SYRACUSE CITY SCHOOL DISTRICT

Revised: 3/12/2015
SYRACUSE CITY SCHOOL DISTRICT
Grade 05 Unit 05: Preparing for the Test (Reading)
Reading Standards: ALL
Unit Description: This test preparation unit is based on the premise that students who can read with stamina, fluency, and
strong comprehension will do well on the NYS ELA Assessment. This unit requires students to bring forward strategies for each
genre that they have been taught throughout the year. It provides the extra practice and repetition so that they can
transfer those strategies to their test-taking. The reading portion of the unit is divided by genre (fiction, nonfiction, and
poetry); each genre includes a set of lessons to guide students through careful annotation and close reading. General testtaking strategies are embedded throughout the equip students with ways to handle the questions that will likely be asked.
This unit also takes into account the fact that readers need practice with accessible text. Within each set of genre lessons,
students work in leveled packets and work with partners, before building up to independent work on grade-level texts.
From March 11-March 17, teachers should lead students through a close reading mini-unit from the ACT Now
Resources; remember, these serve as a resource and not a script and should be used to inform teacher planning. In order
to fit this into your current unit pacing, you will need to work with your team and coach to consider which teaching points
you could consolidate or incorporate into the close reading mini-unit.
Implementation Dates: March 9-April 12
*Close Reading Mini-Unit “Three Golden Apples”: March 11-March 17
Common Core Learning Standards:
RL 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from
the test.
RL 5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or
drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
RL 5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific
details in the text.
RL 5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
Teaching Points:
F1: Test-takers make a roadmap for fiction passages. We do this by jotting down what we’re learning about the
character, problem, solution, and lesson.
Page 1
F2: Test-takers, answer questions carefully. Here’s how: We read a question, circling key words, and thinking: What is
this question asking me? We cover the answer choices and jot the answers in our own words. Then we match our
answer to the best available choice.
F3: Fiction test-takers expect questions about character changes and reactions. We track changes in character
feelings and traits by asking, “How is the character changing or reacting?” We add these jots to our road maps.
Unit 4 Assessment: NYS ELA Assessment April 14-April 16
Teacher Instructional Guidance for this unit
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Test Prep Unit Overview
Test Prep PowerPoint
Supporting Students During Test Prep
Sample Test Prep Lesson
Assessment Links
No unit assessment for test preparation
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Rubrics and Scoring Guide Links
NYS Educator Test Guide with Rubrics
Mentor Texts (what teacher uses to model)
Student Resources
See distributed packets
Test Prep Packet
Test Prep Packet Corrections
Test Prep Answer Sheet
Big Ideas
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Readers read for long chunks of time across a variety of texts
Test-takers have ways to read, talk about, and answer test questions
Test-takers use what they know about text structure and genre to hold on to ideas and to locate details easily
According to…
Best
Best describes
Chart
Column
Except
First
Vocabulary
● Inference
● Main idea
● Mostly
● Mostly about
● Passage
● Problem
Anchor Charts
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●
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Section
Selection
Text features
Theme
Timeline
Title
Fiction Roadmaps Include
How to Make a Roadmap
Roadmapping with a Partner
Test Taking Tips
Think-Cover-Match
Vocabulary Tips
Test Taking Strategies
Vocabulary Strategies
Fiction Roadmap
Page 2
Nonfiction Roadmap
Poetry Roadmap
Outcome
Fiction
Teaching Points (Lesson Objectives)
F1: Test-takers make a roadmap for fiction
passages. We do this by jotting down what
we’re learning about the character,
problem, solution, and lesson.
[Introduce Fiction Roadmap Anchor Chart]
F2: Test-takers answer questions carefully.
Here’s how: We read a question, circling key
words and thinking: What is this question
asking me? We cover the answer choices
and jot the answer in our own words. Then we
match our answer to the best available
answer choice.
F3: Fiction test-takers expect questions about
character changes and reactions. We track
changes in character feelings and traits by
asking, “How is the character changing or
reacting?” We add these jots to our road
maps.
Mentor Text
(what teacher uses to model)
“By Caldron Pool”
(model ONLY road-mapping
the passage; do not model or
discuss any of the questions)
“By Caldron Pool”
(model the strategy on
questions 1-3; have students
try the strategy on questions 4
& 5)
“By Caldron Pool”
(model adding more jots
about feelings, traits, and
change to roadmap)
Page 3
Partner/Independent Work
Closing/Share
(students work in leveled packets; see
below for specifics on passage levels)
Differentiated partner practice
using Passage #1 and Passage
#2
Students reading at level R and
below  work on Passage #1
Students reading at or above
level S  work on Passage #2
Partners preview & read first
passage together, creating a
fiction roadmap (make sure
students reference anchor
chart). Partners do not yet
answer questions.
