A Purposeful Reading Journey by Headline Books / Zoom Into Books

Foreword Reading problems and especially reading comprehension have become endemic in our society. While most students can sound out basic words while reading, fewer students can recall important content from the written passage.This deficiency results in impaired reading comprehension. Dr. Cox-Magno has advanced the area of reading instruction with a novel and effective approach. She has taken metacognition and refined it into a user-friendly guide and intervention for teachers. Thus, instead of a general metacognitive perspective of thinking about thinking, students are taught to use metacognitive questioning specific to a written passage. Dr. Cox-Magno’s book is considered to be essential reading for all educators and is applicable to both general education and special education students.

Peter Ross, Ph.D. Senior Contributing Faculty Member in Education and School Psychologist Walden University

Perspectives The manuscript sample is well-written. It provides educators with valuable resources and practical tools such as graphic organizers informed by metacognitive and culturally responsive education research. It offers a powerful way to engage students in meaningful discussions about reading. These resources make it easier for educators to implement the strategies outlined in the guide effectively and create a positive impact on students' reading comprehension and math word problem-solving. Alignment with the learning standards makes the resources relevant to NY and other regions. – Xin, Ed.D

Reading comprehension is essential to the education of a child. This is the first step to understanding what you have read. The instructional methodology learning is excellent. It gives students excitement when explaining what they have read. My wish is that everyone would teach reading like this.

- Ms. C. Burke

2 This educational guide is a gem. Her practical and easy-to-follow comprehension strategies are on point, thanks to her twenty-eight years of experience as a dedicated educational practitioner. If all educators closely read and utilized this guide, they should become stronger instructors of reading comprehension. The students only deserve the best reading instruction!

- Dr. Todd J. Feltman, Ph.D.

Acknowledgements I would like to thank….. My parents, Alejandro and Rosella Cox, for giving me strong foundational educational opportunities, exceptional family values, and continuous love that propelled me to be the person that I am. From deep down in my heart, they are the actual doctors.

My husband, Dave Magno, for his love and patience through this guide developing process. Even when I was working so hard on developing this guide and forgot to fuel my body with healthy food, he took time to make and bring me healthy foods to eat. Also, I appreciate that he was okay with me taking time out of our day together to complete this guide.

Dr. Ross' continuous support throughout my career, education, and writing a thoughtful foreword for this guide. Also, he provided me with an excellent role model as a college professor.

Dr. Todd J. Feltman for the encouragement, support, and guidance through the development of the guide, and the publishing process.

4 Dr. Bai and Ms. C. Burke for taking the time out of their busy schedules to read the sample manuscript guide and write a reflective perspective for my guide.

Dr. Wallace Ting (publisher) and Richard Siegel (editor), from SchoolRubric Publishing Company, for guiding me through the publishing process.

Most of all, I would like to thank God for placing all of you in my life

5 Meet the Author Dr. Natasha Cox-Magno has a mastery-oriented mindset, which her parents encouraged and supported. Her parents' guidance has led her to educational and life experience success. She believes everyone can learn as long as knowledgeable others remember to provide learner-centered steps and tools. Dr. Cox-Magno loves collaborating with others. She regards it as true that through collaboration, everyone has a voice, can learn from one another, and can apply what we learned for successful outcomes. Dr. Cox-Magno is a lifelong learner and enjoys sharing knowledge with others. She has shown her belief in positive social change by creating a nonprofit organization, called. Accentuating Learning Inc. This organization thrives on providing online or in-person educational enrichment programs for children,free of charge to parents, focusing on closing the academic knowledge gaps. Dr. Cox-Magno's educational journey has provided her with an abundance of knowledge. She has earned a Bachelor of Arts Degree in Psychology, a Master of Science Degree in Education, a Specialist Diploma in School Administration and Supervision, and an Educational Doctorate. Dr. Cox-Magno has noted she was blessed with taking this educational path because each degree supported the next level of the knowledge she needed to succeed.

6 Dr. Cox-Magno's experiential employment journey was a path that provided her with the knowledge that added to her educational knowledge as well. She has worked with students with and without disabilities. Dr. Cox-Magno’s classroom experience included working in a daycare baby room, pre-school, elementary, middle school, high school, and college classroom. Also, she has worked as an educational coach supporting schools and educators. The students gave her a new lens on how to intertwine book knowledge and classroom practice for the main purpose of their success. Dr. Cox-Magno indicated that she encountered colleagues who had blessed her with a supportive path and sound advice when she needed it the most. Dr. Cox-Magno can be found on Instagram and "My Reading Nook."

You can click the QR code to reach her on Instagram.

You can click the QR code to reach her at 'My Reading Nook."

7 Table of Contents

Introduction....................................................................................................................... 9 Integrated Reading Lens:.............................................................................................. 11 I am Never on Vacation. I am Always Working........................................................13 Feedback and Conferencing are “Two Peas in a Pod”..............................................16 Tips for Identifying a Purpose.................................................................................... 19 More about Next Generation ELA Learning Standards........................................ 23 How Do We Use These Tools for Reading Comprehension?.................................25 Unpacking Learning Targets /Purpose/Metacognitive Approach....................... 39 The Power of Writing Your Thoughts....................................................................... 43 Assisting Struggling Students.................................................................................... 46 Reciprocal Teaching Methodology.............................................................................. 49 Using Metacognition, Purposeful Reading, and Math Word Problems............... 52 Text Structures, Social Studies, and Science........................................................55 From Textbook to Classroom Practice - Taking a Peek into the Classroom.....62 Suggestions/Thoughts/Ideas/Next Steps/Outcomes:........................................ 64 Credits...............................................................................................................................66 Appendix A: 3rd, 4th , and 5th Next Generation ELA Learning Standards and Identified Skills in Standards within the Next Generation ELA Learning Standards......................................................................................................................... 75

Introduction Dear Educators, Administrators, Future Educators, and Families, Through my experience as an educational specialist and researcher, I have found there is a growing problem with reading comprehension. Many students struggle with comprehending what they have read or have difficulty understanding how to apply strategies to support their reading comprehension. My experience as an educational specialist and researcher has revealed that providing a reason for students to read supports focus, engagement and comprehension. This guide is intended for you and anyone else interested in the enhancement of reading comprehension using metacognitive strategies. This guide can be used across grade levels,as well as subject areas. I used the Next Generation ELA Standards, which are the standards used in New York City /New York State. However, these standards are in alignment with standards in other states as well. For example:

Next Generation ELA Standards (NYS/NYC) 6R4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings

