
identifying main ideas and supporting details in an informational text and then creating an informational
text with main ideas and supporting details about a community the students belong to. In order to meet
the unit learning goals, students need to understand informational texts on multiple levels. The first
lesson, Lesson 5 focuses on the surface level. On the surface level, students can recognize informational
texts by their common text features. Students will read and then recall information to answer questions
that require students to locate explicit information in the text, Global Neighbors, and in shorter practice
texts on Comprehension 5. Once students can identify text features, they can begin to determine how
those text features form main ideas and supporting details and eventually create their own informational
texts which will be addressed in Lessons 6 through 9.

Lesson 5 relates to CCSS.ELA-LITERACY.RI.5.3. Students will answer questions about text features based
on the text they read which is building the foundation for students to be able to explain how the author of
a text uses text features to convey specific information.

This lesson is intentionally planned so that students will be able to use what they learn about
communities and informational texts both inside and outside of school. There are countless forms of
informational texts that students encounter in their lives. It is key that students are able to recognize the
text as being informational and extract the important information from it. In Lesson 5, students learn how
to identify informational texts based on their text features. They will practice using those text features to
answer questions with answers that are located explicitly in their Global Neighbors text and on
Comprehension 5. This prepares students to encounter informational texts they may need inside or
outside of school and successfully gather and use the information. They will be able to generalize their
knowledge about informational texts and apply it to new situations. The KWL chart will give insight about
how students already relate informational texts to their lives, if at all.

The quick write will give insight about what students know about communities in general and
communities they belong to. Communities, whether global or local, are relative to the students lives
because they are the people and things that surround us everyday. Students belong to multiple
communities including their school communities, family community, religious community and more.
These communities influence students culture, beliefs and activities. It is important for students to see
how the communities that a person belongs to shapes them as a person. It is also crucial for students to
understand that people belong to multiple communities and that many times their peers will belong to a
different community than they do. People across the world have different communities that have different
cultures and beliefs and while they might be different from communities that surround us, they are
meaningful to others. Students will read about communities that are different than theirs in Global
Neighbors. This unit aims to teach students about how differences and similarities are both good and
come in all different forms. I want students to be able to describe their own community and respectfully
inquire about the communities that their peers belong to, which will take place in the final unit lesson.

IV. Assessment * Must be conveyed to students

Guiding Questions: How will you measure students progress toward the objective? What feedback
will you give to students? What will you do if students have not reached the goals? Will the data
you gather allow you to differentiate future instruction?

Word Work 9, p. 17 helps students practice confusing words, different types of syllables and dictation.
These are key elements that students in this class need extra support on in order to be able to read and
write at grade level. The word work relates to the informational text about different global communities
that we are reading for this unit and that serves as an example to base the students own text off of. The
practice from Word Work 9 will be incorporated into the rest of the lesson. The teacher will intentionally
ask questions related to Work Work 9. For example, when reading a story, if students read the word
theyre the teacher will ask for the meaning of this kind of theyre. If students do not meet
expectations on Word Work 9, more attention will be focused on incorporating Word Work 9 elements into
the rest of the lesson.

Comprehension 5, p. 19-21. As a whole group, the teacher will lead students through identifying the
different text features and complete 4/8 text features on p. 19 as a class. Students will then complete the
second 4/8 text features with a partner. Students will complete Comprehension 5, p. 20-21 individually at
the end of the lesson. Pages 20-21 assesses whether students can locate and identify information in 2
different types of informational texts, one of which is the reading for the day. Comprehension 5 will be
used to assess students understanding of common informational text features. If students complete 80%
of the individual work correctly, the teacher will move on to Lesson 6 for Day 2. If students do not
complete 80% correctly, the teacher will review Comprehension 5 p. 19-21 with students the next day
before moving on.

Text Dependent Questions (TDQs) will serve as formative assessment throughout the reading to see if
students are grasping the concepts in the text. TDQs will be discussed as a class, with partners and
individually. If students are able to answer the TDQs as a class, the next round will be with partners and
then individually. If students are not able to adequately answer TDQs, the answers will be reviewed as a
class or individually, depending on student needs. The TDQs will be a combination on explicitly stated
information that students must locate and read from the text, questions that require students to explain
information from the text and questions that require students to think beyond what is stated in the text.

