Grade 5 Using TIME For Kids to Meet the Common Core State Standards

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1 TIME For Kids offers a rich selection of articles, multimedia, and teaching resources to help you meet Common Core State Standards in English language arts. Take a look at how TIME For Kids Edition 5 6 addresses the CCSS for ELA. READING STANDARDS FOR INFORMATIONAL TEXT RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Each TIME For Kids article comes with a Teacher s Guide featuring lessons that develop students nonfiction reading skills. KEY IDEAS AND DETAILS RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Teaching materials include literal and inference questions that ask students to dig deeper into a text s details. Students are challenged to identify evidence, including exact quotes, to support their understanding and analysis. With top stories, we provide step-by-step closereading support, with paragraph-specific questions and discussion prompts. The digital edition includes additional Common Core aligned lessons that challenge students to analyze texts with discussion and writing prompts. Most TIME For Kids articles include Think questions to focus student reading and classroom discussion around a text s central ideas. Teacher s Guide lessons guide students toward identifying the main ideas and supporting details in a text. Think questions and Teacher s Guides focus on how individuals, events, and ideas interact and develop over the course of an article. Graphic organizers support student comprehension and help readers analyze complex relationships within a text. CRAFT AND STRUCTURE RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, causeeffect, problem-solution) of events, ideas, concepts, or information in two or more texts. RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Within each article, academic and domain-specific words are highlighted and defined. Close-reading questions provided help teachers support students in determining the meaning of a word by using context clues. TIME For Kids stories utilize different informationaltext structures (chronology, comparison, cause-effect, problem-solution) to engage readers. Close-reading and discussion questions often ask readers to compare and contrast how particular events or ideas are presented in related texts. In TIME For Kids, you will find opinion pieces on debatable issues, with kids from across the country weighing in. Accompanying stories provide context and background information so that students can speak or write knowledgeably about a topic, analyze a writer s point of view, and critique the strength of supporting evidence. timeforkids.com 1

2 INTEGRATION OF KNOWLEDGE AND IDEAS RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. TIME For Kids videos, slide shows, and audio readalouds of longer articles provide multiple opportunities for students to compare and contrast information from digital sources. With access to different representations of ideas and topics across several forms of multimedia, students can build content-area knowledge Teacher s Guide questions and activities challenge students to identify and evaluate the evidence and reasoning a writer uses to support claims in an informational text. When they read debate stories, students are asked to determine whose point of view was the most persuasive, looking specifically at the points a writer makes in constructing an argument. TIME For Kids often provides two or more articles on the same topic to deepen students knowledge about a subject. Related TIME For Kids stories can be used as a jumping-off point to spur students curiosity about a topic and provide opportunities for students to integrate and synthesize information from multiple sources. Teacher s Guide materials recommend writing prompts, research projects, and other learning extensions for students. RANGE OF READING AND LEVEL OF TEXT COMPLEXITY RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4 5 text complexity band independently and proficiently. TIME For Kids offers a diversity of informational texts, including stories that focus on history and social studies topics, science, and technical texts. Feature stories are written at a grade-appropriate Lexile level, using grade-appropriate words and sentence structure. The digital edition offers feature stories at two Lexile levels to meet the needs of diverse learners. READING STANDARDS: FOUNDATIONAL SKILLS PHONICS AND WORD RECOGNITION RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. 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. TIME For Kids feature stories are written at grade-appropriate Lexile level. Lessons in the Teacher s Guide often call on students to utilize their knowledge of prefixes and suffixes. Select irregularly spelled words are featured as Power Words in the TIME For Kids student magazine, with their pronunciation and definition. In the digital edition, words and definitions are read aloud, and are accompanied by a photo in order to meet the needs of all learners. Test Prep with TFK appears two times per school year, offering opportunities to assess word knowledge, vocabulary use, and reading comprehension. timeforkids.com 2

3 FLUENCY RF.5.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Cover stories in the student magazine are written at a grade-appropriate Lexile level; the digital edition provides an alternative-reading-level article in order to meet the needs of students reading at a lower Lexile level and to differentiate instruction. Vocabulary words are defined in the student magazine and digital edition; context clues provide additional support. Digital editions include audio read-alouds by voice actors not a computer program in order to model fluent and expressive reading. WRITING STANDARDS TEXT TYPES AND PURPOSES W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented. W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. Teacher s Guides and reproducible worksheets provide writing prompts about the student magazine cover story. Prompts encourage students to express their opinion on a topic and challenge them to support their thinking with reasons and evidence from the text. Students are asked to use a clear organizational structure and transitions in their responses. Debate features present students with background information about an issue of interest to fifth graders, alongside two opposing opinions from students their age. Students are encouraged to use the features as mentor texts when crafting their own opinion pieces. Close-reading lessons include writing activities that require students to refer back to the text and do additional research, in order to produce their own work. Writing prompts ask students to take a stance and support their opinion with reasons and evidence from the text, as well as from supporting documents. Test Prep with TFK is provided two times per school year. It includes extended-response questions that call on students to produce short informative texts based on information in a reading passage. Teacher s Guides include writing tasks that call on students to write informative/explanatory texts based on feature stories in the student magazine and/or digital edition. Students are encouraged to use a clear organizational structure in their responses, including a topic sentence, supporting details, and transitions, as well as domainspecific vocabulary. timeforkids.com 3

