Common Core edition New York CCLS 5 - …

1 5 New York CCLSI nstructionTeacher Resource BookEnglish Language ArtsCommon core editionTable of ContentsReady New York CCLS Program Overview A6 Supporting the Implementation of the Common core A7 Answering the Demands of the Common core with Ready A8 Common core Learning Standards Approach to Text Complexity A9 Using Ready New York CCLS A10 Teaching with Ready New York CCLS Instruction A12 Connecting with the Ready Toolbox A14 Using i-Ready Diagnostic with Ready New York CCLS A16 Features of Ready New York CCLS Instruction A18 Supporting Research A28 Correlation ChartsCommon core Learning Standards Coverage by Ready Instruction A31 Interim Assessment Answer Keys and Correlations A35 Lesson Plans (with Answers)Unit 1: Key Ideas and Details in Informational TextLesson 1: Finding Main Ideas and Details 1 CCSS Focus - Additional Standards - , 3, 4, 5, 8, 9; , 3, 4, 7; , 4; , , , 2: Summarizing Informational Texts 10 CCSS Focus - Additional Standards - , 3, 4, 6, 7, 9; , 7; , 2, 4; , , , , 3: Using Details to Support Inferences 19 CCSS Focus - Additional Standards - , 2, 3, 4, 6; , 7, ; , 4, 5; , , , 4: Exploring Relationships in Texts 28 CCSS Focus - Additional Standards - , 2, 4, 8; , 3, 4, 7; , 2, 4; , , , 5 Unit 1 Interim Assessment 37 Ready New York CCLS Curriculum Associates LLC 800-225-0248 Unit 2: Key Ideas and Details in LiteratureLesson 5: Comparing and Contrasting Characters in Drama 40 CCSS Focus - Additional Standards - , 2, 4, 6, 7, 11; , 3, 5, 7; , 2, 4; , , , 6: Comparing and Contrasting Settings and Events 49 CCSS Focus - Additional Standards - , 2, 4, 6, 7, ; , 3, 4, 7; , 2, 4.

2 , , , , 7: Finding the Theme of a Story or Drama 58 CCSS Focus - Additional Standards - , 2, 3, 4, 6, 7, 9, 11; , 7; , 4, 6; , , , 8: Finding the Theme of a Poem 67 CCSS Focus - Additional Standards - , 4, 5, 7, 9; , 7; , 4; , , 9: Summarizing Literary Texts 76 CCSS Focus - Additional Standards - , 3, 4, 5, 6, ; , 7, 8; , 2, 4, 5; , , , , 10: Using Details to Support Inferences in Literary Texts 85 CCSS Focus - Additional Standards - , 3, 4, 6, 7; , 3, 4, 5, 7; , 4; , , 2 Interim Assessment 94 Unit 3: Craft and Structure in Informational TextLesson 11: Unfamiliar Words 97 CCSS Focus - Additional Standards - , 2, 3, 5, 8; , 3, 7; , 2, 3, 5; , 3, , 4, 12: Comparing Text Structures, Part 1: Chronology, Problem/Solution 106 CCSS Focus - Additional Standards - , 2, 3, 4; , 7; , 2, 4; , , 4, , 13: Comparing Text Structures, Part 2: Cause/Effect, Compare/Contrast 117 CCSS Focus - Additional Standards - , 2, 3, 4, 6, 8, 9; , 7; , 4; , , , 4, 14: Analyzing Accounts of the Same Topic 128 CCSS Focus - Additional Standards - , 2, 3, 4, 9; , 8; , , 2, 4, 5; , , , , , 3 Interim Assessment 139 Unit 4: Craft and Structure in LiteratureLesson 15: Language and Meaning 142 CCSS Focus - Additional Standards - , 2, 3, 5, 6, 7, ; , 7, 10, 11; , 4, 5; , , 4, 16: Understanding Literary Structure 151 CCSS Focus - Additional Standards - , 2, 3, 4, 6; , 8, ; , , , 4, 5; , , 2, 4 Lesson 17: Point of View 160 CCSS Focus - Additional Standards - , 4, 5, 6, ; , 4, , 7, 8, 10, ; , , , 4, 5.

3 , 4, 5, 4 Interim Assessment 169 Ready New York CCLS Curriculum Associates LLC 800-225-0248 Additional Lessons for New York CCLS English Language ArtsLesson 23: Mechanics 229 CCLS Focus - , 2 Additional Standards - 24: Responding to Texts 236 CCLS Focus - , 9 Additional Standards - ; , 8; , 2, 3 Lesson 25: Compare and Contrast 243 CCLS Focus - ; Additional Standards - , 8, 9; , 2, 3 Lesson 26: Listening 251 CCLS Focus - , 3 Additional Standards - , 5: Integration of Knowledge and Ideas in Informational TextLesson 18: Finding Information from Multiple Sources 172 CCSS Focus - Additional Standards - , 2, 3, 4, 9; , 4, 7, 8; , 2, 4, 5; , , , 4, , 19: Understanding Supporting Evidence 183 CCSS Focus - Additional Standards - , 2, 3, 4, 9; , 4, 8; , 2, 4, 5; , , 4, , , 20: Using Multiple Sources for Writing and Speaking 192 CCSS Focus - Additional Standards - , 2, 3, 4, 5, 7, 9; , 7, 8; , 3, 4, 5; , , , , 5 Interim Assessment 203 Unit 6: Integration of Knowledge and Ideas in LiteratureLesson 21: Analyzing Visual Elements in Literary Texts 206 CCSS Focus - Additional Standards - , 2, 3, 5, 6, 7, ; , 5, 7; , 4, 5; , 4, , 22: Comparing and Contrasting Stories in the Same Genre 215 CCSS Focus - Additional Standards - , 3, 6; , 7; , 2, 4, 5; , 4, , , , 6 Interim Assessment 226 Ready New York CCLS Curriculum Associates LLC 800-225-0248 Curriculum Associates, LLC Copying is not objectives Use details from a text along with personal knowledge to make inferences about the text.

