Subjects By Grade

How does the point of view of an author or character affect the events and the outcome of a piece

Common Core Standards 2017-2018 Print Unit 1
Intermediate - Reading - Grade 5 - Unit 1
Point of View
This unit focuses on point of view. Everything children read is written from a point of view. Point of view is the position from which a story is told and is also the perspective of an author.
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In this unit, students will learn to determine from details in a text how an author reflects upon topics.  They will determine a character’s response to challenges using details from the text and describe how the speaker’s point of view influences the event descriptions.  The students will determine similarities and differences from various points of view of the same event.  They will use evidence to identify and explain how an author supports certain points since the author’s point of view may affect the overall tone of the writing.  

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Standard 5.RL2

Determine a 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 text


Standard 5.RL6

Describe how a narrator’s or speaker’s point of view influences how events are described.


Standard 5.RI6

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.


Standard 5.RI8

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points.





*Standard 5.RI4

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area


*Standard 5.RL4

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes


*Standard 5.RI9

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.



Read with sufficient accuracy and fluency to support comprehension

·        Read on-level text with purpose and understanding

·        Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

·        Use context to confirm or self-correct word recognition and understanding, rereading as necessary


*Standard 5.SL1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

·        Come to discussions prepared, having read or studied required material; explicitly draw on the preparation and other information known about the topic to explore ideas under discussion.

·        Follow agreed-upon rules for discussions and carry out assigned roles

·        Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others

·        Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussion.


*Standard 5.SL4

Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.


*Standard 5.RL10

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.


*Standard 5.RI10

By the end of the year, read and comprehend information texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 complexity band independently and proficiently.


Standard 5.L5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

·        Use the relationship between particular words (synonyms, antonyms, homographs) to better understand each of the words


Standard 5.L4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

·        Use context (cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

·        Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (ex. Photograph, photosynthesis)

·        Consult reference materials (ex. Dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases



*Standard 5.L2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

·        Spell grade-appropriate words correctly, consulting references as needed

Print Version



I can determine from details in a text how an author reflects upon a topic.


I can use details in a text to determine a character’s response to challenges.


I can describe how a speaker’s point of view influences how events are described.


I can determine similarities and differences in different points of view from multiple accounts of the same event.


I can explain how an author supports certain points in a text.


I can identify which specific reasons and evidence support which points in a text.





I can use strategies that help me determine meaning of critical words and phrases.


I can determine the meanings of words or phrases in a text.


I can integrate a variety of texts to write or speak about a subject.


I can read with purpose and understanding.


I can read prose and poetry fluently.


I can self-correct when reading.


I can be prepared to discuss material with partner, groups, or teacher


I can follow rules and carry out assigned roles for discussion.


I can ask and respond to questions that contribute to discussions.


I can speak clearly at an understandable pace.


I can sequence idea logically.


I can use relevant facts and descriptive details to support my main idea or theme.


I can read and comprehend complex literature independently and proficiently (by the end of the year).


I can read and comprehend a variety of informative texts, from all content areas, independently and proficiently (by the end of the year).

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Thoughtful Strategies by Learning Style




Self – Expressive

Utility (Can be used in multiple styles)

Fact or Fiction

Spider/Fist List

Word Association

Word Wall

Reading for Meaning

Interactive Lecture

Group & Labeling


Memory Box

Write to Learn

Building Writing

Reciprocal Learning


Give one, Get one

Collaborative Summarizing


Anticipation Guides


Concept Attainment



Yes, No, Why



Graduated Difficulty

Comprehension Menu

Task Rotation

Voc Notebook

Carousel Brainstorming


Reader’s Theatre

Vocabulary Code



4-2-1 Free Write




The biggies…. The following strategies require a little more planning to use. They are all very effective. Your school has folders and materials that specifically explain these strategies.


Word Works-Cracking Vocabulary’s CODE – 4 phases of vocabulary learning

·                                 Connect – new words to prior knowledge

·                                 Organize – new words to find relationships

·                                 Deep-processing – internalizing the words, deepen the understanding

·                                 Exercise – or rehearse their knowledge of new words


Reading for Meaning – strategy that helps students become proficient at making claims, finding main ideas, and using reasoning and details to support their ideas.

·         Students are presented with a series of statements before they read the text, they need to either agree/disagree with the statement. 

·         After reviewing the statements, the students read the text and collect evidence either for or against the statements.


Task Rotation – creating activities that fit students’ learning styles:

·         Mastery

·         Interpersonal

·         Understanding

·         Self-expressive


Interactive Lecture – strategy that increases the students’ ability to remember, comprehend, and think actively about a lectures’ content. It engages the students by moving them through the four phases:

·                                 Connect – hook students’ attention

·                                 Organize – use graphic organizer/note taking procedure to help organize info

·                                 Deep-processing – pause every 5-7 min during lecture to allow students time to process information with questions in the different learning styles

·                                 Exercise – use review questions and have students use notes in a synthesis or application task.