New Jersey Student Learning Standards for English Language Arts RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

In addition, you will find examples of graphic organizers, logs, bookmarks, and useful classroom tools for students as well as educators throughout the guide. This is designed as a supplement and resource to create a connection with not only learning about metacognitive strategies, but also ways to implement metacognitive strategies. Also, this guide is designed for you and your colleagues to collaborate on ways to enhance instructional practices for increasing reading comprehension with a purpose. With Intentions for Much Success, Dr. Natasha Cox-Magno

Integrated Reading Lens:

Notes What do you notice about the integrated reading lens? —-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------What do you wonder about the integrated reading lens? —-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Are there any connections you can make? Explain. -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

I am Never on Vacation. I am Always Working. The brain has an exciting job of helping people decide how to make decisions. This job is essential when we are comprehending a text. Some parts of the brain are assigned to retrieve information, store information, and choose which information to apply when a situation arises. This process is known as “working memory” (Cowen, 2014). In addition, through a constructivist lens, building blocks of knowledge creates meaningful knowledge (Bates, 2016; Doolittle, 2014; McLeod, 2017; Sharma, 2014; Yoder, n.d). Assimilation, accommodation, and equilibration are necessary components of the building blocks of knowledge. Our brains assimilate by using old information and applying it to new information. Accommodation occurs when the current schema (meaning) is not applicable to the current information. In this case, it is necessary for the brain to switch to a different schema. Equilibration occurs based on the experience or current situation. In other words, the brain’s schema pivots depending on the presented textual information for comprehension. Even though our brains are constantly developing schemas, there is always a possibility for schema-developing assistance. Schema-developing assistance occurs when we need to have new information to support us in understanding how to

13 complete a task. This is based on Vygotsky’s theory, Zone of Proximal Development (McAllum, 2014; Serravallo, 2019). At this point, we require support from others to guide us to complete a desired task. Moreover, positive reinforcement, such as praise or a compliment, provides an avenue for repeating learned or independently known steps (McLeod, 2023). This is grounded in The Law of Effect by Eric Thorndike. (McLeod, 2023). Therefore, assistance from others must come with positive reinforcement regarding what the student has learned as well as what the student can do independently. Connecting this back to our working memory, the learned steps would be stored, retrieved, and combined with the new steps for task advancement.

Notes

What ideas or concepts resonated with you the most? —-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------—------------------------------------------------------------------------------------------------------------------------------

How can you use the ideas or concepts that resonated with you the most? —------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Feedback and Conferencing are “Two Peas in a Pod” Feedback is a great way to develop a schema by extending a student's knowledge based on their task completion gaps and the next steps for completing the task (Archer & Hughes 2011; Hammond, 2015). Hammond (2015) stated, "Cohen and Steele (2002) suggest that to be helpful, the teacher has to convey faith in the potential of the student while being honest with the student about the gap between current performance and the standard he is trying to meet” (p. 104-105). Wise feedback incorporates, but is not limited to, the following: ●

Connecting personally with the students.

●

Providing a reason for the meeting.

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Identifying what the task entails for mastery.

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Providing “think time” from the students to elicit what they heard and how they feel about what they heard.

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Identifying the present level of the student's performance. o

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Example: What do the student(s) already know?

Providing needed task personal completion steps (to close the gap of mastery). o

Example: What do the student(s) need to learn ?

16 ●

Providing a check for understanding for the steps necessary to close the mastery task gap.

●

Providing the student with encouragement regarding completing the task.

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Scheduling a follow-up meeting to see how far the learner has academically grown.

In addition, Serravallo (2019) showed how developing a reading conference that includes feedback strategies can support a learner's reading skills. In alignment with Hammond (2015), Serravallo (2019) included the following during her reading conferences: ●

Research: Identify the reader's strengths and the reader's needs.

●

Decide: What should the teacher praise and teach next?

●

Compliment: Praise the student's strength and a reason why the strength is helpful.

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Teach: Provide a strategy that would assist the student.

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Coach: Provide practice time, feedback, and support.

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Link: Check for understanding by repeating the strategy with the student.

Notes

Tips for Identifying a Purpose Identifying a purpose when reading provides the students with a focus and enhances reading comprehension (Cheon & Ma, 2014). There are various tools readers can use to identify a purpose. Two tools that resonate with me are SignPost and Next Generation English Language Arts (ELA) Learning Standards. Readers can use SignPost and Next Generation ELA Learning Standards to identify a purpose for reading (Beers & Probst, 2013; New York State Next Generation Learning Standards, 2022). The SignPost resource provides readers with a deeper understanding of the text. It opens up opportunities for readers to identify elements that happen in the text. Also, it supports thinking about what, how, and why these events occurred. Next Generation ELA Learning Standards give the readers the components of reading that they need to accomplish on a specific grade level.

20 To view a complete list of Next Generation ELA Learning Standards, and a comparison of the standards by grade level, check out the NY Standards website at https://www.nysed.gov/sites/default/files/68elastandardsglance.pdf

●

Notes

More about Next Generation ELA Learning Standards Following the Next Generation ELA Learning Standards supports what scholars need to master in each grade to get to the next grade level (New York State Next Generation Learning Standards, 2022). Learning standards show us what scholars need to know at a specific grade level, as well as what scholars need to do to accomplish a standard. We must remember that one standard can have different skills. We can choose a standard and a skill from the standard to target a purpose. I have provided a chart below that shows the standard by grade and the skills incorporated with a standard. Example of a standard and the variety of skills with in a standard: 6R2: Determine a theme or central idea of a text and how it is developed by key supporting details over the course of a text; summarize a text.

●

● Determine a theme of a text ● Determine the central idea of a text. ● Determine how a theme develops over the course of a text using supporting details from the text. ● Determine how the central idea develops over the course of a text using supporting details from the text. ● Summarize the text.

New York State Learning Standards for World Languages, Copyright 2021, New York State Education Department, used with permission. Please refer to Appendix A for standards and related skills within the standards for grades 3-5.