4 Quote accurately from a text when drawing inferences about the Learning Progression Grade 4: CCLS requires students to refer to details and examples in the text to support their inferences. Grade 5: CCLS builds on the Grade 4 standard by requiring students to not only refer to the text but also to quote accurately from it when making inferences. This helps to prepare students for the analysis required at Grade 6. Grade 6: CCLS requires citing textual evidence to support analysis of a text, not just skiLLs Identify main idea. Identify supporting details. Understand that some information in a text is not directly stated. Use supporting details and examples to make inferences. Refer to details and examples from a text when making students Prior knowLedge Tell students that they will be working on a lesson about making informed guesses. Remind them that informed guesses are often called inferences.

5 First, ask students what they would think if they walked into a kitchen and smelled something sweet. (Someone was baking cookies or a cake.) Point out that no one told them that someone was baking. They used clues and their own experience to figure it out. Next, ask students what they can do when they need to figure out something in a text the author does not state directly. (Use clues and what you already know.) Ask students if they know what it means to quote from a text. (Copy a part of the text exactly and put quotation marks around it.) Quote a text by writing a sentence from a text students have recently read and then placing quotation marks around it. Point out that quoting directly from a text is a powerful way to offer evidence when supporting an Prerequisite Skills LessonsTools for Instruction Interactive Tutorialsusing details to support inferencesLesson Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the suPPort: ; ; ; ; ; ; ; ; ; ; ; ; ; ; (See page A31 for full text.)

6 CcLs coverage(Student Book pages 19 26)Theme: Adventures and DiscoveryReady New York CCLS Curriculum Associates LLC 800-225-0248 Part 1: introductionLesson 3 Curriculum Associates, LLC Copying is not : Using Details to Support Inferencesat a gLanceThrough an anecdote and a humorous cartoon, students are introduced to the idea of making inferences in everyday life. They will learn this is a strategy they can use when by steP Read the first paragraph, which includes an anecdote about a two-year-old as well as the definition of an inference. Then encourage students to study the cartoon and look for clues in the picture that help them answer the question that the cartoon character asks. Tell students to draw arrows pointing to those clues in the cartoon. Explain that the chart shows the process, or strategy, of making an inference. Read the first column, and ask students to compare the clues listed there to the items they drew arrows to.

7 Then read the second column and discuss how their own knowledge of dogs helps them answer the question. Finally, review the entire strategy and discuss why the inference is correct. Ask students to share other real-life situations when they have made inferences to figure something out. Reinforce how making inferences is a valuable reading strategy by sharing an inference you made in a book you are reading. Explain how the inference helped you to better understand the book. Curriculum Associates, LLC Copying is not : Using Details to Support InferencesPart 1: introductionSuppose your 2-year-old cousin comes for a visit. You find colorful marks all over the wall and marker stains on your cousin s hands. You know toddlers get into things and make big messes. Although you didn t see your cousin draw on the walls, you can make an inference that he did. An inference is a decision made by combining what you already know with evidence, such as clues and facts.

8 Look at the illustration below and make an inference about what just didmy steak go?draw arrows pointing to the clues or facts that help you decide what happened to the the chart below to see how you can make an or Factswhat you already knowinference missing steak sleeping dog drooling, full belly. bone next to dog. Dogs like meat. Some dogs try to take their owner s dog ate the can be like solving small mysteries like these. Readers must make inferences as they read because the author usually does not state everything directly. Good readers look for plenty of clues or facts in the text to confirm that their inferences make and Discoveryusing details to support inferencesLesson 3+=ccLs : Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the texts: biography Tell students that in this lesson they will read informational texts.

9 One type of informational text is a biography, which tells the story of a person s life. Biographies usually answer the following questions: When and where was the person born? Why is the person important? What special events happened during the lifetime of the person?Based on these characteristics, ask students to name biographies they have read. Ask: Who have they read about? What did they like about the biographies? Students may be familiar with biographies about Helen Keller, Abraham Lincoln, or other famous people from the that the article Zheng He is a biography about an important Chinese explorer. It tells who he was, describes some important events of his life, and explains his importance to Chinese and world students that they will also read two other passages that are not biographies, but rather historical passages that tell about different people from history.

10 Firsts in Flight focuses on developments in flight technology and tells about important historical figures in the quest for flight. Treasures of the Tomb focuses on the discovery of King Tut s tomb in FocusReady New York CCLS Curriculum Associates LLC 800-225-0248L3: Using Details to Support Inferences Curriculum Associates, LLC Copying is not 3 Part 2: Modeled instructionat a gLanceStudents make an inference about a biography and quote from the text to support the by steP Remind students they just made an inference about a cartoon based on clues and their own knowledge. Tell students that in this lesson they will learn how to make inferences when they read. Read aloud the passage about Zheng He. (pronounced Jung Ha ) Then read the question: How does the author most likely feel about Zheng He? Now, tell students you will perform a Think Aloud to demonstrate a way of answering the Aloud: The passage doesn t say directly how the author feels about the explorer.