These activities or tools are easy to slip in anywhere within your unit plan. They can be used for the CODE strategies, class openers, to brainstorm, to review, or as energizers for those “glazed over” moments. They are categorized somewhat, but several of these activities can be used in more than one category. Many of the strategies are referenced (in parenthesis) if you want more information on each of these activities.


Class Openers

Fact or Fiction/ Three’s a Crowd – Students decide which word/fact of three doesn’t belong and explain why. (Tool book p.10)

Anticipation Guides – Teacher prepares 3-5 statements based on the content that the students will be reading. Students are asked to decide which statements they believe the text will support. Teacher develops a class tally for each statement and discusses opinions. Students then read text. (Tool book p. 40)

Give one, Get one- students generate ideas from a question posed by the teacher, then have to collect a predetermined number of ideas from their classmates. (Tool book, p.11)

KWL- Tool to assess students’ prior knowledge, help generate questions about what they want to learn, and encourage reflection about what they have learned. (Tool book, p.28)

Spider List/Fist list/Fishbone- teacher provides a category in palm of hand/belly of spider and the students brainstorm ideas to fill in the fingers/legs/bones of hand print, spider, or fish sketch or vice versa.

Word Association/3-way tie- students select 3 words from a unit vocabulary and arrange them in a triangle. They then connect the words with lines then write a sentence that describes the relationship between the words that are connected. (binder)


Content Teaching

Word Wall – Collection of words on the wall for students to use during their reading and writing (Binder)

Reciprocal Learning/Peer Practice Strategy- students work in pairs (player and coach) to review or read & summarize concepts.

Think/pair/share-teacher poses a question, the students think and construct a response, then share their ideas with a neighbor, teacher records/collects their ideas. (Tool book, p.10)

Vocabulary Notebook- Where students collect critical vocabulary In the notebook students can write their initial “educated” definitions, then they can write the dictionary definition, and maybe a visual image as well. There is a lot of variations to this one. (Tool book, p. 92; binder)

Group & Labeling – students examine a list of vocabulary words and place them into groups based on common characteristics. For each group that students create, they devise a label that describes

Etch-a-sketch – students draw pictures, symbols, or icons to represent ideas presented in a lecture, reading, or other form of presentation (Tool book, p. 60)

Collaborative Summarizing – After lecture or reading, the students are asked to identify the 3-6 most important ideas. Students then pair up and compare their lists and come up with a consensus of the most important ideas with their partner. They (the group of two) pair up with another group of two and compare lists and once again come with an agreed upon list of 3-6 important ideas. These four use their list to create a collaborative summary. (Tool book, p.78)

Jigsaw- students work cooperatively with each student having an assigned task within the group to accomplish/perform.

Carousel Brainstorming – teacher generates different styles of questions & posts them around the room. The students work in groups of 3-5, rotates around the room to reading the question, the other responses, and either expands on existing ideas or develops a new idea. (Tool book, p.19)

4-2-1 Free Write – students identify 4 important ideas previously presented in the lesson. Each student meets with another student to compare ideas and decide on the two most important from their lists of four. This pair meets with another pair. They compare their ideas, then come to a consensus on the most important idea. The students then take this and do a free write, explaining all they know about the big idea. (Tool book, p. 82)

Concept Attainment – teacher presents examples and non-examples of a concept in a class discussion, the students use these to brainstorm the key attributes/characteristics of the concept.

Compare/Contrast – comparing likenesses and differences. The Georgia website I sent you has several different variations on this that are interesting.

Kindling –   F - Find a question that can be explored

              I  - Internalize the question

              R - Record your thoughts (sketch, write…)

              E - Exchange ideas with a neighbor

              S - Select and record your ideas in public (Tool Book p.74)

Comprehension Menu – an abbreviated version of Task Rotation. Teacher creates at least four questions in the four learning styles about the content. (Tool book, 162)



Review Activities/Tools

1,2,3,4 – teacher stops 5 minutes before end of class period to allow the students to reflect upon what was presented by writing in this format:

        1 – What was the big idea

        2 – Important details discussed

        3 – Personal connections discovered

        4 – Questions students have about the content

Boggle – students review notes for 2 minutes, then list as many ideas or details they can remember for 2-5 minutes, then students share their ideas with 1 or 2 other students and can add to their lists. Lastly, students pair up and compete with another student using the Boggle technique (They earn a point for every idea that their Boggle partner doesn’t have). Then the students go back to their study teams and compute the team score. (Tool book p.134)

Memory Box – a box usually put on a test where students can take the first five minutes to list as many things they can remember(formulas, definitions, etc…)

TGT – (Teams Game Tournament) teacher creates vocabulary/fact cards. The teacher divides the students heterogeneously by academic ability. This is the study group. After they have studied for a while, they then move to homogenous groups established by the teacher and compete against each other. They follow the points system to see how many points they take back to their study teams. This is a great review activity, it takes some time to prepare it, but it is well worth it.  

Jeopardy - This follows the same format as the game show. It is great to use on the active board. There are many already developed on the Ashland Schools website.

Categories – technique for forming groups and reviewing content. (Tool book,

p. 138)

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