Grade 5 – KIPP • TRG (2024)

• Explain Text and Draw Inferences with Strongest Evidence


• Quote Text Evidence Accurately to Support Ideas

• Explain Text and Draw Inferences with Strongest Evidence


• Quote Text Evidence Accurately to Support Ideas

• Determine a Theme in a Story or Drama


• Determine Theme in a Poem


• Summarize a Text

• Determine Two or More Main Ideas


• Explain How Key Details Support Each Main Idea


• Summarize a Text

• Compare and Contrast Two or More Characters, Settings, or Events

• Explain Relationships and Interactions

• Define Words and Phrases as Used in a Text


• Interpret Figurative Language

• Define Academic and Domain-Specific Words and Phrases in Grade 5 Text

• Explain How a Series of Parts Forms an Overall Structure

• Compare and Contrast Structure in Several Texts

• Describe How Point of View Affects the Way Events Are Described

• Analyze Multiple Accounts of the Same Events/Topic

• Analyze How Visual Elements Contribute to Meaning, Tone, or Beauty

• Locate and Use Information from Multiple Sources

• Identify Which Reasons and Evidence Support Which Points

• Compare and Contrast Approach to Theme/Topic Within Text Type

• Integrate Information from Several Texts on the Same Topic

Look for clues in the text.

• nearby details


• feeling words


• tone of voice


• pictures

Think about what you already know.

• Visualize.

Choose the strongest evidence to support your ideas.

• relevant: connects to all parts of your idea


• frequent: in many parts of the text


• specific: exact and detailed

• What is happening in this part of the text?


• Why do you think the characters do and say what they do? What would these words or thoughts sound like if the character spoke them aloud?


• Make a movie in your mind that includes these details. What do the details teach you?


• What can you ask to find more details: who, what, where, why, when, how?

• What details in the text also show your idea?


• What happens in the text that is similar to your experience?

Look for important supporting details.

• quotations


• specific examples

Quote the evidence accurately.

• Use the exact words from the text.


• Put quotation marks around the words.


• Include the page number.

Look for clues in the text.

• nearby details


• text features


• visuals

Think about what you already know.

• Visualize.

Choose the strongest evidence to support your explanation:

• relevant: connects to all parts of your ideas


• precise and specific: contains quantities or detailed facts


• frequent: there are many details of the same type

• What do you want to explain about the text?


• Which of these questions can you ask to find more details: who, what, where, why, when, how?


• Why do you think the author included these details?


• Make a movie in your mind that includes these details. What do the details teach you?

• How does that evidence relate to your inference?


• Does this evidence give precise and specific information?


• Where else in the text can you find this evidence or something like it? Do you see it frequently or just once?

• What details in the text also show your idea?


• What happens in the text that is similar to your experience?

Look for important supporting details.

• quotations


• specific examples

Quote the evidence accurately.

• Use the exact words from the text.


• Put quotation marks around the words.


• Include the page number.

Find important topics.

• big challenges


• character responses


• patterns of events


• repeating problems, situations, feelings

What is the author showing about one topic?

• What does the main character learn?


• What does the reader learn?

Determine the theme.

• What is the author’s message about life beyond the text? (THEME)

• What does the character learn about the world in this situation or story? How could you use this lesson in your life?


• How do you think the author wants you to act in your life? What should you do, or not do?

Recount the poem in your own words. Interpret:

• figurative language.


• unusual word order.


• imagery.

What is an important idea or topic? Look at:

• the title.


• important words and creative language.


• important events.


• the end of the poem.

What is the author saying about this idea or topic?

• What does the poem make you think or feel?


• What is the poem’s message about life beyond the text? (THEME)

• Could this happen in real life? What else might these words mean?


• What do these words help you imagine?

• What words, ideas, or images do you see in the poem more than once?


• What would the speaker’s voice sound like reading these words aloud?


• What is the speaker saying about the world? How could you use this lesson in your life?

Recount the key story elements.

• characters and setting


• problem and solution

What is the character like before and after

Summarize the important events and details. Try this order.

Don’t include:

• minor details.


• your opinion.

• Do these details fit into the Someone Wanted But So Then frame?


• Can I understand the problem and solution if you leave out this detail?

• When did this part happen? Why?


• Tell me the main problem. Then tell me how the main character tries to solve it?

What ideas does the author want to teach us? Scan:

• headings.


• introduction and conclusion.


• topic sentences.


• visuals and text features.

Determine at least two important ideas of the entire text.

• Share examples: Topic—what the text is about, such as sports; Main Idea—what the text says, such as “basketball is a fun sport.”


• What is this text about? Tell me the topic in one or two words.


• What does the author say about this topic? Tell me in a complete sentence

• What words do you see many times on this page, or in pictures and text features throughout the text?


• Which details are most important?


• Where did you find this text detail? Does the text say this exactly?