Notes What ideas or concepts resonated with you the most? —-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------—------------------------------------------------------------------------------------------------------------------------------

How Do We Use These Tools for Reading Comprehension? Readers can use metacognitive strategies with these tools to improve reading comprehension (Ritchhart, Church, & Morrison, 2011). A metacognitive approach supports readers in thinking about reading while reading for a targeted purpose (Schoenbach, Greenleaf, & Murphy, 2012). SignPost and Next Generation ELA Learning Standards, along with metacognitive strategies, provide the tools for purposeful reading and support readers to think about what they are reading as they read. Exploring Metacognitive Strategies Many metacognitive strategies exist. The metacognitive strategies may only have one method and/or incorporate other strategies. Schoenbach, Greeenleaf, and Murphy (2012) provide various metacognitive strategies, including independent reading, writing about the textual information, and conversing about their chosen textual ideas. The following metacognitive strategies have caught my eye: Small Group Discussion/Whole Group Instruction ● Writing comments on sticky notes, which students then place in a notebook ● Writing comments on a technology platform like Google Docs

25 Making Thinking Visible / Project Zero: This metacognitive strategy involves the students using a thinking routine about textual information to enhance understanding, engagement, and independence (Ritchhart, Church, & Morrison 2011). From my experience, these strategies assisted with understanding how a student is thinking, which in turn assisted me with filling in knowledge gaps and student-centered planning. One way to explore what students are thinking for the purpose of enhancing reading comprehension is K.W.L (Sinambela, Manik, & Pangaribuan, 2015). This routine asks the students what do they know about the presented topic, what do they want to learn about the presented topic (what do they wonder about the presented topic) and what did they learn about the presented topic. I used “What they know about the presented topic” to find out the information about the students’ background knowledge. I used “What they would like to learn about the present topic” or “what do they wonder about the presented topic” to support student-centered learning. At the end of the lesson, I used “ What did they learn about the present topic?” as an exit ticket for filling in knowledge gaps about the present topic.

26 There are many more types of routines for different learning purposes. Many other types of thinking routines can be found by Googling Project Zero or in the book Making Thinking Visible (Ritchhart, Church, & Morris, 2011). “Getting the G.I.S.T” Strategy: This strategy involves chucking the text and asking questions to identify the main idea of the text section (What Works ClearingHouse, 2023). In addition, the readers would use the answers to the questions to write a ten-word “G.I.S.T” statement. Once readers “get the G.I.S.T” from various text sections, this can support answering questions related to the text. Talking to the Text: Talking to the text is a way for a reader to question the text and write comments about the text. After applying this strategy, the reader will share their questions and comments regarding the text with one another. Metacognitive Conversations: This involves readers having a conversation about their experiences with reading the text by identifying what is confusing about it. The comprehension of the text is supported by discourse among the readers to untangle the textual confusion. Students who are not confused about the text can support the students

27 who need assistance with untangling their confusion about the text. Overall, these conversations can lead a reader to comprehend the text better.

Example: KWL Graphic Organizer/Chart

Name __________________

Date ___________________

Purpose ______________________________ Topic _______________________________

What do you know about

What do you want to know

tWhat did you learn about

__________________?

t ______________?

_________________?

“Getting the G.I.S.T” Questions to Ask Yourself or Statements to Think About; When Getting the G.I.ST of Text

Talking to the Text:

The document can be viewed in full at the following site: https://tacomacc.libguides.com/ld.php?content_id=19356424 This content was originally created by Tacoma Community College Library and shared with a CC BY SA 4.0 license.

30 Metacognitive Conversations

To view the complete document, check out Reading Apprenticeship at the following website: https://readingapprenticeship.org/wp-content/uploads/2021/02/RL-RFU-ch-4-met acognitive-bookmarks.pdf

31 Studying a Novel: Example 1 Book: The Magic Finger by Roald Dahl Genre: Fiction Standard(s) 3R1/3R8 Purpose: ● Identify SignPost(s) as you read the novel. ● Provide evidence related to the found SignPost(s). ● Explain how your evidence supports your answer. Metacognitive Strategies: Talking to the Text/Metacognitive Conversation Talking to the Text: ● Readers read the chapter individually. ● Readers write questions and comments related to the text. Metacognitive Conversations: ● Readers discuss their findings about the text with one another to clarify confusion about the text. ● Also, readers will identify similar information about the text. ● Readers identify the signpost with evidence.

32 Studying a Novel: Example 2 Book: Charlie and the Chocolate Factory by Roald Dahl Genre: Fiction Standard: 4R1/4R3 Purpose ● Identify SignPost(s) as you read the novel ● Provide evidence related to the SignPost(s) you found in the novel. ● Explain how your evidence supports your answer. Metacognitive Strategies: Talking to the Text/Metacognitive Conversations Talking to the Text: ● Readers read the chapters individually. ● Readers write questions and comments about the text. Metacognitive Conversations: ● Readers discuss their findings about the text to one another. ● Readers support each other with untangling confusion about the text. ● Readers identify similar information about the text. ● Readers identify evidence to support their claims.

33 Studying a Novel Example 3 Book: Number the Stars by Lois Lowry Type of Genre: Realistic Fiction Standard(s): 6r1/6R3 Purpose: ●

Explain how a character changes as the plot moves towards resolution.

Metacognitive Strategies: Talking to the Text/Metacognitive Conversations Talking to the Text: ● Readers read the chapters individually. ● Readers write questions and comments about the text. Metacognitive Conversations: ● Readers discuss their findings about the text to one another. ● Readers support each other with untangling confusion about the text. ● Readers identify similar information about the text. ● Readers identify evidence to support their claims.

34 Studying a Novel Example 4 Book: House on Mango Street by Sandra Cinseros Reading Standard(s): 8R/8R2 Type of Genre: Fiction Purpose: ● Identify 2 themes that are depicted in The House on Mango Street. ● Provide 2 pieces of evidence for each theme. Metacognitive Strategies: Talking to the Text/Metacognitive Conversation/Getting the G.I.S.T. Talking to the Text: ● Readers read the vignettes individually. ● Readers write questions and comments related to the text. Metacognitive Conversations: ● Readers discuss their findings about the text with one another to clarify confusion about the text. ● Also, readers will identify similar findings about the text. “Getting the G.I.S.T” ● Readers can use the questions to identify the main idea of the vignette. ● Identify who or what is most important ● Identify the most important information about the who or what ● Combine the information to write a “GIST” statement.

Unpacking Learning Targets /Purpose/Metacognitive Approach Educators unpacking learning targets, aligned with standards, can be applied as an essential instructional method for setting a purpose for reading, identifying needed mastery comprehension steps, and to demonstrate how you attained comprehension mastery. Also, unpacking learning targets supports students to focus on the reason why they are reading a text. Researchers discussed how to unpack learning targets with a purpose using a metacognitive approach for a learning focused approach: Learning targets should allow the students to answer the following questions: ● What will I be able to do when I finish this lesson? ● What is important for me to learn and understand to do this? ● How can I show I can do it, and how well do I have to do it? By answering these three questions, students will understand the purpose of the lesson and what they need to do to reach the learning target, thereby becoming invested and informed learners (Konrad, Kessey, Ressa, Alexeeff, Chan , & Peters, 2014).

