Transcript File - Reading Street Resources

Department of Teaching & Learning
Last Revision:9/5/14
1
How to Use this Guide
The purpose of this document is to connect the FSA test
item specs for your grade level with assessments and
curriculum materials. This is a suggested focus
sequence.
TIP: Pages can be viewed as a Powerpoint presentation or
pages can be printed back to back in order to form a flip
book.
More information on the FSA can be found at:
http://www.fsassessments.org/resources/?section=2-educators-general
Grade Level Standards can be found at:
http://www.cpalms.org/Public/search/Standard
2
How to Use this Guide
Textbook Resources:
Red Kayak
Leveled Readers:
Teacher Selected:
Wilma Rudolph, The Long Trip Home, The Signs,
Molly Pitcher
Possible Text
Resources
Grade Level State
Standard
How it Appears in Reading
Street
State Standard
Description
Determine the theme of a story, drama or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects
upon a topic; summarize the topic.
What does this look like?
 Students select words or phrases from the text that explicitly state the theme of the
passage.
 Students select words that support the theme from a text.
 Students select sentences from the text that represent key events that should in
included in a summary.
 Students select a summary of a text.
 Students state the theme of a passage and a detail from the text.
Terms you may need to
introduce based on the
standards/FSA item specs
Sample DE question
stems
Sample FSA Questions:
Focus Standard: LAFS.5.RL.1.2 (Literature 2)
Terms to Teach
Theme, Detail, Summary, Support
Sample FSA
question stems
Select the details that support the theme of the text.
What does this passage suggest about ___________________?
How does the main character respond to ______________________?
What does the character’s response reveal about the relationship?
What does this passage suggest about __________________?
Use details to support your response.
 Which statement correctly summarizes this passage?
Sample DE Questions:
 What sentence best summarizes the article?
 Readers can assume that __________________.
Example Questions :
 Which sentences show Charlie’s feelings when the power goes out?
 Go back into the passage and select words that describe Charlie’s traits after he yells
at his sister.
 How is Charlie’s sister affected by Charlie’s actions?
What might this
look like on the
FSA?
Example questions from
Reading Street
3
How to Use this Guide
Teacher Selected:
Space for Teacher
Resources outside
of Reading Street
Teacher Created Questions
Space for planned teacher created
questions to refer back for future
use.
Looking for Text-Dependent Questioning Resources? Visit this site:
http://achievethecore.org/page/710/text-dependent-question-resources
Grade Level Standards can be found at:
http://www.cpalms.org/Public/search/Standard
4
Standards Covered
Standard
Question: Are these
ALL my grade level
standards?
Answer: No, these are
only the standards
covered on the
Language Portion of
the FSA from the test
item specs.
Week(s)
Covered
LAFS.5.RL.1.1
X
LAFS.5.RL.1.2
X
Standard
X
LAFS.5.RL.1.3
LAFS.5.RI.1.1
X
LAFS.5.RI.1.2
X
LAFS.5.RI.1.2
LAFS.5.RL.2.4
LAFS.5.RI.1.3
X
LAFS.5.L.3.4
LAFS.5.L.3.5
X
X
X X
LAFS.5.RI.2.4
LAFS.5.L.3.4
X
LAFS.5.RL.2.5
LAFS.5.L.3.5
LAFS.5.RL.2.6
LAFS.5.RI.2.5
LAFS.5.RL.3.7
LAFS.5.RI.2.6
LAFS.5.SL.1.2
LAFS.5.RI.3.7
LAFS.5.RL.3.9
Week(s)
Covered
X
X
LAFS.5.SL.1.2
LAFS.5.SL.1.3
LAFS.5.RI.3.8
LAFS.5.RI.3.9
LAFS.5.L.1.1
LAFS.5.L.1.2
LAFS.5.RF.3.3 & 4.4
X X
5
Week 1
Textbook Resources:
Red Kayak
Leveled Readers:
Focus Standard: LAFS.5.RL.1.2 (Literature 2)
Determine the theme of a story, drama or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects
upon a topic; summarize the topic.
What does this look like?
 Students select words or phrases from the text that explicitly state the theme of the
passage.
 Students select words that support the theme from a text.
 Students select sentences from the text that represent key events that should in
included in a summary.
 Students select a summary of a text.
 Students state the theme of a passage and a detail from the text.
Terms to Teach
Theme, Detail, Summary, Support
Focus Standard: LAFS.5.RL.1.1 (Literature 1)
Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text
What does this look like?
 Students select words or phrases from the text to answer questions using explicit
information in the text as support.
 Students select an inference from choices and then words or phrases that support the
inference.
 Students select quotes directly from the text that support an answer.
Terms to Teach
Quote, Inference
Teacher Selected:
Wilma Rudolph, The Long Trip Home, The Signs,
Molly Pitcher
Sample FSA Questions:
Select the details that support the theme of the text.
What does this passage suggest about ___________________?
How does the main character respond to ______________________?
What does the character’s response reveal about the relationship?
What does this passage suggest about __________________?
Use details to support your response.
 Which statement correctly summarizes this passage?
Sample DE Questions:
 What sentence best summarizes the article?
 Readers can assume that __________________.
Example Questions :
 On what page do you learn about Mrs.DiAngela? How does Brady respond?
 Using what you learned in this selection, tell how people can be inspired to act
courageously.
Sample FSA Questions:
According to the passage, what made the garden look ________?
Select two phrases from the passage that show that the main character is
__________________.
Which sentence shows that the character feels uneasy about
____________?
How does the character feel about his father’s return? What phrase
supports your answer?
Example Questions :
 Which sentences show Charlie’s feelings when the power goes out?
 Go back into the passage and select words that describe Charlie’s traits after he yells
at his sister.
 How is Charlie’s sister affected by Charlie’s actions?
6
Week 1
Teacher Created Questions
Focus Standard: LAFS.5.RL.1.1 (Literature 1)
Sample DE Questions:
 What will the character most likely do the next day?
 What is probably the reason for _________________?
 What is something (character) would have said?
 What effect does ____ have on the character?
Focus Standard: LAFS.5.L.3.5 (Language 5)
Demonstrate an understanding of figurative language, word relationships and nuances in
word meanings. (c) Use the relationship between particular words (e.g., synonyms,
antonyms, homographs) to better understand each of the words.
What does this look like?
 Students select words or phrases from the text that show the meaning of words used
in the text.
 Students select the meaning of the word or phrase and select words or phrases in the
text that support the correct meaning.
 Students select one or more examples of figurative language and to select the correct
explanation of their meaning.
 Select the correct meaning as used in the text of a word that has multiple meanings.
 Select the correct use of figurative language or to recognize the nuances in word
meaning.
Terms to Teach
Homographs, Figurative Language, Simile, Metaphor
Sample FSA Questions:
Determine the meaning of words or phrases where the meaning is explicitly
stated in the text.
Determine the meaning of words or phrases by using context clues.
Determine the correct meaning of words or phrases that use figurative
language or nuances in word meaning, including similes and metaphors.
Sample DE Questions:




What two meanings are used in this sentence?
Which words have the same meaning?
What does the author mean when he/she says ____?
What does ___ mean in the sentence above?
Example Questions :
 The word Bow can be pronounced in a different way. Which meaning makes the
most sense in the story?
 Turn back to page 28. Find the word winds in the second sentence. What does winds
mean in this context, how do you know?
7
Week 2
Textbook Resources:
Thunder Rose
Focus Standard: LAFS.5.RI.1.1 (Informational Text 1)
Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
What does this look like?
 Students select words or phrases from the text to answer questions using explicit
information in the text as support.
 Students select an inference and then selects words or phrases from the text to
support their answers.
Terms to Teach
Detail, Inference
Leveled Readers:
Teacher Selected:
The Most Powerful Storm on Earth, Storm
Chasing Challenges, Weather Forecasting,
Tommy and the Tornado
Example FSA Questions:
What is the primary reason schools are offering ______________?
Which sentence from the text shows that parents would most likely agree
with the idea that it is better for students to complete a/an ____?
How would student __________most likely want to spend his time?
Which sentence best supports your answer?
Based on the text, how do most parents feel about ___________? Which
sentence best supports your answer in Part A?
Sample Questions :
 In the first paragraph on pg.65, what examples of figurative language does the author
use? What does the author convey with these two phrases?
 When Rose wants “the heavens to yield forth,” what does that mean?
 Why does Rose squeeze the clouds to create a rainstorm?
Sample DE Questions:
 What is probably the reason that __________?
 What will (character) most likely do the next day?
Focus Standard: LAFS.5.RI.1.2 (Informational Text 2)
Determine two or more main ideas of a text and explain how they are supported by key
details; summarize the text.
What does this look like?
 Students select words or phrases from the text that explicitly state the main ideas of
the text.
 Students select words or phrases from the text that provide explicit support for the
main ideas.
 Students select the correct summary.
Terms to Teach
Summary, Main Idea
Sample FSA Questions:
What are the two main ideas presented in the article?
Select two details from the text that support these ideas.
What sentence best summarizes the article?
Example Questions :
 How do I know which information belongs in a summary?
 Using what you learned, tell about some of the challenges in nature.
 How can I use my own words to state what happened to Rose?
8
Week 2
Teacher Created Questions
Focus Standard: LAFS.5.RI.1.2 (Informational Text 2)
Sample DE Questions:
 What information supports the idea ______?