The data from these assessments will drive structure of the guided reading and practice work for the next
day. Students who adequately complete the assessments will do more individual work and reading.
Students who need more support will be placed in smaller groups or with a peer who is performing at a
higher level.

V. Differentiation
Guiding Questions: How will you use data to intentionally group, instruct and assess students
according to skills/readiness/interest? What choice will students have in the process or product
associated with this lesson?

The first unit of the lesson, Lesson 5 will be group group instruction and reading. We will read aloud as a
class (5 students in class) and I will take turns focusing on listening to each student individually for 1
minute as he/she reads with the group. I will count the number of correctly read words in the minute.
TDQs will guide my understanding of the students comprehension of the assigned pages in Global
Neighbors. Students fluency accuracy in addition to their level of comprehension determine groups for
the next day of partner or individual reading and accompanying questions. Students will check their
completed comprehension worksheets with one another, they will choose who they check their work with.

VI. Lesson
Components Checks for understanding Strategies to support ELLs
Frequent feedback o Visual supports
Active Engagement
Student voice and choice o Explicit vocabulary
Strategies o Realia
Oral language development Scaffolding
o Native language support
Cooperative learning
Critical thinking
Arts Integration
Component Time
require
d
A. Lesson Introduction: Hook students into content. Explain objective, rationale, and assessment 10
min
Introduce & Explain Objective (3 min):
Content Objective: Students will be able to identify features of an informational text in order to
answer questions about the text.
We will continue to learn about informational texts. We will be reading Global Neighbors, an
informational text about different communities around the world. At the end of the week, we will
create our own informational texts about a community we belong to.

KWL Chart (7 min):

Students create KWL chart in their reading comprehension notebooks and complete the K & L
sections using the following prompts:
- What is an informational text?
- What do you think of when you hear informational text?
- Where have you seen informational texts before? Where in school? Do you see them outside
of school?
- When/Where/Why can you use an informational text?
- Do informational texts have to be books? Can they be videos, posters, presentations?
- What kinds of feelings do you have when you read informational texts?

B. Body of Lesson
30-
Teacher Does Students Do 40
-Complete Word Work 9, p. 17 (10 min) min
-Lead students in completing Word Work 9, p. -Read p. Global Neighbors, 26-29 (10 min)
17 as a whole class. (10 min) -Answer TDQs throughout
-Guide students in reading p. 27-29 of Global -Comprehension 5, p. 19: Students will
Neighbors by setting the pace of the reading complete the second 4/8 text features with a
and guiding pronunciation of tricky words as partner. (10 min)
needed. (10 min) -Comprehension 5, p. 20-21 students complete
-Individually assess students fluency in 1 individually. (10 min)
min
increments (5-6 min total during reading
time)
-Provide TDQs throughout reading:
-What is one way that people create
communities?
(p. 27)
-What language do more than half of
Canadians
speak? (p.28)
-What are some things we share with
Canadians? (p.
28/29)
-What are some ways American is
different than
Canada? (p. 28/29)
-Has anyone been to Canada? If yes
tell us about
your experience. Did you feel like you
were in
another country?
-If you went to Canada, what are some
things you
would be interested in seeing?
- Comprehension 5, p. 19 (whole group) (10
min) The teacher will lead students through
identifying the different text features and
complete 4/8 text features on p. 19 as a class

C. Closing: Review progress toward objective (may include student self-assessment) 10

min
-Review objective-did we meet our target? I will know if students met the objective based on their
performance on Comprehension 5. Comprehension 5, p. 19-21 gives students the opportunity to
identify text features and use them to answer questions about the story they will read in class. This
directly relates to the content objective of students being able to identify features of an informational
text in order to answer questions about the text.
-For an exit ticket, students will do a 5 minute quick write using the following 3 sentence stem
prompts:
1. A community is
 2. An example of a community is
3. A community I belong to is
This will allow me to see what students know about communities and what they retained from the
introduction section of Global Neighbors. The better understanding the students already have about
communities in general and how they currently fit into their schema, the less time will need to be
spent reviewing the topic moving forward in lesons.

Key Instructional Materials Needed and References Extension of Learning (e.g., homework)
Used
N/a
Word Work 9, p. 17

Global Communities p. 276-29

Comprehension 5, p. 19-21
Resources from Readwell3

Work Work 9, p. 17

Comprehension 5, p. 19-21

Global Neighbors, p. 27-29