37 Therefore, using the questions above as a metacognitive strategy can support a focused purpose for reading which in turn can support reading comprehension. Moreover, a teacher can modify the questions based not only on the learners’ grade level and present level of performance, but also on the learner’s developmental levels as well (Tomlinson, 2023). Throughout my teaching career, I have used this teaching methodology regarding unpacking learning targets based on the learners’ needs. I have provided an example of unpacking a learning target on the next page. You will notice that some of the words are in different colors. The colors align the questions with the answers to the questions when unpacking the learning target. I have used colors to support students who need a differentiated visual representation not only to support the answers to the metacognitive questions, but also to identify the reason for the lesson (Tomlinson, 2023).

38 Example of Unpacking a Learning Target: Aligned Standard: 3R4: ● Determine the meaning of words as they are used in the text. Purpose: ● Determine the meaning of unfamiliar words as they are used in the text. Learning Target: ● I can apply context clues to determine the meaning of unfamiliar words as they are used in a text by identifying synonyms related to 5 unfamiliar words. Metacognitive Question Strategy (Questions can be adjusted based on learners present level of performance): ● What will I be able to do when I finish this lesson? ● What is important for me to learn and understand to do this? ● How can I show I can do it and how well do I have to do it?

The Power of Writing Your Thoughts Seizing your reading process through writing helps enhance comprehension of a presented text for expressing your metacognitive thoughts (Alharbi, 2015; Fitzgerald & Shanahan, 2000). Schoenbach, Greenleaf, and Murphy (2012) discussed using various templates to express your thoughts in writing about reading when you are reading. The templates are as follows: ●

Double-Entry Journal o

Usually, a chart contains two columns.

One column is designated for a thought about a text.

The next column is designated to find evidence to support your thought about the text.

●

Metacognitive Log o

This log type is used for extended (i.e., academic text).

The reader will identify important information related to the text. In addition, the reader can provide their thoughts, feelings, and/or questions related to their chosen information.

41 ●

Reading Strategy List o

The teacher asks students questions about their reading process and writes this on a class anchor chart.

Different reading processes can be added to the list as you read the same or different texts.

Serravallo (2019) also supported writing down a reader’s ideas during a reading conference. In alignment with Schoenbach et al. (2012), Serravallo (2019) discussed writing down goals and the needed steps for readers to master a presented task.

42 Examples of Logs, List, and Organizers Double Entry Metacognitive Log

Assisting Struggling Students Metacognitive Prompts. Schoenback, et al. (2012) discussed metacognitive prompts to assist students that may struggle with identifying ideas to place into their logs.

To view the complete document, check out Schoenbach, R., Greenleaf, C., & Murphy, L. (2012). Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms. Jossey-Bass

Metacognitive Graphic Organizer for Writing Down Your Thoughts Using the C.A.P.E

Changing the question into a statement

Answering the question

Provide evidence

Explain how your evidence supports your answer

Reciprocal Teaching Methodology

Reciprocal Teaching is an instructional methodology that supports enhancing reading comprehension using a metacognitive approach with a culturally responsive teaching twist (McAllum, 2014). The metacognitive approach derives from the student's thinking about their reading by applying metacognitive conversations. The culturally responsive approach derives when the students are given different roles that would collectively support the understanding of the text (Lansford, French, & Gauvain, 2021; Hammond, 2015; McAllum, 2014). In addition, due to the teacher's modeled instruction gradually fading out and the students guiding the instruction independently, the students' mindset changes, so they can go from being dependent to becoming independent learners (Hammond, 2015; McAllum, 2014). Moreover, the continuous cycle of validation, feedback, self-efficacy, and seeing mistakes as an entry point of knowledge enhancement can support students in becoming independent learners ( Hammond, 2015).

Reciprocal Teaching Roles (Teaching in Education, 2023)

I am the summarizer. I will provide the main ideas about the text.

I am the clarifier. I clarify any confusions about about the text.

I am the questioner.

I am the predictor.

I will ask the questions.

I support the group with telling what they think will happen in the text.

Using Metacognition, Purposeful Reading, and Math Word Problems In the guide’s introduction, I mentioned that reading for a purpose with a metacognitive strategy can be applied across all subjects to enhance comprehension. You may be thinking, how does a math word problem relate to the main topic of this guide? According to Izzati and Mahmudi (2018), “Metacognition is an important factor of mathematical problem solving. Metacognition is the ability to monitor and control our own thoughts, how we approach the problem, how we choose the strategies to find a solution, or ask ourselves about the problem, in the other word, it can be defined as ‘think about thinking’” (page 1). In other words, in order to solve a math word problem, you need to understand what the word problem is asking you to do, identify important information, identify information that is not important, which computation you will use, and how to set up the math problem in a numeric form to solve the mathematical word problem. Moreover, the purpose is solving the mathematical problem, and planning questions to support the purpose is the metacognitive strategy. Below is an example of a Metacognitive Purposeful Mathematical Graphic Organizer. The example can be modified based upon the educational needs of the students.

50 Example: Metacognitive Purposeful Mathematical Graphic Organizer: Word Problem: Danny took 2 hours to finish separating all of his money in his piggy bank. As he was separating his money, Danny counted a total of three $20.00 bills. How much money did he find in all? Metacognitive Question

Answer

What is the question asking you to do?

Find out the amount of money Danny has found

What information is not important?

2 hours

What information is important?

Danny found three $20.00 bills.

Which computational sign will I use?

Addition sign or multiplication sign

How do I set up the problem to find

20.00 + 20.00 + 20.00 =

the answer ?

20.00 x 3=

What is the answer?