 Which detail from the encyclopedia support the conclusion that ____?
 What lesson can be learned from this poem?
 What sentence best summarizes the article?
 Based on the graph, what is a reasonable conclusion?
Focus Standard: LAFS.5.L.3.4 (Language 4a)
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. (a) Use
context as a clue to the meaning of the word.
What does this look like?
 Students select words or phrases from the text that show the meaning of words used
in the text.
 Students select the meaning of a word that has multiple meanings.
 Students select one or more examples of figurative language and to select the correct
explanation of their meaning.
 One or more texts.
Terms to Teach
Phrase, Context Clue, Idioms, Adages, Proverbs
Sample FSA Questions:
Select the word or phrase from the paragraph that help the reader
understand the meaning of the word __________.
What does the phrase ____ mean? Select the phrases from the text that
reveal the meaning of _________.
What does the phrase _____ suggest about the astronauts’ trip?
Sample DE Questions:
 What does the phrase ____ mean?
 What can the readers tell from this line?
 What does the author mean when he/she says ____?
 Which word is used in the sentence in the same way as the story?
 What does this word mean from the passage?
Which sentence best support the author’s description?
Example Questions :
 When rose wants “the heavens to yield forth” what does that mean?
 What examples of imagery does the author use on p.69? Why does the author use it?
 What in the passage helps you clarify what might means in this passage?
9
Week 3
Textbook Resources:
Island of the Blue Dolphins
Leveled Readers:
Teacher Selected:
Surviving on a desert island, Toby’s California
Vacation, The Medicine Harvest, Finding Home
Focus Standard: LAFS.5.RL.1.2 (Literature 2)
Determine the theme of a story, drama or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects
upon a topic; summarize the topic.
What does this look like?
 Students select words or phrases from the text that explicitly state the theme of the
passage.
 Students select words that support the theme from a text.
 Students select sentences from the text that represent key events that should in
included in a summary.
 Students select a summary of a text.
 Students state the theme of a passage and a detail from the text.
Terms to Teach
Theme, Detail, Summary, Support
Focus Standard: LAFS.5.RL.3.9 (Literature 9)
Compare and contrast stories in the same genre on their approaches to theme and topics.
What does this look like?
 Students select a sentence or phrase from each text that show similarities or
differences in how two texts present, treat, and/or develop themes or topics.
 Students select two or more explanations of how two or more texts treat a
theme/topic and to select sentences or phrases from each text that show similarities
or differences.
 Find evidence that shoes how two stories present, treat, or develop similar themes or
topics.
Sample FSA Questions:
Select the details that support the theme of the text.
What does this passage suggest about ___________________?
How does the main character respond to ______________________?
What does the character’s response reveal about the relationship?
What does this passage suggest about __________________?
Use details to support your response.
 Which statement correctly summarizes this passage?
Sample DE Questions:
 What sentence best summarizes the article?
 Readers can assume that __________________.
Example Questions :
 Karana puts the ribs curving outward so they are impossible to climb. She uses kelp
instead of sinew. Why does she do this? What motivated her to do this?
 In paragraph 3, Karana says the wood she needed for her shelter was scare. How did
she solve her problem?
 What clues does the text give about the theme of this story?
Terms to Teach
Theme, Similar, Genre
Sample FSA Questions:
In both passages, the characters discover places that have a powerful
impact on them. Select a line from the text that demonstrates the impact of
_____________.
In both passages, the characters discover places that they can call their own.
Select a line from Passage A that reveals what ___ represents to Character A
and Character B.
10
Week 3
Teacher Created Questions
Focus Standard: LAFS.5.RL.3.9 (Literature 9)
Example Questions :
 In both Red Kayak & Blue Dolphin the characters overcome challenges. Select words
from Passage A that represent the main character’s feelings about overcoming
challenges. Select a line from Passage B.
 In both Red Kayak & Blue Dolphin, the characters made choices that impact the story.
Select sentences of choices each character made and what these choices say about
their character traits.
Focus Standard: LAFS 5.L.2.4 (Literature 4)
Sample FSA Questions:
Choose the correct meaning of the word __________ as the author used it
Determine the meaning of words and phrases as they are used in a text, including figurative
in the passage.
language such as metaphors and similes.
Select the words from the passage that help the reader understand what
What does this look like?
 Students select words or phrases that provide content for an unknown word
 Students distinguish between shades of meaning among related words
 Students select words or phrases based on the tone of the text
 Students select the correct meaning of the word
 Students select words that both literal and nonliteral meanings
 Student distinguish shades of meaning among related words
Terms to Teach
Simile, Metaphor
____________ means.
What does the author mean by the phrase ___________?
How does the author illustrate this phrase in the passage?
What does _______ mean as it is used in the passage?
What does the author suggest by the phrase _____________?
Sample DE Questions:
 Which words have the same meaning?
 Which words have opposite meanings?
Example Questions :
 What does the word clamor mean? What other words in the paragraph help you
determine the meaning?
 Read paragraph four on p.93 and identify examples of imagery. Then evaluate how
this imagery impacts your understanding of the text.
11
Week 4
Textbook Resources:
Satchel Paige
Focus Standard: LAFS.5.RI.1.3 (Informational Text 3)
Leveled Readers:
Teacher Selected:
Baseball’s Heroes, Famous Women in Sports,
The Journey of African American Athletes,
Roberto Clemente
Sample FSA Questions:
Which events from the ____________ childhood influenced their success?
Explain the relationships or interactions between two or more individuals, events, ideas, or The author of Article A states that _____ was inspired by others, just as
concepts in a historical, scientific, or technical text based on specific information in the text.
________.
What does this look like?
 Students select words or phrases from a text that demonstrate the interaction or
relationship between details.
 Students select an explanation of how details interact/relate and to select words or
phrases from the text to demonstrate this interaction/relationship.
Terms to Teach
Details, Relationship
Which details from the texts reveal who or what inspired _____?
Explain how ____’s ability to bounce back from setbacks influenced his life.
Use at least two details from the text in your response.
Sample DE Questions:
 What effect does ____ have on the character?
 What was the turning point for the character?
 What comparison can be made between the two characters?
 What is one way the character and the narrator feel different?
Example Questions :
 Reread paragraph two on p.123 to understand the cause. What happened before the
Negro Leagues were formed? Are these two events related? How can you tell?
 Compare and contrast a player’s life in the Negro leagues with a player’s life in the
white major leagues, using evidence from the text.
Focus Standard: LAFS.5.RI.1.8 (Informational Text 8)
Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support with point(s).
Terms to Teach
Evidence, Support
What does this look like?
 Students select words or phrases from a text that are used to support a particular
point.
 Students give a correct explanation of how the author uses evidence to support a
particular point and selects words or phrases from the text that are used as support.
 Students select multiple explicit or implicit details that support a text.
 Students explain which reasons or evidence support a particular point in the text.
12
Week 4
Focus Standard: LAFS.5.RI.1.8 (Informational Text 8)
Sample FSA Questions:
Example Questions :
 How does the author describe Satchel’s behavior during the second game of the
Negro World Series? What conclusions can you draw about Satchel’s character based
on this description? Cite specific evidence from the text.
 What phrases support the idea that there is something odd about Satchel’s pitching?
What evidence does the author use to support the idea that students should
be required to ____________?
Describe the reasons the author provides to support the idea that students
should not be required to ____________. Use at least two details from the
Sample DE Questions:
text in your response. Select a phrase or a sentence from each viewpoint to  What is the purpose of the chart?
support your answer.
 How does the author support their opinion?
 What information supports the idea ______?
Focus Standard: LAFS 5.RL.2.6 (Informational Text 6)
Analyze multiple accounts of the same event or topic, noting important similarities and
differences in the point of view they represent.
What does this look like?
 Students select words or phrases that show similarities and differences in how
multiple accounts present or develop an event or topic.
 Select words or phrases from the text that show similarities and differences in the
point of view represented in two or more accounts of the same topic.
 Students select the correct analysis of the point of view in multiple accounts.
Terms to Teach
Point of View , Quote
Sample FSA Questions:
What information dose the reader learn about in article A that is not in
article B?
Both author reference _____’s quotation, (excerpted text).
What do the authors suggest about _____ by using this quotation?
How does point of view impact what the reader learns about the ____ in
each text?
Select a sentence from each article that supports your response.
Sample DE Questions:
 Which part of _____ serves as the most similar part to ____?
Example Questions :
 How did “a special league” help you understand this selection?
Teacher Created Questions
13
Week 5
Textbook Resources:
Ten Mile Day
Focus Standard: LAFS.5.RI.1.3 (Informational Text 3)
Leveled Readers:
Teacher Selected:
From Six Miles to Six Days, A Railroad over
Sierra, The Land of Opportunity, Love, Enid
Sample FSA Questions:
Which events from the ____________ childhood influenced their success?
Explain the relationships or interactions between two or more individuals, events, ideas, or The author of Article A states that _____ was inspired by others, just as
concepts in a historical, scientific, or technical text based on specific information in the text.
________.
What does this look like?
 Students select words or phrases from a text that demonstrate the interaction or
relationship between details.
 Students select an explanation of how details interact/relate and to select words or
phrases from the text to demonstrate this interaction/relationship.
Terms to Teach
Details, Relationship
Which details from the texts reveal who or what inspired _____?
Explain how ____’s ability to bounce back from setbacks influenced his life.
Use at least two details from the text in your response.
Sample DE Questions:
 What effect does ____ have on the character?
