This selection is an informational narrative in the form of a play or Readers' Theater. The play is about a group of boys and girls who are summertime campers at the National Sea Base camp in the Florida Keys. Their adventure includes camping, snorkeling, and sailing aboard the ship. This is a new adventure for the characters in this story.

Akiak is the story of a dog that desires to win the Iditarod with her owner, Mick. Akiak is injured and is disqualified from finishing the race, but she follows Mich and the team of dogs to the finish line. This lesson provides teachers with support for using text-dependent questions to help students derive big ideas and key understandings while developing vocabulary.

This lesson provides teachers with support for using text-dependent questions to help students derive big ideas and key understandings while developing vocabulary from the text Amelia and Eleanor Go for a Ride. Pilot Amelia Earhart and first lady Eleanor Roosevelt are good friends and one night, after dinner at the White House, Amelia then offers to take Eleanor on an unforgettable night flight to Baltimore and back in the Curtis Condor twin-motor airplan. By the time they arrive back in Washington D.C., a group of reporters meets them at the airstrip. Eleanor admits to not flying this time, but has every intention to fly in the near future.

This lesson provides teachers with support for using text-dependent questions to help students derive big ideas and key understandings while developing vocabulary from the modern fable and play, The Baker's Neighbor. In this play, the neighborhood baker Manuel bakes delicious smelling pastries and puts them out for sale each morning, but his neighbor, Pablo, loves to smell the fresh bakery every morning without purchasing any pastries. This irritates Manuel to the point where he feels Pable should pay to smell his baked goods, and Manuel takes his complain to the town judge who eventually offers a ruling that allows Manuel to get the pleasure of "touching" Pablo's gold coins in return for Pable "smelling" the bakery.

This lesson provides teachers with support for using text-dependent questions to help students derive big ideas and key understandings while developing vocabulary from the text Blue Willow. Janey's father is an immigrant worker and this forces Janey and her family to move around every few months, but Janey finds a friend named Lupe and a place she would like to call home permanently. Janey has to go to Camp Miller School for immigrant children like herself and she finds once again she must learn whether the new teacher will be a friend or just another teacher like the ones before her.

This lesson provides teachers with support for using text-dependent questions to help students derive big ideas and key understandings while developing vocabulary from the biographical text, Boss of the Plains. This biography relates the life of John Batterson Stetson as a hatting apprentice until he was diagnosed with tuberculosis and decided to explore the American West. During his time with the people of the West, he invents a better hat, nicknamed "Boss of the Plains," - the first real cowboy hat.

This lesson provides teachers with support for using text-dependent questions to help students derive big ideas and key understandings while developing vocabulary using the fictional text The Bridge Dancers. In this book, two sisters, Maisie and Callie, are faced with a challenging situation. Callie gets hurt while their mother is away and Maisie must decide if she can rely on her knowledge of herbal medicine to save her sister's life.

This assessment task will be completed in two parts and focuses on the informational text, "My Librarian is a Camel." The prewriting/planning in part one involves reading, plus note-taking and speaking and listening in response to text-dependent questions. In part two, students are asked to write an opinion piece.

This lesson provides teachers with support for using text-dependent questions to help students derive big ideas and key understandings while developing vocabulary using the modern fairytale, Cendrillon. In this Caribbean Cinderella story, Cendrillon is treated as a servant by her step-mother and half-sister. Nannin, the gogmother, uses a magic wand to ready Cendrillon for a ball, where Cendrillon meets a rich man's son, Paul, who falls in love with her and finds her when she is lost to him.

This lesson provides teachers with support for using text-dependent questions to help students derive big ideas and key understandings while developing vocabulary using the children's novel, Charlotte's Web. A story of friendship and loyalty between Wilbur, a spring pic and a grey spider named Charlotte. Wilbur learns that he is being fattened for slaughter in the fall. Wilbur is at first disgusted by the fact that charlotte eats flies, but comes to both appreciate and love her.

Thorough explanation of the how and why of text-dependent questions for close, analytic reading. Includes examples.