• How does this detail support the main idea? Can you say the connection another way

Find key details that support each main idea.

• facts or explanations


• examples or anecdotes


• quotes


• events


• visual elements

How do the key details support each main idea? Do they:

• show it is true?


• give more information about it?


• explain or describe it?

• What information does the key detail give?


• What does it help you learn about?


• Which main idea does this help you understand?

• Refer to the chart in the TEACHER RESOURCE GUIDE (TBD) of different kinds of text details, e.g. examples, anecdotes, explanations.


• What about the main idea did you learn from this key detail? Did you learn an example, a story, an explanation, or a fact?


• Would you have understood the main idea without the detail? Why or why not?

Summarize the main ideas and details in an order that makes sense:

• sequentially


• compare and contrast


• cause and effect

• Are these details steps?


• Do the details tell about events that happened first, second, or last?


• Do the details tell about a person’s life and what happened in it?


• Do the details tell what something is like? Do they give examples of something?

What are you comparing?

• MAIN CHARACTERS who solve the big problems


• SETTINGS where important events happen


• EVENTS that connect to solving the big problem

ALTERNATE STEP 2 for CHARACTERS

Describe each character. Include:

• identity (role, age and gender, relationships).


• traits and feelings.


• important actions.

ALTERNATE STEP 2 for SETTINGS

Describe each setting. Include:

• WHEN (period, season, time).


• WHERE (place, building, description).


• CONTEXT (weather or background events).


• EVENTS that happen there.

ALTERNATE STEP 2 for EVENTS

Describe each event. Include:

• character responses.


• causes and effects.


• connection to the main story problem.

Compare and contrast characters, settings, or events.

• What is true about both?


• What is true for only one?


• How are they important?

• Think about each story one at a time.
  
  
  
  • Setting: When and where does the story occur?
  
  
  • Characters: How does each character usually act? What is each character like?
  
  
  • Events: Tell the causes and effects of the event, including how characters respond to it.
  
  
  
  


• Which details are true for both stories? Which are true for only one?

Find details that show how they go together. Notice:

• signal words.


• text features and visuals.


• verbs connecting them.

How are the individuals, events, or ideas related?

• Are they connected by time or sequence?


• Do they affect or influence each other?


• Do they interact?

• Who or what does the text describe? Does this detail tell:
  
  
  
  • something that happened?
  
  
  • an idea?
  
  
  • important people and what they did?
  
  
  
  

Look inside the word for parts you know.

• prefixes and suffixes


• word roots

What kind of work does the word do?

• Is it literal or figurative?


• What part of speech is it?

Put all the clues together to guess the definition.

• Does your definition make sense in the original sentence? What else could this word mean?


• What other words in the text have a similar or opposite meaning to your word? They can be clues to finding another definition that makes sense.

• Does this word name something (noun), tell an action (verb), or describe something (adjective/adverb)?


• Share a classroom list of common affixes and roots. Do you see any parts of your word on our class list? What do these parts mean?

Decide if the language is literal or figurative.

• Is it realistic?


• Are there comparison words, such as like, as?

Visualize figurative language.

• What picture does it create?


• What feeling does it create?

Interpret the figurative language in your own words.

• Carefully reread and imagine each description the author uses.


• Are there any descriptions that cannot happen in real life? Why or why not?


• Are there words that make unusual sounds? What might those sounds add to the meaning of the words? Why are the sounds there?

What kind of work does the word do?

• Is it literal or figurative?


• What part of speech is it?


• What idea is it connected to?


• Does it seem important to the text?

Look near the word for context clues.

• nearby sentences


• text features


• visuals

Put all the clues together to guess the definition.

• Does this word name something (noun), tell an action (verb), or describe something (adjective/adverb)?


• Share a classroom list of common affixes and roots. Do you see any parts of your word on our class list? What do these parts mean?

• Word clues: What does your word do in the text? Does it name something in a picture? Does it show an action? Does it describe something? How does it make you feel?


• Outside clues: What other words in the text mean something similar to your word? Something different? These are good words and sentences to read for clues to the meaning of your word.

Name the parts of this text.

• chapters, sections, scenes


• stanzas and lines


• acts, scenes, lines

Study several parts of the text. Look for a:

• similar idea, title, event, or message that repeats.


• pattern to the way the text is organized.

Explain how the parts connect to make an overall structure.

• Is there a pattern of events or ideas?


• Does an idea or message develop?


• Does one part introduce an element in the next part?

Study the stanzas and lines. Look for a:

• pattern to how they are organized.


• rhyme scheme or rhythm pattern.


• similar idea, image, or kind of language that repeats.


• visual element to the poem.

Explain how the parts connect to make an overall structure. Include:

• sound patterns or meter.


• repeated symbolism or imagery.


• page layout or visuals.

• Point to different parts of the text, such as chapters:
  
  
  
  • What is this part called?
  