 What was the turning point for the character?
 What comparison can be made between the two characters?
 What is one way the character and the narrator feel different?
Example Questions:
 Infer why a telegraph construction crew is working alongside the railroad crew.
 What details on p.150 support and show that the working men were a team?
Focus Standard: LAFS 5.L.3.4 (Language 4.a)
What does this look like?
Use context (e.g. cause/effect relationships and comparisons in a text) as a clues to the
meaning of a word or a phrase.
 Students select a word or phrase from the text that show the meaning of the words
used in the text.
 Students select the correct meaning of a word that has multiple meanings.
Terms to Teach
Compare
Sample FSA Questions:
Select the word or phrase from the paragraph that help the reader
understand the meaning of the word __________.
What does the phrase ____ mean? Select the phrases from the text that
reveal the meaning of _________.
What does the phrase _____ suggest about the astronauts’ trip?
Sample DE Questions:
 What does the phrase ____ mean?
 What can the readers tell from this line?
 What does the author mean when he/she says ____?
 Which word is used in the sentence in the same way as the story?
 What does this word mean from the passage?
Which sentence best support the author’s description?
14
Week 5
Focus Standard: LAFS.5.RI.1.8 (Informational Text 8)
Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support with point(s).
What does this look like?
 Students select words or phrases from a text that are used to support a particular
point.
 Students give a correct explanation of how the author uses evidence to support a
particular point and selects words or phrases from the text that are used as support.
 Students select multiple explicit or implicit details that support a text.
 Students explain which reasons or evidence support a particular point in the text.
Terms to Teach
Evidence, Support, Cite
Sample FSA Questions:
What evidence does the author use to support the idea that students should
be required to ____________?
Describe the reasons the author provides to support the idea that students
should not be required to ____________. Use at least two details from the
text in your response. Select a phrase or a sentence from each viewpoint to
support your answer.
Sample DE Questions:
 What is the purpose of the chart?
 How does the author support their opinion?
 What information supports the idea ______?
Example Questions :
 Charles Crocker believed that his team could lay ten miles of track in one day. Reread
p.148 and identify the details that the author includes that support this belief.
 What words does the author use to show the speed of the work? What was the
speed? Cite evidence from the text to support your answers.
Teacher Created Questions
15
16
Standards Covered
Standard
Week(s) Covered
LAFS.5.RL.1.1
X
LAFS.5.RL.1.2
X
X
X
LAFS.5.RL.1.3
X
LAFS.5.RL.2.4
X
LAFS.5.RI.1.1
X
X
LAFS.5.RI.1.2
X
X
X
X
X
LAFS.5.RI.2.5
LAFS.5.RI.2.6
LAFS.5.SL.1.2
LAFS.5.RI.3.7
X
X
X
LAFS.5.L.3.4
LAFS.5.RL.3.7
LAFS.5.RL.3.9
X
LAFS.5.L.3.5
X
LAFS.5.RL.2.6
X X
LAFS.5.RI.2.4
X
LAFS.5.RL.2.5
X
X
LAFS.5.RI.1.3
X
Week(s) Covered
X
X
LAFS.5.L.3.4
LAFS.5.L.3.5
Standard
X
LAFS.5.SL.1.2
LAFS.5.SL.1.3
LAFS.5.RI.3.8
LAFS.5.RI.3.9
LAFS.5.L.1.1
LAFS.5.L.1.2
LAFS.5.RF.3.3 & 4.4
X
X X
17
Week 6
Textbook Resources:
At the Beach
Focus Standard: LAFS.5.RL.1.1 (Literature 1)
Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text
What does this look like?
 Students select words or phrases from the text to answer questions using explicit
information in the text as support.
 Students select an inference from choices and then words or phrases that support the
inference.
 Students select quotes directly from the text that support an answer.
Terms to Teach
Quote, Inference, Evidence
Focus Standard: LAFS.5.RL.1.6 (Literature 6)
Describe how a narrator's or speaker’s point of view influences how events are described.
What does this look like?
 Students select words or phrases from the text that demonstrate the influence of
point of view.
 Students select the narrator’s point of view and select a correct explanation of how
point of view influences the description of events.
 May ask students more than just the speaker or narrator’s point of view.
 Determine how point of view influences the description of events.
 Explain how the narrator’s point of view affects how events are described using
details from the text.
 Determine which details from the test demonstrate the impact of point of view.
Terms to Teach
Point of View, Narrator
Leveled Readers:
Teacher Selected:
Beach Safety, Sea Life, Our Essential Oceans,
Hidden Treasures
Sample FSA Questions:
According to the passage, what made the garden look ________?
Select two phrases from the passage that show that the main character is
__________________.
Which sentence shows that the character feels uneasy about
____________?
How does the character feel about his father’s return? What phrase
supports your answer?
Example Questions :
 Reread p.189. What clues tell you that Fernando is a caring and responsible person?
 What was the beach like to drive for Fernando and his cousins? Use evidence from
the text to support your answer.
Sample DE Questions:
 What will the character most likely do the next day?
 What is probably the reason for _________________?
 What is something (character) would have said?
 What effect does ____ have on the character?
Sample FSA Questions:
 What does the reader know about the main character because the story is told from his
point of view?
 From whose perspective is the story told? How does this affect what the reader knows
about the personality of Character B?
 How does the narrator of the story help the reader understand Character B’s
personality? Select the details from the text that support your response.
Example Questions :
 What was the beach like to drive for Fernando and his cousins? Use evidence from
the text to support your answer.
Sample DE Questions:
 What best describe the author’s view?
18
Focus Standard: LAFS.5.RL.1.6 (Literature 6)
Week 6
Sample DE Questions:
 How does the background information influence the conflict?
Focus Standard: LAFS.5.RL.1.3 (Literature 3)
Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact).
What does this look like?
 Students compare and contrast two or more characters, settings or events by placing
descriptions, details or analyses into a graphic organizer.
 Students select words or phrases from the test that support similarities/differences
between characters, settings, or events.
 Students select details that support similarities and/or differences between
characters, settings, or events.
Terms to Teach
Setting, Compare/Contrast, Characters
Sample FSA Questions:
How do Character A and C respond when Character B admits to the class
that her family does not a ____?
Character B admits to the class that her family does not own a __. How are
the responses of Character A & C similar? Which sentences support your
answer?
Compare and Contrast how A feels about B after different events in the
passage.
Sample DE Questions:
 What comparison can be made between the two characters?
Example Questions :
 How are the children acting differently?
 How do the children respond when Mami and Olga say not to go too far. Why do you
think the author included this?
Teacher Created Questions
19
Week 7
Textbook Resources:
Hold the Flag High
Leveled Readers:
Teacher Selected:
William Carney, A Spy in Disguise, The Most
Dangerous Woman, Making a Difference
Focus Standard: LAFS.5.RI.1.1 (Informational Text 1)
Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
What does this look like?
 Students select words or phrases from the text to answer questions using explicit
information in the text as support.
 Students select an inference and then selects words or phrases from the text to
support their answers.
Terms to Teach
Detail, Inference
Example FSA Questions:
What is the primary reason schools are offering ______________?
Which sentence from the text shows that parents would most likely agree
with the idea that it is better for students to complete a/an ____?
How would student __________most likely want to spend his time?
Which sentence best supports your answer?
Based on the text, how do most parents feel about ___________? Which
sentence best supports your answer in Part A?
Sample Questions :
 How do pages 210 & 211 give the reader hints or clues about events that will happen
later in the story? Cite text evidence to support your story.
 From pg.212 & 213, infer who has more battle experience with evidence from the
text.
Sample DE Questions:
 What is probably the reason that __________?
 What will (character) most likely do the next day?
Focus Standard: LAFS.5.RI.1.4 (Informational Text 4)
Determine the meaning of general academic and domain-specific words and phrases in a
text relevant to a grade 5 topic or subject area.
What does this look like?
 Select the word or phrase from the paragraph that help the reader understand the
meaning of the word __________.
 What does the phrase ____ mean? Select the phrases from the text that reveal the
meaning of _________.
 What does the phrase _____ suggest about the astronauts’ trip?
Terms to Teach
Context Clues
Sample DE Questions:
 What two meanings are used in this sentence?
 Which words have the same meaning?
 What does ___ mean in the sentence above?
Example FSA Questions:
Choose the correct meaning of the word __________ as the author used it
in the passage.
Select the words from the passage that help the reader understand what
____________ means.
What does the author mean by the phrase ___________?
How does the author illustrate this phrase in the passage?
What does _______ mean as it is used in the passage?
What does the author suggest by the phrase _____________?
Sample Questions :
 Use context clues to determine the meaning of the word artillery on p.214.
20
Week 7
Focus Standard: LAFS.5.RI.1.3 (Informational Text 3)
Sample FSA Questions:
Which events from the ____________ childhood influenced their success?
Explain the relationships or interactions between two or more individuals, events, ideas, or The author of Article A states that _____ was inspired by others, just as
concepts in a historical, scientific, or technical text based on specific information in the text.
________.
What does this look like?
 Students select words or phrases from a text that demonstrate the interaction or
relationship between details.
 Students select an explanation of how details interact/relate and to select words or
phrases from the text to demonstrate this interaction/relationship.
Terms to Teach
Details, Relationship
Which details from the texts reveal who or what inspired _____?
Explain how ____’s ability to bounce back from setbacks influenced his life.
Use at least two details from the text in your response.