60.00

Text Structures, Social Studies, and Science Text structures are another way to set a purpose for reading. According to the Wisconsin Public Schools of Instruction (2012), “Text structures refer to the way authors organize information in text. Recognizing the underlying structure of texts can help students focus attention on key concepts and relationships, anticipate what is to come, and monitor their comprehension as they read” (page 1). In other words, having a text structure purpose is another way to support students with focus, connections, prediction, and reading comprehension. The Wisconsin Public School of Instruction (2012) identified 6 types of text structures: ● Narrative ● Chronological Process or Sequence ● Cause and Effect ● Problem /Solution ● Compare or Contrast ● Definition and Description

53 Social Studies,Text Structure, and Purpose New York State Education Department (2023) provides a framework that shows how the above text structures are weaved into the delivery of social studies instruction for a purpose. Please note that in New York, there are no social studies standards. Rather, social studies units are based upon units of study and social studies practices. Example for Social Studies NYS Social Studies Practice: ● Chronological Reasoning and Causation. NYS Unit of Study (2nd grade): ● Geography, Humans and Environment. ● Time, Continuity, and Change. Purpose(s) for Reading: ● Identify causes and effects, using examples from his/her family life or from the community. ● Identify change over time in his/her community. ● Identify events of the past, present, and future in his/her community. ● Recognize and identify patterns of continuity and change in his/her community.

54 Metacognitive Strategies: Talking to the Text/Metacognitive Conversation Talking to the Text: ● Readers read the text individually. ● Readers write questions and comments related to the text. Metacognitive Conversations: ● Readers discuss their findings about the text with one another to clarify confusion about the text. ● Also, identify similar information about the text. Metacognitive Entry Log ● Write important information related to the purpose of the present task C.A.P.E. ● Students will use this to create a written constructive response related to the presented task’s purpose.

55 Science, Text Structure and Purpose Next Generation Science Standards (2023) conveys how the above text structures are encompassed into science delivery of instruction for a purpose. Example for Science Standard: ● Students who demonstrate understanding can: ○ KPS2-1: Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. Structured Text Purpose: ● Cause and Effect ● Compare and Contrast Metacognitive Strategies: ● Talking to the Text/Metacognitive/Conversation/Metacognitive entry log/C.A.P.E Talking to the Text: ● Readers read the text individually. ● Readers write questions and comments related to the text.

56 Metacognitive Conversations: ● Readers discuss their findings about the text with one another to clarify confusion about the text. ● Also, identify similar information about the text. Metacognitive Entry Log ● Write important information related to the purpose of the present task C.A.P.E. ● Students will use this to create a written constructive response related to the presented task’s purpose.

To view a complete list of Text Structures with definitions, graphic organizer, transitions, and questions check out the Wisconsin Department of Public Instruction website at https://dpi.wi.gov/sites/default/files/imce/ela/images/Text%20Structures.pdf

From Textbook to Classroom Practice - Taking a Peek into the Classroom From experience, these strategies throughout a lesson have supported students in deepening their understanding of the text. Usually, these strategies are intertwined and applied at different points during a lesson. For example, asking students to tell what they noticed about a modeled lesson helped the class to develop a thinking algorithm (anchor chart). Using a thinking algorithm assists educators with understanding what students know and what gaps in knowledge need to be addressed. Also, this provided a thinking road map for the students about how they processed the information. Another example is asking the students to purposefully annotate a text.. This supported the students to think as they were reading the text. The students did not annotate everything; their annotation was linked directly to the target purpose. In addition, students conversed about the text with one another before sharing and assisted each other with providing clear, concise, and accurate responses related to the targeted purpose. Providing feedback to the students about their present level of performance (with praise) and providing next steps (encouragement) energized continuous improvement in learning.

60 Moreover, the students writing down their thoughts assisted them with organizing their thinking and expressing their ideas with clarity. The students writing down their thoughts with a purpose can occur while reading ( Strategic Reading List, Talking to the Text and “Getting the G.I.S.T”) and can be demonstrated after reading the text using metacognitive logs.

Suggestions/Thoughts/Ideas/Next Steps/Outcomes: ●

Educators can provide flexibility in addressing reading comprehension by reading novels with their students through a metacognitive lens aligned with a purpose.

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The learning needs of the students require flexibility. This flexibility may derive from choosing the same text on different reading levels.

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Also, flexibility can be supported by identifying various educational skill development purposes found within or between different novels.

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Rigor determination can be defined as how a reader interacts with text based on the required task (Beers & Probst, 2013).

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Scholars use reading, writing, speaking, and listening to enhance the reading comprehension process.

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This guide provides metacognitive ways in which learners can interact with text for the purpose of advancement in reading comprehension.

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The information in this guide can be applied at home as well as in school (Across Grade Levels and Across Subjects).

Notes What are your next steps ? —-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------—------------------------------------------------------------------------------------------------------------------------------

What preferred outcomes do you hope to achieve? How would you go about achieving your preferred outcomes ? —----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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69 New York State Next Generation Learning Standards. (2022, March). Retrieved from https://www.nysed.gov/sites/default/files/programs/curriculum-instruction/ nys-next-generation-ela-mathematics-standards-at-a-glance-flyer.pdf Next Generation Science Standards. (2023). Retrieved from https://www.nextgenscience.org/ Renton Technical College. (2012, April). Tacoma Community College. Retrieved from https://tacomacc.libguides.com/ld.php?content_id=19356424 Ritchhart, Ron, Church, M, & Morris, K. (2011). Making Thinking Visible: How to Promote Understanding, Engagement, and Independence for All Learners. San Francisco, CA: Jossey-Bass. Schoenbach, R., Greenleaf, C., & Murphy, L. (2012). Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms. Jossey-Bass. Serravallo, J. (2019). A teacher's guide to reading conferences grades k-8. Heinemann. Sharma, R. (2014). Constructivism an approach to enhance participatory teaching learning. Gyanodaya, 7(2), 12-17.

70 Sinambela, E., Manik, S., & Pangaribuan, R. E. (2015, July 23). Improving Students’ Reading Comprehension Achievement by Using K-W-L Strategy. English Linguistics Research, 4(3). Teaching in Education. (2023). Why, How, and Examples. Retrieved from https://www.youtube.com/watch?v=6wKA3dWc7J4 The NYSED 6-8 Next Generation ELA Standards at a Glance . (2023). Retrieved from https://www.nysed.gov/sites/default/files/68elastandardsglance.pdf The NYSED 3-5 Next Generation ELA Standards at a Glance . (2023). Retrieved from https://www.nysed.gov/sites/default/files/35elastandardsglance.pdf Tomlinson, C. A. (2023). What is Differentiated Instruction? Retrieved from Reading Rockets: Launching Young Learners: https://www.readingrockets.org/topics/differentiated-instruction/articles/ what-differentiated-instruction#:~:text=Differentiation%20means%20tailor ing%20instruction%20to,a%20successful%20approach%20to%20instruction. What Works ClearingHouse. (2023). Providing Reading Intervention for Students in Grades 4-9:A Practice Guide Summary. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/WWC-SummaryReadingInt erven4-9.pdf Wisconsin Public Schools Of Instruction. (2023). Retrieved from

71 https://dpi.wi.gov/sites/default/files/imce/ela/images/Text%20Structures. pdf Yoder, S. (n.d). Constructivism theory and use from the 21th century. Journal of Applied Learning Theory Technology, 4(2), 12-20.