  
  • What other parts of the text are like this one?
  
  
  • What connects these parts?
  
  
  
  


• Use the elements in Reading Thinking Step 2 to help you tell the difference between structure and content.

• What do you learn in each part?


• What does the character learn?


• How does this part add to what comes before it? How does it lead to what comes after it?

Examine each text to see what questions it answers. Look for:

• CHRONOLOGICAL: When do events happen?


• PROCESS/SEQUENCE: How does something work?


• CAUSE AND EFFECT: Why did something happen? What was the result?


• PROBLEM/SOLUTION: What is the problem? How was it solved?


• COMPARE/CONTRAST: How two topics similar? Different?


• DESCRIPTION: What are the important features of this topic?

Find clues to support organization. Study:

• titles and headings.


• charts and diagrams.


• key words.

Compare and contrast the organizational structures.

• SIMILARITIES


• DIFFERENCES

• Consult the Important Text Structures Anchor Chart in lesson appendices for support (for lessons teaching this skill).


• Prompt with Reading Thinking Step 2: What key words do you see in headings? What kinds of graphics are there? What questions does the text answer?

• What sections address similar topics, ideas, or content?


• What does each section add to your understanding of the author’s ideas?


• What work does each section of the text do? For example, does it explain something or add detail about an idea?


• How does this structure help convey the author’s ideas?


• How does this organization of idea help you learn more about the topic?

STUDY clues to the narrator’s point of view.

• descriptions


• feeling words


• evidence of bias


• any omitted or emphasized information

THINK how the narrator’s point of view affects the way events are described.

• What is focused on?


• What language is used?


• How might someone else describe them?

• How does the character spend time? What does that show he/she cares about?


• What feeling or opinion words does he/she use?


• What events might he choose not to describe? What does this tell you about his/her views?

• What is the character’s attitude toward [topic, event, person]? What words might a person with this attitude use?


• How might someone with a completely opposite point of view describe story events? What language choices in the text helped you figure this out?

Who are the narrators?

• What are their perspectives?


• Are they writing first-hand?

Study the POINT OF VIEW expressed in each text.

• feelings, beliefs, opinions


• language to describe people or events


• emphasis and omissions

Compare and contrast the point of view in the accounts.

• What is the same?


• What is different?


• Are there any contradictions?

• What feeling and opinion words do you see? How do you think these words would sound if you heard them aloud?


• What figurative language can you find?


• What does the author talk about or describe the most?


• Does the evidence you found suggest that the author likes or dislikes different parts of the topic? Why or why not?

Identify VISUAL elements in the text.

• illustrations and photographs


• design and layout


• videos

Study the visual element for:

• MEANING: details about characters, setting, events.


• TONE: what the text creator wants viewers to feel.


• BEAUTY: interesting or appealing parts.

What do the visuals add?

• What did you learn or enjoy?


• Why are they included?


• What would the text be like without them?

Describe the impact of the visual on the text in terms of:

• MEANING


• TONE


• BEAUTY

Choose key words to help you search.

• important words in your question


• words that describe information you need

Search print and digital texts for your search words and synonyms. Look in:

• titles, headings, subheadings.


• tables of contents, indexes, glossaries.


• electronic menus.

Use information from multiple sources to answer your question.

• What words in the question describe the information you need?


• What would a heading for information that answers the question be?

For each key point, skim and scan for:

• EVIDENCE that proves the point.


• REASONS and explanations.

Analyze how the author uses reasons and evidence to support each point.

• Show which evidence connects with each key point.


• Explain how the evidence or reason supports the point.

• What does this detail tell you about the important point? What information does it give?


• How does it help you understand the important point?
  
  
  
  • Is it an example?
  
  
  • A descriptive detail?
  
  
  • Does it tell a story or give an explanation?
  
  
  • Does it supply facts and statistics?
  
  
  • Is it a visual such as a photograph?
  
  
  
  

What similar theme or topic do the texts share?

• THEME: life lessons, problems/solutions, symbols


• TOPIC: ideas, situations, problems

Compare and contrast the author’s approach to theme.

• repeating language, symbols, plot devices


• direct statements vs. implied theme


• tone or mood


• important characters or events

Compare and contrast the author’s approach to topic.

• point of view


• what is emphasized or omitted


• tone or mood


• setting, character, events

• Notice the word approach in Reading Thinking Step 3. Then reread the step carefully. Which of these tools do you see in each text? These show the decisions the author made to convey a theme or topic.


• How does each author tell you what these themes/topics are? What tools does he or she use? That is the author’s approach. How are the approaches similar/different between the texts?

• Theme: What is a lesson the main character learns? What is a message the author wants us to think about?


• Topic: What is the text mostly about? What ideas or details repeat in the words and pictures?

Look for information in each text about your question.

• key details and facts


• examples, quotes, or anecdotes


• visuals

Use information from all the sources to answer your question.