CONTINUED:
Students reading at level R and
below  work on Passage #1
Students reading at or above
level S  work on Passage #2
Partners reread Practice
Passage #1 together and read
questions. They cover choices,
answer in own words (orally),
jot answers, then look for best
matches. Students can also
answer the constructed
response question.
*Differentiated partner
practice using Practice
Passages #3 and #4*
Partnerships at levels R and
below will read & roadmap,
Introduce Test Taking
Strategies Poster
Test-takers expect
certain questions
where it’s hard to
predict the answer. For
these types of
questions, read every
choice carefully. Return
to the question to
make sure you know
exactly what’s being
asked. Select the best
choice.
Introduce Vocabulary
Strategies poster
Review question 6 from
“By Caldron Pool” and
model using vocab
Outcome
Teaching Points (Lesson Objectives)
Mentor Text
(what teacher uses to model)
Partner/Independent Work
and answer multiple choice
questions for Practice Passage
#3 (using F2 strategy).
F4: Fiction test-takers expect to write to show
our thinking. When we get to written response
questions we:
1. Read the question and think: What
is this asking me to do?
2. Go back to the text and reread
with the question in mind.
3. Write a response that answers all
parts of the question.
4. Check our work to make sure it’s
easy to read!
F5: Fiction test-takers know to read each
answer choice and eliminate the ones that
just don’t make sense (slash the trash!).
F6: Review & support using Practice Passage
#4 (“Sitti’s Secrets”)
 Read passage aloud while students
follow along. Ask them to add to their
“By Caldron Pool”
(model answering the
constructed
response/question 7)
Partnerships at levels S and
higher will read & roadmap,
and answer multiple choice
questions for Practice Passage
#4 (using F2 strategy).
Partnerships continue working
on passage (either #3 or #4)
from previous day, but:
1. Each partner responds to
the constructed response
individually.
2. Then partners share their
responses.
3. Partners revise their
responses after discussion.
*All students work on Practice
Passage #5 independently*
Review select questions from
“By Caldron Pool”
“Sitti’s Secrets”
Page 4
Closing/Share
(students work in leveled packets; see
below for specifics on passage levels)
Students read & respond to
questions independently (~20
min), then come together with
partners to share answers and
strategies used.
Teachers circulate and coach
students during independent
practice, taking note of
student struggles – this will help
inform instruction the following
day.
Students review Practice
Passage #4 with teacher
strategies
Share one example
from a partnership –
emphasize how the
student revised his/her
answer to fully answer
the question.
Test-takers have
stamina – it’s like
running a long race.
We use small tricks to
keep ourselves focused
– deep breaths, quick
stretches, etc.
Preview Paired
Passages: Sometimes
readers have to read 2
passages and think
Outcome
Teaching Points (Lesson Objectives)
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Nonfiction
Mentor Text
(what teacher uses to model)
Partner/Independent Work
roadmaps (from independent work
the previous day)
Discuss multiple choice questions,
emphasizing strategies
Share responses to constructed
responses from students. Have
students revise own responses .
F7: Paired passage practice:
Test-takers are ready to read and answer
questions about two related passages. We
know that we usually answer questions for
each passage AND answer a question about
how the two passages go together.
NF1: Test-takers make a roadmap for
nonfiction passages. We do this by jotting
down smaller main ideas as well as what
we’re learning about the text’s central ideas.
[Introduce Nonfiction Roadmap Anchor
Chart]
NF2: Nonfiction test-takers can find
supporting evidence for any idea. When we
get to questions like:
Which sentence from the passage best explains
why NASA uses wind tunnels to test spacecraft
models
1. Pause and ask: What’s the real question? (e.g.,
Why does NASA use wind tunnels to test
spacecraft models?)
2. Think about the best answer in our minds
3. Read each sentence in the answer choices and
look for the one that best matches our thinking
Practice Passage #6 – “The
Secret Garden” and “Black
Beauty”
“Wind Tunnels”
(roadmap and questions 1-3)
“Wind Tunnels”
(additions to roadmap and
questions 4-6)
Partnerships read “The Secret
Garden” together and answer
the accompanying question.
Whole class shared writing:
Respond to question #3
*All students work on NF
Practice Passage #1*
Partners preview, read, and
roadmap Passage #1. Then
they read and discuss
questions orally before finding
the best answer choice.