72 Appendix A: 3rd, 4th , and 5th Next Generation ELA Learning Standards and Identified Skills in Standards within the Next Generation ELA Learning Standards.

3rd Grade Standards 3R1: Develop and answer questions to locate relevant and specific details in a text to support an answer or inference.

3R2: Determine a theme or central idea and explain how it is supported by key details; summarize portions of a text.

Identified Skills in Standards /Reading Purposes ● Develop questions to locate relevant and specific details in a text to support an answer. ● Develop questions to locate relevant and specific details in a text to support an inference.. ● Answer questions to locate relevant and specific details in a text to support an answer. ● Answer questions to locate relevant and specific details in a text to support an inference. ● Develop and answer questions to locate relevant and specific details in a text to support an answer. ● Develop and answer questions to locate relevant and specific details in a text to support an inference. ● Determine a theme of a text ● Determine the central idea of a text.

3R3: In literary texts, describe character traits, motivations, or feelings, drawing on specific details from the text. In informational texts, describe the relationship among a series of events, ideas, concepts, or steps in a text, using language that pertains to time, sequence, and cause/effect.

● Determine how a theme of the text is supported by key details. ● Determine how the central idea is supported by key details. ● Summarize portions of the text. Literary Text: ● Describe character traits drawing on specific details from the text. ● Describe characters’ motivations drawing on specific details from the text. ● Describe characters’ feelings drawing on specific details from the text. Informational Text: ● Describe the relationships among a series of events using language that pertains to time. ● Describe the relationships among a series of events using language that pertains to sequence. ● Describe the relationships among a series of events using language that pertains to cause/effect. ● Describe the relationships among a series of ideas using language that pertains to time. ● Describe the relationships among a series of ideas using

●

language that pertains to sequence. Describe the relationships among a series of ideas using language that pertains to cause/effect. Describe the relationships among a series of concepts using language that pertains to time. Describe the relationships among a series of concepts using language that pertains to sequence. Describe the relationships among a series of concepts using language that pertains to cause/effect. Describe the relationships among a series of steps in a text using language that pertains to time. Describe the relationships among a series of steps in a text using language that pertains to sequence. Describe the relationships among a series of steps in a text using language that pertains to cause/effect.

75 Standards 3R4: Determine the meaning of words, phrases, figurative language, and academic and content-specific words.

3R5: In literary texts, identify parts of stories, dramas, and poems using terms such as chapter, scene, and stanza. In informational texts, identify and use text features to build comprehension.

3R6: Discuss how the reader’s point of view or perspective may differ from that of the author, narrator or characters in a text.

Identified Skills in Standards/Reading Purpose ● Determine the meaning of words as they are used in a text. ● Determine the meaning of phrases as they are used in a text. ● Determine the meaning of figurative language ● Determine the meaning of academic words. ● Determine the meaning of content specific words. Literacy: ● Identify parts of stories such as chapters. ● Identify parts of dramas such as scenes. ● Identify parts of poems such as stanzas. Informational Text: ● Identify text features. ● Use text features to build comprehension. ● Discuss how the reader’s point of view may differ from that of the author in a text. ● Discuss how the reader’s point of view may differ from the narrator in a text. ● Discuss how the reader’s point of view may differ from the characters in a text. ● Discuss how the reader’s perspective may differ from that of the author in a text.

3R7: Explain how specific illustrations or text features contribute to what is conveyed by the words in a text (e.g., create mood, emphasize character or setting, or determine where, when, why, and how key events occur). 3R8: Explain how claims in a text are supported by relevant reasons and evidence. 3R9: Recognize genres and make connections to other texts, ideas, cultural perspectives, eras, personal events, and situations.

3RF3: Know and apply grade-level phonics and word analysis skills in decoding words

● Discuss how the reader’s perspective may differ from that of the narrator in a text. ● Discuss how a reader’s perspective may differ from that of characters in a text. ● Explain how specific illustrations contribute to what is conveyed by the words in a text. ● Explain how specific text features contribute to what is conveyed by the words in a text ● Explain how claims in a text are supported by relevant reasons. ● Explain how claims in a text are supported by evidence. ● Recognize genres ● Recognize genres and make connections to other texts. ● Recognize genres and make connections to other ideas. ● Recognize genres and make connections to other cultural perspectives. ● Recognize genres and make connections to other eras. ● Recognize genres and make connections to other personal events. ● Recognize genres and make connections to other situations. ● Know grade level phonics ● Apply grade level phonics ● Know word analysis skills in decoding words. ● Apply word analysis skills in decoding words.

77 3RF3a: Identify and know the meaning of the most common prefixes and suffixes

3RF3b: Decode multisyllabic words 3RF3c: Identify, know the meanings of, and decode words with suffixes.

3RF3d: Recognize and read grade-appropriate irregularly spelled words 3RF4: Read grade-level text with sufficient accuracy and fluency to support comprehension.

3RF4a: Read grade-level text across genres orally with accuracy, appropriate rate, and expression on successive readings

3RF4b: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

● Identify the meaning of most common prefixes. ● Know the meaning of most common prefixes. ● Identify the meaning of most common suffixes ● Know the meaning of most common suffixes. ● Decode multisyllabic words ● Identify words with suffixes. ● Know the meanings of words with suffixes. ● Decode words with suffixes. ● Recognize irregularly spelled words. ● Read grade-appropriate irregularly spelled words. ● Read grade-level text with sufficient accuracy to support comprehension. ● Read grade-level text with fluency to support comprehension. ● Read grade-level text across genres orally with accuracy on successive readings. ● Read grade-level text across genres orally with appropriate rate on successive readings. ● Read grade-level text across genres orally with expression on successive readings. ● Use context to confirm word recognition, reread as necessary. ● Use context to confirm word understanding, rereading as necessary.

78 ● Use context to self-correct word recognition, rereading as necessary. ● Use context to self-correct word understanding, rereading as necessary.