The Common Core State Standards for reading strongly focus on students gathering evidence, knowledge, and insight from what they read. Indeed, eighty to ninety percent of the Reading Standards in each grade require text dependent analysis; accordingly, aligned curriculum materials should have a similar percentage of text dependent questions.

As the name suggests, a text dependent question specifically asks a question that can only be answered by referring explicitly back to the text being read. It does not rely on any particular background information extraneous to the text nor depend on students having other experiences or knowledge; instead it privileges the text itself and what students can extract from what is before them.

This lesson provides teachers with support for using text-dependent questions to help students derive big ideas and key understandings while developing vocabulary from the series of poems, Danitra Brown Leaves Town. Danitra and Zuri are two city-girls and best friends, and Danitra goes away to her auntĺ䁥_s house for the summer. These poems tell a story about how the girls stayed in touch by writing letters to each other, and how they discovered that they could have fun apart from one another while still remaining friends.

This lesson provides teachers with support for using text-dependent questions and other CCSS instructional shifts to help students derive big ideas and key understandings while developing vocabulary from the text Dear Mrs. LaRue. Mrs. LaRue sends her dog, Ike, to obedience school because of a series of inappropriate behaviors that he displays toward everyone. Ike feels he has been wrongly sent to the school and writes letters to explain his perspective on what actually happened in each situation, trying to persuade Ms. LaRue to come and get him.

This unit emphasizes literacy skills for STEAM students, using the Planeterrella Experiment to learn about aurorae. Guided by text-dependent questions, students will study and gather evidence from anchor and supplemental texts on the Planeterrella’s design, purpose and history, magnetic currents and their role in aurorae, the Van Allen Belt, the Lorenz Effect, and how global warming impacts aurorae. Students will perform experiments with magnetic currents and create a lab simulation of the aurora borealis using textual evidence and data from the anchor and supplemental texts.

The goal of this five-day exemplar is to explicitly model the process of searching for and interpreting intra-textual connections. In this lesson sequence, the teacher poses an analytic focusing question and then guides students in gathering and interpreting evidence from the text in order to come to a deeper understanding of the story. Simple word play and art activities give students practice in closely attending to language and word choice, and in visualizing and recording their interpretations. Discussion and a short writing exercise help students to synthesize what they have learned.

While common usage of the word, text, often refers to written or printed matter, literary and cultural theory extends the term to refer to any coherent set of symbols that transmit meaning to those who know how to read them. In an age where ideas may take many forms and be expressed across different media, texts and reading take on new implications.One goal of the Flows of Reading project is to inspire teachers and students to reflect on what can be considered as reading and what kinds of reading they perform in their everyday lives. Flows of Reading introduces an expanded concept of the term, text, and models a new type of readerĺ䁥ŕone who reads across different media and who understands reading as an activity of sharing, deconstructing, and making meaning.We have created a rich environment designed to encourage close critical engagement not only with Moby-Dick but a range of other texts, including the childrenĺ䁥_s picture book, Flotsam; Harry Potter; Hunger Games; and Lord of the Rings. We want to demonstrate that the bookĺ䁥_s approach can be applied to many different kinds of texts and may revitalize how we teach a diversity of forms of human expression.

This lesson provides teachers with support for using text-dependent questions and Common Core literacy strategies to help students derive big ideas and key understandings while developing vocabulary using the biographic text, Gloria Estefan. Along with her worldwide musical fame, Gloria Estefan also experienced tragedy, but continued to help others in unfortunate situations. Gloriaĺĺs success has allowed her to receive multiple honors and awards for her selfless work leading to her being referred to as "a star with a heart."

In this lesson, the students will listen to The Lorax read aloud. Students will answer text-dependent questions during the read aloud. In addition, they will identify how the environment has been negatively changed throughout the story.