*Differentiated partner
practice using NF Practice
Passages #2 and #3*
Partnerships at levels R and
below will read/answer
questions for Practice Passage
#2 (discussing answers before
selecting best choice!)
Partnerships at levels S and
higher will read/answer
questions for Practice Passage
#3 (discussing answers before
Page 5
Closing/Share
(students work in leveled packets; see
below for specifics on passage levels)
about how they go
together. Tomorrow we
will be looking at “The
Secret Garden” and
“Black Beauty.” Let’s
read & roadmap
“Black Beauty”
together.
Celebrate fiction
success! Share
strategies & tips that
worked.
Review non-fiction
roadmap anchor chart
poster
Test takers know that
the word EXCEPT is a
tricky one. When we
see ‘except,’ we know
that most of the answer
choices will be correct,
and one will not be.
We look for the one
that does not fit.
Outcome
Teaching Points (Lesson Objectives)
Mentor Text
(what teacher uses to model)
Partner/Independent Work
Closing/Share
(students work in leveled packets; see
below for specifics on passage levels)
selecting best choice!)
NF3: Nonfiction test-takers expect to write to
show our thinking. When we get to written
response questions we:
1. Read the question and think: What
is this asking me to do?
2. Go back to the text and reread
with the question in mind.
3. Write a response that answers all
parts of the question.
4. Check our work to make sure it’s
easy to read!
Poetry
NF4: Review & support using Practice
Passage #4 (“Foul Flora”)
 Read passage aloud while students
follow along. Ask them to add to their
roadmaps (from independent work
the previous day)
 Discuss trickiest questions emphasizing
strategies
 Give students an opportunity to revise
constructed response question.
P1: Test-takers make a roadmap for poetry
passages. We do this by jotting ideas about
what the poet is teaching us, how the poet
makes us feel, and what kind of figurative
language the poet is using.
[Introduce Poetry Roadmap Anchor Chart]
*All students work on Practice
Passage #4 independently*
“Basic Archeology” (Practice
Passage #1)
Model steps to answering
constructed response
question. Have students revise
or craft their own responses to
that question.
“Foul Flora”
“Dog and Squirrel”
(roadmap and questions)
Page 6
Students read & respond to
questions independently (~20
min), then come together with
partners to share answers and
strategies used.
Teachers circulate and coach
students during independent
practice, taking note of
student struggles – this will help
inform instruction the following
day.
Share responses to
constructed response
question from “Foul
Flora”
Students review Practice
Passage #4 with teacher
Celebrate nonfiction!
Share strategies & tips
that worked.
*All students work on Practice
Passage #1*
Test takers pay
attention to bolded
words in the question.
They know that bolded
words will help them
know what the
question is asking.
Partners preview, read, and
roadmap Passage #1. Then
they read and discuss
questions orally before finding
the best answer choice.
Outcome
Teaching Points (Lesson Objectives)
P2: Poetry test-takers take time to study
figurative language. We do this by
underlining examples of figurative language
and then thinking about why the author
made these choices.
P3: Poetry independent practice – have
students first work on Practice Passage #3
(“First Men on the Moon”) and then review
answers with the class.
Dry run/
celebratio
n
Mentor Text
(what teacher uses to model)
“Dog and Squirrel”
(return to roadmap to note
additional figurative
language)
AFTER STUDENTS HAVE
READ/ANSWERED QUESTIONS:
“First Men on the Moon”
Partner/Independent Work
Closing/Share
(students work in leveled packets; see
below for specifics on passage levels)
*All students work on Practice
Passage #2*
Students individually preview,
read, and roadmap Passage
#2. Then they answer
questions. After 15 min,
partners come together to
share answers.
*All students work on Practice
Passage #3 independently*
When we have paired
passages, we have to
keep them straight. Pay
attention to which title
the question refers to.
Celebrate poetry!
Students read & respond to
questions independently (~20
min).
[As needed]
Give students one additional passage (no
more than one) and have them practice
putting all of the strategies into action.
Test-takers stay focused
& keep our eyes
on the prize!
Have students share out the strategies that
have worked best for them & celebrate!
Suggested Pacing Calendar – March 2014
Monday, March 10
Tuesday, March 11
Wednesday, March 12
Thursday, March 13
Friday, March 14
F1
F2
F3
F4
F5
Monday, March 17
Tuesday, March 18
Wednesday, March 19
Thursday, March 20
Friday, March 21
F6
F7
NF1
NF2
NF3
Monday, March 24
Tuesday, March 25
Wednesday, March 26
Thursday, March 27
Friday, March 28
Page 7
NF4
NF5
P1
Page 8
P2
P3