Sample DE Questions:
 What effect does ____ have on the character?
 What was the turning point for the character?
 What comparison can be made between the two characters?
 What is one way the character and the narrator feel different?
Example Questions:
 Compare and contrast Colonel Robert Gould Shaw with Carney & Ned. Use the text to
support your answer.
 What happened first, quarreling between the North & South or the Civil War? Use
evidence from the passage.
Teacher Created Questions
21
Week 8
Textbook Resources:
The Ch’i-lin Purse
Focus Standard: LAFS.5.RL.2.5 (Literature 5)
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story, drama or poem.
What does this look like?
 Students select words or phrases from the text that contribute to the overall meaning
or structure.
 Students select how each of two chapters, scenes or stanzas contribute to structure of
meaning.
 Students select how these chapters, scenes or stanzas work together.
Terms to Teach
Stanza, Scene
Focus Standard: LAFS.5.RL.3.9 (Literature 9)
Compare and contrast stories in the same genre on their approaches to similar topics and
themes.
What does this look like?
 Students select words or phrases from the text that show the similarities and
differences in how two texts present, treat and/or develop themes or topics.
 Students select an explanation of how two or more texts treat a theme/topic and to
select sentences or phrases from each text that show similarities to differences.
 Analyze similarities and differences in two stories on the same theme.
Terms to Teach
Theme, Similar, Different, Genre
Leveled Readers:
Teacher Selected:
Cesar Chavez, Abuela’s Gift, Moving to Mail, Kids
Helping Kids
Sample FSA Questions:
How do paragraphs___ and___ contribute to the overall development of the
main character? Select details that support your answer.
How do the events in paragraphs ____ contribute to the reader’s
understanding o f Character A’s feelings towards Character B?
Sample DE Questions:
 What effect does ____ have on the character?
Example Questions :
 How does Hsiang-ling’s life change after _____?
 Identify the conflict and rising action. How do these things help you anticipate what
will happen next?
 What events follows as a result of the rising action?
Sample FSA Questions:
In both passages, the characters discover places that have a powerful
impact on them. Select a line from the passage that demonstrates the
impact of ____.
In both passages, the characters discover places that they can call their own.
Select a line from Passage A that reveals what ___ represents to Character A
and B.
Sample DE Questions:
 Which part serves as the most similar part to ____?
Example Questions :
** Day 4, Text: Phan Ku**
 Phan Ku and Hsiang-ling both make sacrifices. How are their sacrifices similar and
different?
 What lessons do you learn from both passages?
22
Week 8
Textbook Resources:
The Ch’i-lin Purse
Leveled Readers:
Teacher Selected:
Cesar Chavez, Abuela’s Gift, Moving to Mail, Kids
Helping Kids
Focus Standard: LAFS 5.L.3.4 (Language 4.b)
What does this look like?
Use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning
of a word (e.g., photograph, photosynthesis)
 Students select a word or phrase from the text that show the meaning of the words
used in the text.
 Students select the correct meaning of a word that has multiple meanings.
Terms to Teach
Root Word, Affix
Sample FSA Questions:
Select the word or phrase from the paragraph that help the reader
understand the meaning of the word __________.
What does the phrase ____ mean? Select the phrases from the text that
reveal the meaning of _________.
What does the phrase _____ suggest about the astronauts’ trip?
Sample DE Questions:
 What does the phrase ____ mean?
 What can the readers tell from this line?
 What does the author mean when he/she says ____?
 Which word is used in the sentence in the same way as the story?
 What does this word mean from the passage?
Which sentence best support the author’s description?
Example Questions :
 The Latin root cess is part of the word procession. What can you guess about the
word on p. 240?
Teacher Created Questions
23
Week 9
Textbook Resources:
A Summer’s Trade
Leveled Readers:
Teacher Selected:
The Gift, Helping Others, The Talker, Haven for
Horses
Focus Standard: LAFS.5.RL.1.2 (Literature 2)
Determine the theme of a story, drama or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects
upon a topic; summarize the topic.
What does this look like?
 Students select words or phrases from the text that explicitly state the theme of the
passage.
 Students select words that support the theme from a text.
 Students select sentences from the text that represent key events that should in
included in a summary.
 Students select a summary of a text.
 Students state the theme of a passage and a detail from the text.
Terms to Teach
Theme, Detail, Summary, Support
Focus Standard: LAFS.5.RL.1.1 (Literature 1)
Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text
What does this look like?
 Students select words or phrases from the text to answer questions using explicit
information in the text as support.
 Students select an inference from choices and then words or phrases that support the
inference.
 Students select quotes directly from the text that support an answer.
Sample FSA Questions:
Select the details that support the theme of the text.
What does this passage suggest about ___________________?
How does the main character respond to ______________________?
What does the character’s response reveal about the relationship?
What does this passage suggest about __________________?
Use details to support your response.
 Which statement correctly summarizes this passage?
Sample DE Questions:
 What sentence best summarizes the article?
 Readers can assume that __________________.
Example Questions :
 What conclusions can you draw about Tony based on his actions on page 273?
 What can you infer about Tony’s grandmother based on the way she responds to
Tony returning the bracelet? What textual evidence helped you draw this
onclusiong?
Sample FSA Questions:
According to the passage, what made the garden look ________?
Select two phrases from the passage that show that the main character is
__________________.
Which sentence shows that the character feels uneasy about
____________?
How does the character feel about his father’s return? What phrase
supports your answer?
Example Questions :
 How does the setting of the trading post on pages 268-269 help create a picture of
the Navajo people?
 What details about Tony indicate that this selection is realistic?
Terms to Teach
Quote, Inference
24
Week 9
Focus Standard: LAFS.5.RL.1.3 (Literature 3)
Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact).
What does this look like?
 Students compare and contrast two or more characters, settings or events by placing
descriptions, details or analyses into a graphic organizer.
 Students select words or phrases from the test that support similarities/differences
between characters, settings, or events.
 Students select details that support similarities and/or differences between
characters, settings, or events.
Terms to Teach
Setting, Compare/Contrast, Characters
Sample FSA Questions:
How do Character A and C respond when Character B admits to the class
that her family does not a ____?
Character B admits to the class that her family does not own a __. How are
the responses of Character A & C similar? Which sentences support your
answer?
Compare and Contrast how A feels about B after different events in the
passage.
Sample DE Questions:
 What comparison can be made between the two characters?
Example Questions :
 Compare how Tony feels about Gallup compared to his dream of spending his
summer days at home?
Teacher Created Questions
25
Week 10
Textbook Resources:
The Midnight Ride of Paul
Revere
Focus Standard: LAFS.5.L.3.5 (Language 5)
Demonstrate an understanding of figurative language, word relationships and nuances in
word meanings. (c) Use the relationship between particular words (e.g., synonyms,
antonyms, homographs) to better understand each of the words.
What does this look like?
 Students select words or phrases from the text that show the meaning of words used
in the text.
 Students select the meaning of the word or phrase and select words or phrases in the
text that support the correct meaning.
 Students select one or more examples of figurative language and to select the correct
explanation of their meaning.
 Select the correct meaning as used in the text of a word that has multiple meanings.
 Select the correct use of figurative language or to recognize the nuances in word
meaning.
Terms to Teach
Homographs, Figurative Language, Simile, Metaphor
Focus Standard: LAFS.5.RL.1.6 (Literature 6)
Describe how a narrator's or speaker’s point of view influences how events are described.
What does this look like?
 Students select words or phrases from the text that demonstrate the influence of
point of view.
 Students select the narrator’s point of view and select a correct explanation of how
point of view influences the description of events.
 May ask students more than just the speaker or narrator’s point of view.
 Determine how point of view influences the description of events.
 Explain how the narrator’s point of view affects how events are described using
details from the text.
 Determine which details from the test demonstrate the impact of point of view.
Leveled Readers:
Teacher Selected:
Revere’s Ride, American Revolution War, The
National Guard, After the Midnight Ride
Sample FSA Questions:
Determine the meaning of words or phrases where the meaning is explicitly
stated in the text.
Determine the meaning of words or phrases by using context clues.
Determine the correct meaning of words or phrases that use figurative
language or nuances in word meaning, including similes and metaphors.
Sample DE Questions:




Which word establishes the mood?
Why does the author compare ___ to ___?
What mood is created?
How does the author create a ____ mood?
Example Questions :
 Draw conclusions about the mood, or feeling, the author is trying to achieve at the
end of the first stanza on page 305. How does the author achieve this mood?
 What clues tell you that the line of Black that bends and floats is the British coming
by sea?
Sample FSA Questions:
 What does the reader know about the main character because the story is told from his
point of view?
 From whose perspective is the story told? How does this affect what the reader knows
about the personality of Character B?
 How does the narrator of the story help the reader understand Character B’s
personality? Select the details from the text that support your response.
Example Questions :
 How does the author describe the British soldiers’ actions? What can you infer about
the author’s viewpoint based on the stanzas on p.305?
 How does the main character feel based on the word and phrases the author
included?
26
Week 10
Focus Standard: LAFS.5.RL.1.6 (Literature 6)
Sample DE Questions:
 What best describe the author’s view?
Terms to Teach
Point of View, Narrator
Focus Standard: LAFS.5.SL.1.2 (Speaking & Listening 2)
Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
Sample FSA Questions:
 How does the picture of the ____ support the author’s message?
 Explain how the image of the ___ helps convey the meaning of the passage.
