RL-Range+of+Reading+&+Complexity+of+Text

RL.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. || ===‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**=== 10. Read and comprehend complex literary and informational texts independently and proficiently || || 5.IN.1.1 Differentiate strategies when reading informational text in a variety of formats (e.g., print, online, audio, etc.) to complete assigned tasks. 5.IN.1.2 Differentiate strategies when reading various genres. || ===‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===
 * ===**Common Core Standard**===
 * ===‍‍‍‍‍‍‍‍‍‍**Information Technology**===
 * Standard**
 * ===‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**===
 * (Analysing) Analyse a problem from the story from 2 different perspectives** ||

‍‍‍‍‍‍‍‍‍‍**I can...**.
|| **Task Analysis ** Use metacognitive strategies to monitor comprehension during independent reading. Read informational text within the Lexile range of 770 -980. ||
 * Read informational test at the high end of the grades 4-5 text complexity band independently and proficiently.
 * Read informational test at the high end of the grades 4-5 text complexity band independently and proficiently.

‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**
Lexile Metacognitive Strategies (i.e. visualize, evaluate, summarize, skim/scan)

===‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**=== Fifth grade students are capable of reading and understanding a variety of literature at the higher end of grades 4-5 independently.

The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by-grade „staircase‟ of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.” “Students also acquire the habits of reading independently and closely, which are essential to their future success."

Students should encounter appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge needed for success in school and life.Effective scaffolding should allow the reader to encounter the text with minimal clarifications. It should not replace the text by translating its contents for students.