4 TEXT TYPES AND PURPOSES W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. Articles in the student magazine and digital edition can be used as touchstone texts that demonstrate various organizational structures, including comparison-contrast and cause-effect. Reproducible worksheets provide opportunities for writing short-answer informative/explanatory texts. Teacher s Guides provide opportunities to write narratives related to stories in the student magazine and digital edition, using details from the text to support their writing. When writing narratives, students are encouraged to develop an event sequence and set of characters. They are also asked to integrate narrative techniques and sensory details to enliven their writing. TFK s Homework Helper, available online, guides students through the process of writing narrative texts. PRODUCTION AND DISTRIBUTION OF WRITING W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of language standards 1 3 up to and including grade 5.) W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Teacher s Guides include writing tasks that call on students to write for a particular purpose and audience. Students are challenged to follow the conventions of a specific genre, including persuasive, informative, and narrative writing. TIME For Kids Debate features guide students through the process of submitting their writing for consideration for possible publication. Teacher s Guide lessons and reproducible worksheets guide students through the writing process, including planning, drafting, revising, and publishing. Articles in the student magazine and digital edition can be used as touchstone texts that demonstrate fluent and effective writing. These pieces can be used as models throughout the writing process. Some reproducible worksheets, including graphic organizers, guide students through the process of how to share their work with a wider audience. TFK s Homework Helper, available online, provides an interactive format to guide students through the writing process. RESEARCH TO BUILD AND PRESENT KNOWLEDGE W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Teacher s Guide lessons prompt students to engage in short research projects based on topics featured in the student magazine and digital edition. timeforkids.com 4

5 RESEARCH TO BUILD AND PRESENT KNOWLEDGE W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 reading standards to literature (e.g., Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact] ). b. Apply grade 5 reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s] ). Teacher s Guide lessons prompt students to engage in short research projects based on topics featured in the student magazine and digital edition. Lessons and activities in the Teacher s Guide encourage students to take notes on stories they read in the student magazine and digital edition, and to supplement their research with additional print and digital sources. Students are challenged to summarize and synthesize the information they gather and provide a list of sources. Teacher s Guide lessons and activities ask students to analyze character traits of individuals profiled in articles published in the student magazine and digital edition. Students are called on to identify the character traits and explain how the author uses evidence to support each trait. They are also challenged to compare two or more individuals in a particular story or across two stories. RANGE OF WRITING W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Think questions in the student magazine and digital edition, as well as writing prompts in the Teacher s Guide and reproducible worksheets, encourage a range of writing for a wide range of genres, purposes, and audiences. SPEAKING AND LISTENING STANDARDS COMPREHENSION AND COLLABORATION SL.5.1 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. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Think questions in the student magazine and digital editions encourage one-on-one, small-group, and class discussions. Teacher s Guide lessons pose questions to expand opportunities for discussion and encourage critical thinking. Students are asked to reflect on their peers ideas and the evidence presented during discussions in order to foster critical thinking and supportive learning environments. Students are encouraged to prepare for discussions by gathering relevant details from stories published in the student magazine and digital edition, as well as their own research. Some activities include guidelines to foster lively and respectful discourse about controversial topics. Debate stories in the student magazine encourage lively discussion and academic discourse on topics appropriate for fifth-grade students. timeforkids.com 5

6 COMPREHENSION AND COLLABORATION SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Teacher s Guide lessons encourage students to provide a summary of written stories, which often include information presented in diverse formats. Students are often asked to summarize, as well as identify the main idea and supporting details of, information presented in videos that appear in the digital edition. Weekly comprehension quizzes give students practice identifying main ideas. Think questions and lessons in the student magazine and digital edition encourage discussion. Students are asked to cite reasons and evidence from the text when participating in a range of conversations. PRESENTATION OF KNOWLEDGE AND IDEAS SL.5.4 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. SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 language standards 1 and 3 for specific expectations.) Lessons in the Teacher s Guide and digital edition prompt students to dive deeper into topics and texts through research. Students are then asked to present findings to the class. Audio read-alouds in the digital editions, voiced by actors not a computer program model fluid reading. Some lessons and activities call upon students to display their knowledge through visual and multimedia components. Think questions, Teacher s Guide lessons, and other prompts stimulate discussion. Students are asked to follow particular guidelines, including using academic English and domain-specific vocabulary. LANGUAGE STANDARDS L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Writing prompts in the Teacher s Guides and student magazine provide opportunities for students to demonstrate their understanding of grammar. CONVENTIONS OF STANDARD ENGLISH Audio read-alouds and videos in the digital editions model standard English grammar and usage. Test Prep with TFK, issued two times per school year, assesses students responses to short-answer writing prompts. The student magazine and digital editions can be used as exemplar texts for proper capitalization, punctuation, and spelling. timeforkids.com 6

7 CONVENTIONS OF STANDARD ENGLISH L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Test Prep with TFK, issued two times per school year, provides opportunities to assess students command of standard English capitalization, punctuation, and spelling when writing. Power Words in the student magazine and digital edition serve as reference material. Reproducible worksheets in the Teacher s Guides provide students with writing opportunities and teachers with a way to assess student work. KNOWLEDGE OF LANGUAGE L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. The student magazine and digital editions can be used as exemplar texts to model various sentence lengths and styles. VOCABULARY ACQUISITION AND USE L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause-effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. L.5.6 Acquire and use accurately gradeappropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Vocabulary words are highlighted in the student magazine and digital editions and defined in Power Words boxes. In the digital editions, Power Words are read aloud and include a sentence and photo. Teacher s Guide lessons encourage students to use context clues, as well as common affixes and roots, to understand unfamiliar words. Articles in the student magazine and digital edition often include examples of figurative language and common idioms, which can be used as a model for language instruction. Teacher s Guide lessons are designed to enhance student understanding of figurative language and word relationships. Weekly print and digital quizzes include questions that test students understanding of language use and vocabulary. Articles in the student magazine include both general academic and domain-specific words. Teacher s Guide lessons often focus on such words and challenge students to define them and use them in their own work. timeforkids.com 7