 What is the tone of the passage? How does the picture help to convey this tone?
 What sentence best summarizes the presentation?
What does this look like?
 Students determine the tone or overall meaning of the text and to select a correct
explanation of how the visual elements contributes to the tone.
 Students select details from the text that demonstrate the contribution of visual and
multimedia elements.
 May consist of visual, text, multimedia or audio presentations.
Example Questions :
 How does the author describe the British soldiers’ actions? What can you infer about
the author’s viewpoint based on the stanzas on p.305?
 How does the main character feel based on the word and phrases the author
included?
Sample DE Questions:
 Based on the graph, what is a reasonable conclusion?
 What is the cartoonist trying to show?
Teacher Created Questions
27
Standards Covered
LAFS.5.RL.1.1
X
LAFS.5.RL.1.2
X
X
X
LAFS.5.RL.2.4
X
LAFS.5.RI.1.1
X
X
LAFS.5.RI.1.2
X
X
X
X
10
9
8
7
6
5
4
3
LAFS.5.RI.2.5
LAFS.5.RI.2.6
LAFS.5.SL.1.2
LAFS.5.RI.3.7
X
X
X
LAFS.5.L.3.4
LAFS.5.RL.3.7
LAFS.5.RL.3.9
X
LAFS.5.L.3.5
X
X
X X
LAFS.5.RI.2.4
X
LAFS.5.RL.2.5
X
X
LAFS.5.RI.1.3
X
LAFS.5.RL.2.6
1
X
X
LAFS.5.L.3.4
Week(s) Covered
2
Standard
10
9
8
7
X
LAFS.5.RL.1.3
LAFS.5.L.3.5
6
5
4
3
2
Week(s) Covered
1
W
e
e
k
Standard
X
LAFS.5.SL.1.2
LAFS.5.SL.1.3
LAFS.5.RI.3.8
LAFS.5.RI.3.9
LAFS.5.L.1.1
LAFS.5.L.1.2
LAFS.5.RF.3.3 & 4.4
X
X X
28
Standards Covered
X
X
20
19
18
17
16
15
14
13
12
LAFS.5.RI.1.2
X
X
X
X
X
LAFS.5.RI.1.3
LAFS.5.RI.2.4
X
X
LAFS.5.L.3.4
X
X
LAFS.5.L.3.5
X
LAFS.5.RI.2.5
X
X
LAFS.5.L.3.5
X
LAFS.5.RL.2.6
X
LAFS.5.RL.3.7
X
LAFS.5.RI.3.7
LAFS.5.RL.3.9
LAFS.5.SL.1.2
LAFS.5.SL.1.3
LAFS.5.RI.3.8
X
X
X
X
X
LAFS.5.RI.2.6
LAFS.5.SL.1.2
LAFS.5.L.1.2
X
X
LAFS.5.L.3.4
LAFS.5.RI.3.9
Week(s) Covered
11
20
18
19
X
LAFS.5.RL.2.4
LAFS.5.RL.2.5
Standard
LAFS.5.RI.1.1
X
LAFS.5.RL.1.2
LAFS.5.RL.1.3
17
16
15
14
X
13
LAFS.5.RL.1.1
12
11
Week(s) Covered
W
e
e
k
Standard
X
X X
X
X
LAFS.5.L.1.1
LAFS.5.RF.3.3 & 4.4
29
Week 11
Textbook Resources:
The Fabulous Perpetual Motion
Machine
Focus Standard: LAFS.5.RL.1.3 (Literature 3)
Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact).
What does this look like?
 Students compare and contrast two or more characters, settings or events by placing
descriptions, details or analyses into a graphic organizer.
 Students select words or phrases from the test that support similarities/differences
between characters, settings, or events.
 Students select details that support similarities and/or differences between
characters, settings, or events.
Terms to Teach
Setting, Compare/Contrast, Characters
Leveled Readers:
Teacher Selected:
Inspiring Wonder, The Search for the Perpetual
Motion Machine, Philo and his Invention,
Scientific Methods in Action
Sample FSA Questions:
How do Character A and C respond when Character B admits to the class
that her family does not a ____?
Character B admits to the class that her family does not own a __. How are
the responses of Character A & C similar? Which sentences support your
answer?
Compare and Contrast how A feels about B after different events in the
passage.
Sample DE Questions:
 How are __(character) and __(character)__ different?
 How is __(character’s)_ reaction different from her/his reaction to
__________?
Example Questions :
 Compare what the twins’ friends say about the machine on page 336. Cite evidence
from the text to support your answer.
Focus Standard: LAFS.5.RL.1.1 (Literature 1)
Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text
What does this look like?
 Students select words or phrases from the text to answer questions using explicit
information in the text as support.
 Students select an inference from choices and then words or phrases that support the
inference.
 Students select quotes directly from the text that support an answer.
Terms to Teach
Quote, Inference, Cite
Sample FSA Questions:
According to the passage, what made the garden look ________?
Select two phrases from the passage that show that the main character is
__________________.
Which sentence shows that the character feels uneasy about
____________?
How does the character feel about his father’s return? What phrase
supports your answer?
Example Questions :
 What does Domingo say at the bottom of page 341? What do you think it is that he
knew?
 What happens on page 338 that foreshadows how things will turn out?
 Why do you think the twins won’t tell how the machine works?
30
Week 11
Focus Standard: LAFS.5.RL.1.1 (Literature 1)
Sample DE Questions:
 Which sentence from the story best shows the character has ______ ?
Terms to Teach
Inference, Quote, Cite
Focus Standard: LAFS.5.RL.2.5 (Literature 5)
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story, drama or poem.
What does this look like?
 Students select words or phrases from the text that contribute to the overall meaning
or structure.
 Students select how each of two chapters, scenes or stanzas contribute to structure of
meaning.
 Students select how these chapters, scenes or stanzas work together.
Terms to Teach
Stanza, Scene
Sample FSA Questions:
How do paragraphs___ and___ contribute to the overall development of the
main character? Select details that support your answer.
How do the events in paragraphs ____ contribute to the reader’s
understanding o f Character A’s feelings towards Character B?
Sample DE Questions:
 Look at the chart. Which sentence belongs in the box?
 How does this stanza contribute the meaning of the poem?
Example Questions :
 Identify the point at in the drama’s plot that Domingo enters and why they think the
author chose that point.
Teacher Created Questions
31
Week 12
Textbook Resources:
Leonardo’s Horse
Focus Standard: LAFS.5.RI.1.4 (Informational Text 4)
Determine the meaning of general academic and domain-specific words and phrases in a
text relevant to a grade 5 topic or subject area.
What does this look like?
 Select the word or phrase from the paragraph that help the reader understand the
meaning of the word __________.
 What does the phrase ____ mean? Select the phrases from the text that reveal the
meaning of _________.
 What does the phrase _____ suggest about the astronauts’ trip?
Terms to Teach
Context Clues
Leveled Readers:
Teacher Selected:
Meet the Artists, The Italian Renaissance & Its
Artists, Art’s Inspirations, The Renaissance
Example FSA Questions:
Choose the correct meaning of the word __________ as the author used it
in the passage.
Select the words from the passage that help the reader understand what
____________ means.
What does the author mean by the phrase ___________?
How does the author illustrate this phrase in the passage?
What does _______ mean as it is used in the passage?
What does the author suggest by the phrase _____________?
Sample Questions :
 What does the word resumed mean? How could you finish the following sentence?
After lunch, we resumed ____.
Sample DE Questions:
 What two meanings are used in this sentence?
 Which words have the same meaning?
 What does ___ mean in the sentence above?
Focus Standard: LAFS.5.L.3.4 (Language 4b)
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning
of the word.
What does this look like?
 Students select words or phrases from the text that show the meaning of words used
in the text.
 Students select the meaning of a word that has multiple meanings.
 Students select one or more examples of figurative language and to select the correct
explanation of their meaning.
 One or more texts.
Terms to Teach
Root, Prefix, Suffix, Affixes
Sample FSA Questions:
Select the word or phrase from the paragraph that help the reader
understand the meaning of the word __________.
What does the phrase ____ mean? Select the phrases from the text that
reveal the meaning of _________.
What does the phrase _____ suggest about the astronauts’ trip?
Sample DE Questions:
 What does the phrase ____ mean?
 What can the readers tell from this line?
 What does the author mean when he/she says ____?
 Which word is used in the sentence in the same way as the story?
 What does this word mean from the passage?
Which sentence best support the author’s description?
32
Week 12
Focus Standard: LAFS.5.RI.3.8 (Informational Text 8)
Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support with point(s).
What does this look like?
 Students select words or phrases from a text that are used to support a particular
point.
 Students give a correct explanation of how the author uses evidence to support a
particular point and selects words or phrases from the text that are used as support.
 Students select multiple explicit or implicit details that support a text.
 Students explain which reasons or evidence support a particular point in the text.
Terms to Teach
Evidence, Support, Cite
Focus Standard: LAFS.5.L.3.4 (Language 4a)
Example Questions :
 Use the word sculp to determine the meaning of the word sculptor on p.376.
 Use the Greek roots astr (star), ician (specialist in), arch (chief), and tect (builder) on
the board. Ask students to use the roots to help clarify the meanings of architect,
musician, and astronomer.
Sample FSA Questions:
What evidence does the author use to support the idea that students should
be required to ____________?