4th Grade Standards 4R1: Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences

4R2: Determine a theme or central idea of text and explain how it is supported by key details; summarize a text

Identified Skills in Standard/Reading Purpose ● Locate relevant details when explaining what a text says explicitly. ● Locate evidence when explaining what a text says explicitly ● Locate relevant details when explaining what a text says implicitly. ● Locate evidence when explaining what a text says implicitly. ● Locate relevant details when making logical inferences ● Locate relevant evidence when making logical inferences ● Refer to relevant details when explaining what a text says explicitly. ● Refer to evidence when explaining what a text says explicitly. ● Refer to relevant details when explaining what a text says implicitly. ● Refer to evidence when explaining what a text says implicitly. ● Refer to relevant details when making logical inferences ● Refer to evidence when making logical inferences ● Determine a theme of a text ● Determine the central idea of a text. ● Determine how a theme of the text is supported by key details.

80 ● Determine how the central idea is supported by key details. ● Summarize a text. 4R3: In literary texts, describe a character, Literacy Text: ● Describe a character drawing on setting, or event, drawing on specific details in the text. specific details in the text. ● Describe a settings(s) drawing In informational texts, explain events, on specific details in the text. ● Describe an event drawing on procedures, ideas, or concepts, including what happened and why, specific details in the text. based on specific evidence from the Informational Text: ● Explain events,, including what text. happened and why, based on specific evidence from the text. ● Explain procedures, including what happened and why, based on specific evidence from the text. ● Explain ideas, including what happened and why, based on specific evidence from the text. ● Explain concepts, including what happened and why, based on specific evidence from the text.

81 Standards

Identifying Skills in Standards/ Reading Purpose

4R4: Determine the meaning of words, phrases, figurative language, academic, and content-specific words.

Determine the meaning of words as they are used in a text. ● Determine the meaning of phrases as they are used in a text. ● Determine the meaning of figurative language ● Determine the meaning of academic words. ● Determine the meaning of content specific words. Literary Text: ● Identify structural elements, using terms such as verse, rhythm, meter, characters, settings, dialogue, stage directions. ● Analyze structural elements, using terms such as verse, rhythm, meter, characters, settings, dialogue, stage directions. Informational Text: ● Identify the overall structure using terms such as sequence, comparison, cause/effect, and problem/solution

4R5: In literary texts, identify and analyze structural elements, using terms such as verse, rhythm, meter, characters, settings, dialogue, stage directions. In informational texts, identify the overall structure using terms such as sequence, comparison, cause/effect, and problem/solution

●

82 Standards 4R6: In literary texts, compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. In informational texts, compare and contrast a primary and secondary source on the same event or topic

Identified Skills in Standard/Reading Purpose Literary Text: ● Compare the point of view from which different stories are ● narrated, including the difference between first- and third person narrations ● Contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. ● Compare and contrast the point of view from which different stories are narrated, including the difference between firstand third-person narrations. Informational Text ● Compare a primary and secondary source on the same event. ● Compare a primary and secondary source on the same topic. ● Contrast a primary and secondary source on the same event. ● Contrast a primary and secondary source on the same topic. ● Compare and contrast a primary and secondary source on the same event. ● Compare and contrast a primary and secondary source on the same topic.

83 Standards

Identified Skills in a Standard/Reading Purpose

4R7: Identify information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, illustrations), and explain how the information contributes to an understanding of the text

● Identify information presented visually, (e.g., in charts, graphs, diagrams, time lines, animations, illustrations). ● Identify information presented orally (e.g., in charts, graphs, diagrams, time lines, animations, illustrations). ● Identify quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, illustrations). ● Explain how information presented visually contributes to an understanding of the text. ● Explain how information presented orally contributes to an understanding of the text. ● Explain how information presented quantitatively contributes to an understanding of the text.

4R8: Explain how claims in a text are supported by relevant reasons and evidence.

●

Explain how claims in a text are supported by relevant reasons. ● Explain how claims in a text are supported by relevant evidence.

84 Standards 4R9: Recognize genres and make connections to other texts, ideas, cultural perspectives, eras, personal events, and situations.

4RF3: Know and apply grade-level phonics and word analysis skills in decoding words.

4RF3a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Identified Skills in Standards/Reading Purpose ● Recognize genres ● Recognize genres and make connections to other texts. ● Recognize genres and make connections to other ideas. ● Recognize genres and make connections to other cultural perspectives. ● Recognize genres and make connections to other eras. ● Recognize genres and make connections to other personal events. ● Recognize genres and make connections to other situations. ● Know grade level phonics ● Apply grade level phonics ● Know word analysis skills in decoding words. ● Apply word analysis skills in decoding words. ● Use combined knowledge of all letter-sound correspondences to read accurately unfamiliar multisyllabic words in context. ● Use combined knowledge of syllabication patterns to read accurately unfamiliar multisyllabic words in context. ● Use combined knowledge of morphology to read accurately unfamiliar multisyllabic words in context. ● Use combined knowledge of all letter-sound correspondences to

●

4RF4: Read grade-level text with sufficient accuracy and fluency to support comprehension.

●

4RF4a: Read grade-level text across genres orally with accuracy, appropriate rate, and expression on successive readings

●

4RF4b: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

● ●

●

read accurately unfamiliar multisyllabic words out of context. Use combined knowledge of syllabication patterns to read accurately unfamiliar multisyllabic words out of context. Use combined knowledge of morphology to read accurately unfamiliar multisyllabic words out of context. Read grade-level text with sufficient accuracy to support comprehension. Read grade-level text with fluency to support comprehension. Read grade-level text across genres orally with accuracy on successive readings. Read grade-level text across genres orally with appropriate rate on successive readings. Read grade-level text across genres orally with expression on successive readings. Use context to confirm word recognition, reread as necessary. Use context to confirm word understanding, rereading as necessary. Use context to self-correct word recognition, rereading as necessary. Use context to self-correct word understanding, rereading as necessary.

5th Grade Standards

Identified Skills in Standards/Reading Purpose ● Locate relevant details when 5R1: Locate and refer to relevant details and evidence when explaining explaining what a text says what a text says explicitly/implicitly explicitly. ● Locate evidence when explaining and make logical inferences. what a text says explicitly ● Locate relevant details when explaining what a text says implicitly. ● Locate evidence when explaining what a text says implicitly. ● Locate relevant details when making logical inferences ● Locate relevant evidence when making logical inferences ● Refer to relevant details when explaining what a text says explicitly. ● Refer to evidence when explaining what a text says explicitly. ● Refer to relevant details when explaining what a text says implicitly. ● Refer to evidence when explaining what a text says implicitly. ● Refer to relevant details when making logical inferences. ● Determine a theme of a text 5R2: Determine a theme or central idea ● Determine the central idea of a and explain how it is supported by key details; summarize a text text.