Describe the reasons the author provides to support the idea that students
should not be required to ____________. Use at least two details from the
text in your response. Select a phrase or a sentence from each viewpoint to
support your answer.
Sample DE Questions:
 What is the purpose of the chart?
 How does the author support their opinion?
 What information supports the idea ______?
Example Questions :
 Why did the author being by showing what young Leonardo was like? Why is this
effective?
 An optimist tends to look on the bright side of things, a pessimist on the bad side of
things. Which was Leonardo? Use evidence from the text to support your answer.
Teacher Created Questions
33
Week 13
Textbook Resources:
The Dinos of Waterhouse
Hawkins
Focus Standard: LAFS.5.RI.2.5 (Informational Text 5)
Compare and contrast the overall structure (e.g. chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts.
What does this look like?
 Students select a similarity or difference between the structure of two or more texts.
 Students select words or phrases that show the difference or similarity between two
texts.
 Students select details that are evidence of similarities and differences in the
structure of two or more informational texts.
Terms to Teach
Similar, Difference
Focus Standard: LAFS.5.RI.3.8 (Informational Text 8)
Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support with point(s).
What does this look like?
 Students select words or phrases from a text that are used to support a particular
point.
 Students give a correct explanation of how the author uses evidence to support a
particular point and selects words or phrases from the text that are used as support.
 Students select multiple explicit or implicit details that support a text.
 Students explain which reasons or evidence support a particular point in the text.
Terms to Teach
Evidence, Support, Cite
Leveled Readers:
Teacher Selected:
Picturing the Past, Searching for Dinosaurs,
What’s New with Dino. Fossils? Dinosaur Time
Line
Sample FSA Questions:
What is the overall structure of Article A? What is the overall structure of
Article B?
How is the structure of Article A different than Article B?
What information in Article A helps the reader understand the overall
structure?
Sample DE Questions:
 How are both articles organized?
 How can the structure of both articles best be described?
Example Questions :
 How can you tell the text is a biography and not an autobiography? Give an example
from the text to support your answer.
 Explain which details from the Afterword support the main idea from the main text.
Sample FSA Questions:
What evidence does the author use to support the idea that students should
be required to ____________?
Describe the reasons the author provides to support the idea that students
should not be required to ____________. Use at least two details from the
text in your response. Select a phrase or a sentence from each viewpoint to
support your answer.
Sample DE Questions:
 What is the purpose of the chart?
 How does the author support their opinion?
 What information supports the idea ______?
Example Questions :
 How does the author use facts to show the impact of the grand opening on the
public? Support your answer with examples from the text.
 What details in the Afterword support the main idea of the main text?
34
Week 13
Focus Standard: LAFS.5.L.3.5 (Language 5)
Demonstrate an understanding of figurative language, word relationships and nuances in
word meanings. (c) Use the relationship between particular words (e.g., synonyms,
antonyms, homographs) to better understand each of the words.
What does this look like?
 Students select words or phrases from the text that show the meaning of words used
in the text.
 Students select the meaning of the word or phrase and select words or phrases in the
text that support the correct meaning.
 Students select one or more examples of figurative language and to select the correct
explanation of their meaning.
 Select the correct meaning as used in the text of a word that has multiple meanings.
 Select the correct use of figurative language or to recognize the nuances in word
meaning.
Sample FSA Questions:
Determine the meaning of words or phrases where the meaning is explicitly
stated in the text.
Determine the meaning of words or phrases by using context clues.
Determine the correct meaning of words or phrases that use figurative
language or nuances in word meaning, including similes and metaphors.
Sample DE Questions:




Which word establishes the mood?
Why does the author compare ___ to ___?
What mood is created?
How does the author create a ____ mood?
Example Questions :
 On pg 408, what does the author mean by this literacy language: “The next months
passed by in concrete, stone, and in iron”?
Terms to Teach
Homographs, Figurative Language, Simile, Metaphor
Teacher Created Questions
35
Week 14
Textbook Resources:
Mahalia Jackson
Focus Standard: LAFS.5.L.3.5 (Language 5)
Demonstrate an understanding of figurative language, word relationships and nuances in
word meanings. (c) Use the relationship between particular words (e.g., synonyms,
antonyms, homographs) to better understand each of the words.
What does this look like?
 Students select words or phrases from the text that show the meaning of words used
in the text.
 Students select the meaning of the word or phrase and select words or phrases in the
text that support the correct meaning.
 Students select one or more examples of figurative language and to select the correct
explanation of their meaning.
 Select the correct meaning as used in the text of a word that has multiple meanings.
 Select the correct use of figurative language or to recognize the nuances in word
meaning.
Terms to Teach
Homographs, Figurative Language, Simile, Metaphor
Focus Standard: LAFS.5.RI.1.2 (Informational Text 2)
Determine two or more main ideas of a text and explain how they are supported by key
details; summarize the text.
What does this look like?
 Students select words or phrases from the text that explicitly state the main ideas of
the text.
 Students select words or phrases from the text that provide explicit support for the
main ideas.
 Students select the correct summary.
Terms to Teach
Summary, Main Idea
Leveled Readers:
Teacher Selected:
Music Legends, Blues Legends, The Blues
Evolution, Willie Dixon’s Blues
Sample FSA Questions:
Determine the meaning of words or phrases where the meaning is explicitly
stated in the text.
Determine the meaning of words or phrases by using context clues.
Determine the correct meaning of words or phrases that use figurative
language or nuances in word meaning, including similes and metaphors.
Sample DE Questions:




Which word establishes the mood?
Why does the author compare ___ to ___?
What mood is created?
How does the author create a ____ mood?
Example Questions :
 What does the author compare owning a slave to? Tell where in the text you found
that answer.
 Read and think through the figurative language on pg.433, “buried in sorrow as white
as fog,” Does the work literally make the worker’s “heart burn”?
Sample FSA Questions:
What are the two main ideas presented in the article?
Select two details from the text that support these ideas.
What sentence best summarizes the article?
Example Questions :
 Read pg.436 and summarize the main idea.
 Using what you learned in this selection, explain how music inspires others.
Sample DE Questions:
 What information supports the idea ______?
 Which detail from the encyclopedia support the conclusion that ____?
 What lesson can be learned from this poem?
 What sentence best summarizes the article?
 Based on the graph, what is a reasonable conclusion?
36
Week 14
Focus Standard: LAFS.5.RI.3.8 (Informational Text 8)
Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support with point(s).
What does this look like?
 Students select words or phrases from a text that are used to support a particular
point.
 Students give a correct explanation of how the author uses evidence to support a
particular point and selects words or phrases from the text that are used as support.
 Students select multiple explicit or implicit details that support a text.
 Students explain which reasons or evidence support a particular point in the text.
Terms to Teach
Evidence, Support, Cite
Sample FSA Questions:
What evidence does the author use to support the idea that students should
be required to ____________?
Describe the reasons the author provides to support the idea that students
should not be required to ____________. Use at least two details from the
text in your response. Select a phrase or a sentence from each viewpoint to
support your answer.
Sample DE Questions:
 What is the purpose of the chart?
 How does the author support their opinion?
 What information supports the idea ______?
Example Questions :
 On page 436 the author writes that Jackson was the most famous gospel singer in the
world. Use text evidence and explain whether the author’s opinion is well supported.
 Describe how the author describes slavery using words and phrases from pg.433
Teacher Created Questions
37
Week 15
Textbook Resources:
Special Effects in Film and
Television
Focus Standard: LAFS.5.RI.3.7 (Informational Text 7)
Draw on information from multiple print or digital sources, demonstrating the ability to
locate an answer to a question or quickly or to solve a problem efficiently.
What does this look like?
 Students draw on information from multiple sources in order to answer questions or
to solve problems.
 Students determine a speaker’s claim and select the evidence that the speaker uses to
support the claim.
 Students select the correct summary of an audio or media presentation.
Terms to Teach
Evidence, Support
Leveled Readers:
Teacher Selected:
Movie Magic, Very Special Effects, Special Effects
in Hollywood, Virtual Actors on the Screen
Sample FSA Questions:
Which sentence best summaries the presentation?
Select the statement that best describes the speaker’s claim.
Select the evidence that the speaker uses to support the claim.
Sample DE Questions:
 The article "Aqueducts" and the picture that goes with it both suggest
that aqueduct systems __________
 The maps show that the gray wolf population __________
Example Questions :
 Use the graphic sources on page 457 to contrast the concept and prototype models.
Explain why a prototype model is needed using evidence from the text.
 (pg.470) Based on what you’ve read so far, what are the steps in using a search
engine to find information on the internet?
Focus Standard: LAFS.5.RI.3.9 (Informational Text 9)
Sample FSA Questions:
Explain how an author uses reasons and evidence to support particular points in a text,
including which reasons and evidence support which point(s).
What does this look like?
 Students select multiple explicit or implicit details that support a particular point in
the text.
 Student select the correct explanation of how the author uses evidence to support
points in a text.
 Students explains which reasons or evidence support a point in the text.
Terms to Teach
Evidence, Support
What evidence does the author use to support the idea that students should
be required to ____?
Describe the reasons the author provides to support the that ______. Use at
least two details.
How does the author use similar evidence to support opposing viewpoints in
the text?
Select a phrase or sentence from each viewpoint to support your answer.
Sample DE Questions:
 Based on the information in both "Magma Eruptions" and "Volcanoes,"
which of the following is most likely true?
 Based on information in both articles, what can be concluded?
Example Questions :
 How did the read aloud “The Making of the Lord of the Rings” prepare you for
reading this selection?
38
Week 15
Focus Standard: LAFS.5.RI.1.1 (Informational Text 1)
Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
What does this look like?
 Students select words or phrases from the text to answer questions using explicit
information in the text as support.
 Students select an inference and then selects words or phrases from the text to
support their answers.
Terms to Teach
Detail, Inference, Cite
Sample DE Questions:
 What is probably the reason that __________?
 What will (character) most likely do the next day?
Example FSA Questions:
What is the primary reason schools are offering ______________?
Which sentence from the text shows that parents would most likely agree
with the idea that it is better for students to complete a/an ____?
How would student __________most likely want to spend his time?
Which sentence best supports your answer?
Based on the text, how do most parents feel about ___________? Which
sentence best supports your answer in Part A?
Sample Questions :
 How are the technicians able to correctly reassemble the model? On what page does
the author include this information?
 Use Step 1 on pg.457 and explain how it helps you gain an understanding of the text.
 Do you think plastic foam is a good material for the model’s base? Why or why not?
 What is the author’s purpose on page 461? Evaluate how well the author has
achieved his purpose, citing specifics from the text.
Teacher Created Questions
39
Week 16
Textbook Resources:
Weslandia
Focus Standard: LAFS.5.RL.3.7 (Literature 7)
Leveled Readers:
Teacher Selected:
Moving to the United States, Journey to the New
World, Cheaper, Better, Faster, The Anasazi: The
Ancient Builders
Sample FSA Questions:
How does the picture of the ___ support the author’s message?
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of Explain how the image of the __ helps convey the meaning of the passage.
a text.
What does this look like?
 Students select details from the text that demonstrate the contribution of visual and
multimedia elements.
 Students determine the overall tone of meaning of the text and selects the correct
explanation of how the visual element contributes to the tone.
 Students explain how the visual elements contribute to the message, tone or beauty.
Terms to Teach
Tone, Message, Illustration, Multimedia
Focus Standard: LAFS.5.RL.1.3 (Literature 3)
Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact).
What does this look like?
 Students compare and contrast two or more characters, settings or events by placing
descriptions, details or analyses into a graphic organizer.
 Students select words or phrases from the test that support similarities/differences
between characters, settings, or events.
 Students select details that support similarities and/or differences between
characters, settings, or events.
Terms to Teach
Setting, Compare/Contrast, Characters
What is the tone of the passage? How does the picture help convey this?
What sentence best summarizes the presentation?
Sample DE Questions:
 The picture in the story helps readers by __________.
 The illustration reflects the attitude of which character?
Example Questions :
 How do the story’s illustrations help you draw conclusions about how Wesley’s
relationship with his classmates has changed?
Sample FSA Questions:
How do Character A and C respond when Character B admits to the class
that her family does not a ____?
Character B admits to the class that her family does not own a __. How are
the responses of Character A & C similar? Which sentences support your
answer?
Compare and Contrast how A feels about B after different events in the
passage.
Sample DE Questions:
 How are __(character) and __(character)__ different?
 How is __(character’s)_ reaction different from her/his reaction to
__________?
Example Questions :
 What caused the seeds to take root so easily (pg.30)? Cite evidence from the text.
 What does Wesley find interesting about his school day? On what page do you find
clues to help you answer this question?
40
Week 16
Focus Standard: LAFS.5.RL.1.1 (Literature 1)
Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text
What does this look like?
 Students select words or phrases from the text to answer questions using explicit
information in the text as support.
 Students select an inference from choices and then words or phrases that support the
inference.
 Students select quotes directly from the text that support an answer.
Terms to Teach
Quote, Inference
Sample FSA Questions:
According to the passage, what made the garden look ________?
Select two phrases from the passage that show that the main character is
__________________.
Which sentence shows that the character feels uneasy about
____________?
How does the character feel about his father’s return? What phrase
supports your answer?
Example Questions :
 What conclusion can you draw from about Wesley’s plan from the information on
the bottom of page 31?
 What caused the seeds to take root so easily? Cite evidence from the text.
 What can you infer from reading pages 32 & 33?
 On what page does Wesley’s relationship with his schoolmates begin to change? How
does it change?
Teacher Created Questions
41
Week 17
Textbook Resources:
Tripping Over the Lunch Lady
Focus Standard: LAFS.5.RL.1.6 (Literature 6)
Describe how a narrator's or speaker’s point of view influences how events are described.
What does this look like?
 Students select words or phrases from the text that demonstrate the influence of
point of view.
 Students select the narrator’s point of view and select a correct explanation of how
point of view influences the description of events.
 May ask students more than just the speaker or narrator’s point of view.
 Determine how point of view influences the description of events.
 Explain how the narrator’s point of view affects how events are described using
details from the text.
 Determine which details from the test demonstrate the impact of point of view.
Terms to Teach
Point of View, Narrator
Focus Standard: LAFS.5.L.3.4 (Language 4a)
Use context (cause/effect, comparisons) as a clue to the meaning of a word or
phrase.
What does this look like?
 Students select words or phrases from the text that show the meaning of words used
in the text.
 Students select the meaning of a word that has multiple meanings.
 Students select one or more examples of figurative language and to select the correct
explanation of their meaning.
 One or more texts.
Terms to Teach
Root, Prefix, Suffix, Affixes
Leveled Readers:
Teacher Selected:
Curing the Klutzies, Wilma Rudolph, Operation
Inspiration, Strength of Spirit
Sample FSA Questions:
 What does the reader know about the main character because the story is told from his
point of view?
 From whose perspective is the story told? How does this affect what the reader knows
about the personality of Character B?
 How does the narrator of the story help the reader understand Character B’s
personality? Select the details from the text that support your response.
Example Questions :
 Why does Jinx only eat saltines on gym days?
 Summarize things about Jinx. Draw conclusions about Jinx’s actions.
 Why does Mr. Deimeister think Jinx missed the square dancing class? Cite evidence
from the text to support your answer.
Sample DE Questions:
 What best describe the author’s view?
 How does the narrator's connection with Rab affect the way events are described in
this story?
Sample FSA Questions:
Select the word or phrase from the paragraph that help the reader
understand the meaning of the word __________.
What does the phrase ____ mean? Select the phrases from the text that
reveal the meaning of _________.
Sample DE Questions:
 What does the phrase ____ mean?
 What can the readers tell from this line?
 What does the author mean when he/she says ____?
 Which word is used in the sentence in the same way as the story?
 What does this word mean from the passage?
Which sentence best support the author’s description?
42
Week 17
Focus Standard: LAFS.5.L.3.4 (Language 4a)
Example Questions :
 What is the meaning of the word substitute in paragraph 1 on page 64? How could you figure it out?
 Use context clues to determine the meaning of the word campaign on page 60, paragraph 10.
 What clues words or phrases help you figure out the meaning of promenading?
Focus Standard: LAFS.5.RL.1.2 (Literature 2)
Determine the theme of a story, drama or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects
upon a topic; summarize the topic.
What does this look like?
 Students select words or phrases from the text that explicitly state the theme of the
passage.
 Students select words that support the theme from a text.
 Students select sentences from the text that represent key events that should in
included in a summary.
 Students select a summary of a text.
 Students state the theme of a passage and a detail from the text.
Terms to Teach
Theme, Detail, Summary, Support
Sample FSA Questions:
Select the details that support the theme of the text.
What does this passage suggest about ___________________?
How does the main character respond to ______________________?
What does the character’s response reveal about the relationship?
What does this passage suggest about __________________?
Use details to support your response.
 Which statement correctly summarizes this passage?
Sample DE Questions:
 What sentence best summarizes the article?
 Readers can assume that __________________.
Example Questions :
 Based on what you have read so far, what generalizations can you make about Jinx?
 Make a generalization about the people around Jinx using evidence to support your
generalization.
 Do you think Jinx will give up square dancing now that she’s been hurt? How do you
know?
Teacher Created Questions
43
Week 18
Textbook Resources:
Exploding Ants
Focus Standard: LAFS.5.RI.1.3 (Informational Text 3)
Leveled Readers:
Teacher Selected:
Amazing Ants, Changing for Survival, Can
Humans Make a Home in Outer Space, Masters
of Disguise
Sample FSA Questions:
Which events from the ____________ childhood influenced their success?
Explain the relationships or interactions between two or more individuals, events, ideas, or The author of Article A states that _____ was inspired by others, just as
concepts in a historical, scientific, or technical text based on specific information in the text.
________.
What does this look like?
 Students select words or phrases from a text that demonstrate the interaction or
relationship between details.
 Students select an explanation of how details interact/relate and to select words or
phrases from the text to demonstrate this interaction/relationship.
Terms to Teach
Details, Relationship
Focus Standard: LAFS.5.RI.3.7 (Informational Text 7)
Draw on information from multiple print or digital sources, demonstrating the ability to
locate an answer to a question or quickly or to solve a problem efficiently.
What does this look like?
 Students draw on information from multiple sources in order to answer questions or
to solve problems.
 Students determine a speaker’s claim and select the evidence that the speaker uses to
support the claim.
 Students select the correct summary of an audio or media presentation.
Example Questions :
 What can you infer about the snake’s adaptive abilities from the illustration on page
93?
 What information do the illustrations provide on page 93?
Which details from the texts reveal who or what inspired _____?
Explain how ____’s ability to bounce back from setbacks influenced his life.