5R3: In literary texts, compare and contrast two or more characters, settings, and events, drawing on specific details in the text. In informational texts, explain the relationships or interactions between two or more individuals, events, ideas, or concepts based on specific evidence from the text.

● Determine how a theme of the text is supported by key details. ● Determine how the central idea is supported by key details. ● Summarize a text. Literary Text: ● Compare two or more characters drawing on specific details in a text. ● Compare two or more settings drawing on specific details in the text. ● Compare two or more events drawing on specific details in the text. ● Contrast two or more characters drawing on specific details in a text. ● Contrast two or more settings drawing on specific details in the text. ● Contrast two or more events drawing on specific details in the text. Informational Text: Explain the relationship between two or more individuals based on specific evidence from the text. Explain the relationship between two or more events based on specific evidence from the text. Explain the relationship between two or more ideas based on specific evidence from the text. Explain the relationship between two or more concepts based on specific evidence from the text.

88 Explain interactions between two or more individuals based on specific evidence from the text. Explain interactions between two or more events based on specific evidence from the text. Explain interactions between two or more ideas based on specific evidence from the text. Explain interactions between two or more concepts based on specific evidence from the text. 5R4: Determine the meaning of words, phrases, figurative language, academic, and content-specific words and analyze their effect on meaning, tone, or mood.

● Determine the meaning of words as they are used in a text. ● Determine the meaning of phrases as they are used in a text. ● Determine the meaning of figurative language as they are used in a text. ● Determine the meaning of academic words. ● Determine the meaning of content specific words. ● Analyze specific word choice effect on meaning. ● Analyze specific phrases' effect on meaning. ● Analyze specific figurative language effects on meaning. ● Analyze specific academic word choice effects on meaning. ● Analyze specific content word choice effect on meaning. ● Analyze specific word choice effects on tone.

5R5: In literary texts, explain how a series of chapters, scenes, or stanzas fits together to determine the overall structure of a story, drama, or poem. In informational texts, compare and contrast the overall structure in two or more texts using terms such as sequence, comparison, cause/effect, and problem/solution

● Analyze specific phrase choice effects on tone. ● Analyze specific figurative language effects on tone. ● Analyze specific academic word choice effects on tone. ● Analyze specific content word choice effects on tone. ● Analyze specific word choice effects on mood. ● Analyze specific phrase choice effects on mood. ● Analyze specific figurative language on effects on mood. ● Analyze specific academic word choice effects on mood. ● Analyze specific content word choice effects on mood. Literacy Text: ● Explain how a series of chapters fits together to determine the overall structure of a story. ● Explain how a series of scenes fits together to determine the overall structure of a drama. ● Explain how a series of stanzas fits together to determine the overall structure of a poem Information Text: ● Compare the overall structure in two or more texts using terms such as sequence, comparison, cause/effect, and problem/solution. ● Contrast the overall structure in two or more texts using terms such as sequence, comparison,

90 cause/effect, and problem/solution 5R6: In literary texts, explain how a narrator’s or speaker’s point of view influences how events are described. In informational texts, analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent

5R7: Analyze how visual and multimedia elements contribute to meaning of literary and informational texts.

Literary: ● Explain how a narrator’s point of view influences how events are described. ● Explain how a speaker’s point of view influences how events are described. Informational: ● Analyze multiple accounts of the same event noting important similarities in the point of view they represent ● Analyze multiple accounts of the same topic, noting important differences in the point of view they represent. ● Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. ● Analyze how visual elements contribute to the meaning of literary l texts. ● Analyze how visual elements contribute to the meaning of informational texts. ● Analyze how visual elements contribute to the meaning of literary and informational texts. ● Analyze how multimedia elements contribute to the meaning of literary texts.

91 ● Analyze how multimedia elements contribute to the meaning of informational texts. ● Analyze how multimedia elements contribute to the meaning of literary and informational texts. ● Analyze how visual and multimedia elements contribute to the meaning of literary and informational texts.

5R8: Explain how claims in a text are supported by relevant reasons and evidence, identifying which reasons and evidence support which claims

●

5R9: Use established criteria to categorize texts and make informed judgements about quality; make connections to other texts, ideas, cultural perspectives, eras and personal experiences

●

Explain how claims in a text are supported by relevant reasons, by identifying which reasons support which claims. Explain how claims in a text are supported by relevant evidence by identifying which evidence support which claims Use established criteria to categorize texts and make informed judgements about quality. Use established criteria to categorize texts and make connections to other texts. Use established criteria to categorize texts and make connections to other ideas. Use established criteria to categorize texts and make connections to other cultural perspectives. Use established criteria to categorize texts and make connections to other eras.

5RF3: Know and apply grade-level phonics and word analysis skills in decoding words.

5RF3a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to accurately read unfamiliar multisyllabic words in context and out of context.

● Use established criteria to categorize texts and make connections to other personal experiences. ● Know grade level phonics ● Apply grade level phonics ● Know word analysis skills in decoding words. ● Apply word analysis skills in decoding words ● Use combined knowledge of all letter-sound correspondences to read accurately unfamiliar multisyllabic words in context. ● Use combined knowledge of syllabication patterns to read accurately unfamiliar multisyllabic words in context. ● Use combined knowledge of morphology to read accurately unfamiliar multisyllabic words in context. ● Use combined knowledge of all letter-sound correspondences to read accurately unfamiliar multisyllabic words out of context. ● Use combined knowledge of syllabication patterns to read accurately unfamiliar multisyllabic words out of context. ● Use combined knowledge of morphology to read accurately unfamiliar multisyllabic words out of context.

93 5RF4: Read grade-level text with sufficient accuracy and fluency to support comprehension

5RF4a: Read grade-level text across genres orally with accuracy, appropriate rate, and expression on successive readings

5RF4b: Use context to confirm or self-correct word recognition and understanding, rereading as necessary

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● Read grade-level text with sufficient accuracy to support comprehension. ● Read grade-level text with fluency to support comprehension. ● Read grade-level text across genres orally with accuracy on successive readings. ● Read grade-level text across genres orally with appropriate rate on successive readings. ● Read grade-level text across genres orally with expression on successive readings ● Use context to confirm word recognition, reread as necessary. ● Use context to confirm word understanding, rereading as necessary. ● Use context to self-correct word recognition, rereading as necessary. ● Use context to self-correct word understanding, rereading as necessary.