Use at least two details from the text in your response.
Sample DE Questions:
 What effect does ____ have on the character?
 What was the turning point for the character?
 What comparison can be made between the two characters?
 What is one way the character and the narrator feel different?
Example Questions:
 Based on what you have read, what logical connection can you make between the
ideas of adapting and the idea of survival?
 How successful is the adaption of the solider ant? How do you know?
Sample FSA Questions:
Which sentence best summaries the presentation?
Select the statement that best describes the speaker’s claim.
Select the evidence that the speaker uses to support the claim.
Sample DE Questions:
 The article "Aqueducts" and the picture that goes with it both suggest
that aqueduct systems __________
 The maps show that the gray wolf population __________
Terms to Teach
Evidence, Support
44
Week 18
Focus Standard: LAFS.5.RI.1.4 (Informational Text 4)
Determine the meaning of general academic and domain-specific words and phrases in a
text relevant to a grade 5 topic or subject area.
What does this look like?
 Select the word or phrase from the paragraph that help the reader understand the
meaning of the word __________.
 What does the phrase ____ mean? Select the phrases from the text that reveal the
meaning of _________.
 What does the phrase _____ suggest about the astronauts’ trip?
Terms to Teach
Context Clues
Example FSA Questions:
Choose the correct meaning of the word __________ as the author used it
in the passage.
Select the words from the passage that help the reader understand what
____________ means.
What does the author mean by the phrase ___________?
How does the author illustrate this phrase in the passage?
What does _______ mean as it is used in the passage?
What does the author suggest by the phrase _____________?
Sample Questions :
 What phrase on page 90 shares similar meaning with the phrase chucked up on page
91?
Sample DE Questions:
 What two meanings are used in this sentence?
 Which words have the same meaning?
 What does ___ mean in the sentence above?
Focus Standard: LAFS.5.RI.1.1 (Informational Text 1)
Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
What does this look like?
 Students select words or phrases from the text to answer questions using explicit
information in the text as support.
 Students select an inference and then selects words or phrases from the text to
support their answers.
Terms to Teach
Detail, Inference, Cite
Example FSA Questions:
What is the primary reason schools are offering ______________?
Which sentence from the text shows that parents would most likely agree
with the idea that it is better for students to complete a/an ____?
How would student __________most likely want to spend his time?
Which sentence best supports your answer?
Based on the text, how do most parents feel about ___________? Which
sentence best supports your answer in Part A?
Sample Questions :
 What details does the author provide about the quantity of food a barn owl eats?
How do these details help the author achieve their purpose?
 Why did the author include the photos on page 90 & 91?
Sample DE Questions:
 What is probably the reason that __________?
 What will (character) most likely do the next day?
45
Week 19
Textbook Resources:
The Stormi Giovanni Club
Focus Standard: LAFS.5.RL.2.5 (Literature 5)
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story, drama or poem.
What does this look like?
 Students select words or phrases from the text that contribute to the overall meaning
or structure.
 Students select how each of two chapters, scenes or stanzas contribute to structure of
meaning.
 Students select how these chapters, scenes or stanzas work together.
Terms to Teach
Stanza, Scene
Focus Standard: LAFS.5.RL.1.2 (Literature 2)
Determine the theme of a story, drama or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects
upon a topic; summarize the topic.
What does this look like?
 Students select words or phrases from the text that explicitly state the theme of the
passage.
 Students select words that support the theme from a text.
 Students select sentences from the text that represent key events that should in
included in a summary.
 Students select a summary of a text.
 Students state the theme of a passage and a detail from the text.
Terms to Teach
Theme, Detail, Summary, Support
Leveled Readers:
Teacher Selected:
Making New Friends, The New Kid at School, In
This New Place, Nathaniel Comes to Town
Sample FSA Questions:
How do paragraphs___ and___ contribute to the overall development of the
main character? Select details that support your answer.
How do the events in paragraphs ____ contribute to the reader’s
understanding o f Character A’s feelings towards Character B?
Sample DE Questions:
 Look at the chart. Which sentence belongs in the box?
 How does this stanza contribute the meaning of the poem?
Example Questions :
 How are the stage directions different from dialogue? How can you identify stage
directions? What stage directions do you see on page 112-113?
 What details/events help move the story forward? Which help you understand the
problem?
 Summarize the climax of the play using details from the text.
Sample FSA Questions:
Select the details that support the theme of the text.
What does this passage suggest about ___________________?
How does the main character respond to ______________________?
What does the character’s response reveal about the relationship?
What does this passage suggest about __________________?
Use details to support your response.
 Which statement correctly summarizes this passage?
Sample DE Questions:
 What sentence best summarizes the article?
 Readers can assume that __________________.
Example Questions :
 Using what you learned in this selection, tell how people adapt to new places.
 Describe the setting on page 113. What can you infer about Stormi’s life based on the
setting?
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Week 19
Focus Standard: LAFS.5.L.3.5 (Language 5b)
Recognize and explain the meaning of common idioms, adages, and proverbs.
What does this look like?
 Students select words or phrases from the text that show the meaning of words used
in the text.
 Students select the meaning of the word or phrase and select words or phrases in the
text that support the correct meaning.
 Students select one or more examples of figurative language and to select the correct
explanation of their meaning.
 Select the correct meaning as used in the text of a word that has multiple meanings.
 Select the correct use of figurative language or to recognize the nuances in word
meaning.
Sample FSA Questions:
Determine the meaning of words or phrases where the meaning is explicitly
stated in the text.
Determine the meaning of words or phrases by using context clues.
Determine the correct meaning of words or phrases that use figurative
language or nuances in word meaning, including similes and metaphors.
Sample DE Questions:
 Why does the author compare ___ to ___?
 What does the author mean by ________?
 Which sentence has the same meaning as___?
Example Questions :
 What does Stormi mean when she says she “got off topic”?
Terms to Teach
Idiom, Adages, Proverb
Teacher Created Questions
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Week 20
Textbook Resources:
The Gymnast
Focus Standard: LAFS.5.RI.1.1 (Informational Text 1)
Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
What does this look like?
 Students select words or phrases from the text to answer questions using explicit
information in the text as support.
 Students select an inference and then selects words or phrases from the text to
support their answers.
Terms to Teach
Detail, Inference, Cite
Sample DE Questions:
 What is probably the reason that __________?
 What will (character) most likely do the next day?
Focus Standard: LAFS.5.L.3.4 (Language 4b,a)
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning
of the word. Use context (cause/effect, comparisons) as a clue to the meaning of a
word or phrase.
What does this look like?
 Students select words or phrases from the text that show the meaning of words used
in the text.
 Students select the meaning of a word that has multiple meanings.
 Students select one or more examples of figurative language and to select the correct
explanation of their meaning.
 One or more texts.
Terms to Teach
Root, Prefix, Suffix, Affixes
Leveled Readers:
Teacher Selected:
Becoming a Gymnast, Strange Sports with Weird
Gear, Fast as Lighning, What Makes Great
Athletes?
Example FSA Questions:
What is the primary reason schools are offering ______________?
Which sentence from the text shows that parents would most likely agree
with the idea that it is better for students to complete a/an ____?
How would student __________most likely want to spend his time?
Which sentence best supports your answer?
Based on the text, how do most parents feel about ___________? Which
sentence best supports your answer in Part A?
Sample Questions :
 What details does in the text on page 144 explain how Gary feels about his cousin’s
skill?
 Which details on pg. 144 help you form a mental picture of the scene?
 What details tell you Isaac is conceited?
 What conclusion can you draw about whether the author has a natural talent for
gymnastics? Which details support this conclusion?
Sample FSA Questions:
Select the word or phrase from the paragraph that help the reader
understand the meaning of the word __________.
What does the phrase ____ mean? Select the phrases from the text that
reveal the meaning of _________.
What does the phrase _____ suggest about the astronauts’ trip?
Sample DE Questions:
 What does the phrase ____ mean?
 What can the readers tell from this line?
 What does the author mean when he/she says ____?
 Which word is used in the sentence in the same way as the story?
 What does this word mean from the passage?
Which sentence best support the author’s description?
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Focus Standard: LAFS.5.L.3.4 (Language 4b)
Week 10
Focus Standard: LAFS.5.RI.1.3 (Informational Text 3)
Sample Questions :
 What is the base word of bluish? What suffix has been added to the base word?
 What is a cartwheel? How can a cartwheel be spindly?
Sample FSA Questions:
Which events from the ____________ childhood influenced their success?
Explain the relationships or interactions between two or more individuals, events, ideas, or The author of Article A states that _____ was inspired by others, just as
concepts in a historical, scientific, or technical text based on specific information in the text.
________.
What does this look like?
 Students select words or phrases from a text that demonstrate the interaction or
relationship between details.
 Students select an explanation of how details interact/relate and to select words or
phrases from the text to demonstrate this interaction/relationship.
Terms to Teach
Details, Relationship
Which details from the texts reveal who or what inspired _____?
Explain how ____’s ability to bounce back from setbacks influenced his life.
Use at least two details from the text in your response.
Sample DE Questions:
 What effect does ____ have on the character?
 What was the turning point for the character?
 What comparison can be made between the two characters?
 What is one way the character and the narrator feel different?
Example Questions:
 Reread pg.144. How does Gary feel about his cousin’s skills?
 How does Gary feel about Isaac’s equipment? What details tell you this?
Teacher Created Questions
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