These introductory plans will springboard students into the fictional text, Night of the Twister.  This modified text, and informational PowerPoint featuring four natural disasters, was inspired by a real event that happened in Nebraska in 1980.  The modified text was created using more simplistic language while keeping the main idea intact.  Students will recount events and analyze characteristics that define natural disasters, while answering the overarching unit question: How do natural disasters impact us? This set of lessons is intended to span between 5-10 instructional periods and will also set the stage for specific learning structures and routines.  Students will use response strategies to identify how nature can impact us.  Through reading and discussion, students will cite key details and make inferences based evidence that support the main idea of portions of the text read.  Included are examples of text dependent questions and sample questions to guide instruction.  Contained in this plan are day-by-day lessons.

Unit OverviewThis unit focuses on the various modes of local, national and world news. Students will read, evaluate and integrate multiple sources of information to gain perspective and understanding of a variety of news events. Through a structured instructional sequence, students will gain knowledge about current news, discuss the events, analyze news sources, identify bias and write brief news articles or reports based on research. The unifying theme, What’s News? will guide students as they discuss the essential question, How does the news influence us?A variety of focus texts and resources are suggested. Depending on your class and available resources, other texts may easily be substituted. Teachers may develop a customized instructional sequence with alternate news articles appropriate to the needs and make-up of the community/school population.It is important teachers prepare fully by reading all resources and consider their students when planning to implement this unit. Time frames may vary depending on the daily amount of instructional time allotted, the student group and the degree of teacher support required for students to meet with success.Teacher Note: The news of today can be very graphic and disturbing. It is important you intentionally select articles and news that do not deal with violence of any kind but that does engage 5th graders. Remember to consciously be aware of this aspect of the news for the general public. Included in this plan are a variety of “kid friendly” news sites to access. You could write a letter to the parents of your class informing them of the unit’s intent and your plan for implementing it. For guidance, watch the TVO video about TKN and Media Literacy video at the bottom of the home page www.teachingkidsnews.com.The lesson models in this unit feature best practices using informational texts to address Common Core State Standards. Included are examples of text dependent questions and sample responses to guide instruction. Students will engage with technology and practice effective listening and speaking skills in collaborative groups to identify key ideas and concepts and to build deeper understanding.Additional Planning and Preparation:Read the entire unit model, associated texts, and resources.Note vocabulary, phrases, concepts, and terminology that may be challenging.Organize the class in groups or pairs for cooperative work and discussion.Access and bookmark web resources your students will use.You many choose to infuse ‘bigger’ questions into discussion such as:What does it take to overcome challenges?How do we face challenges?What kinds of challenges do we face?Are life always challenges necessary to succeed?Universal Design Principles and strategies for English Learners:Organize the class in groups and pairs for discussion and cooperative work.Use multiple modes of presentation to allow acquisition and integration of knowledge and to increase interest and motivation.Offer students choice of tasks and modes of response.Considering using a word processing program or template for students to keep notes such as Google note taking tools.IMPORTANT NOTE: No text model or website referenced in this unit has undergone a formal review. Before using any of these materials, local school systems should conduct a formal approval review to determine their appropriateness. Teachers should always adhere to Acceptable Use Policy enforced by their local school system.Text Models For Lessons and Lesson Seedshttp://teachingkidsnews.comhttps://theconnectedclassroom.wikispaces.com/NewsInterdisciplinary ConnectionsSocial Studies/Geography/Science/Health/Current EventsAdditional ResourcesTeacher ResourcesDaily News at http://www.nwf.orgWashington Post: http://www.washingtonpost.com/local/ecologists-track-dc-ospreys-long-journey-home--from-south-america-to-the-anacostia/2014/04/18/78a5dd18-c3fc-11e3-b195-dd0c1174052c_story.htmlPair these three articles – take down nest, bird rebuilds, rebuild, take down, build platform:http://www.washingtonpost.com/local/osprey-nest-blocking-md-traffic-camera-removed/2014/04/19/64623da8-c7fb-11e3-b708-471bae3cb10c_story.htmlhttp://www.washingtonpost.com/local/md-installs-nesting-platform-for-osprey/2014/04/24/c4c49eda-cbd8-11e3-b81a-6fff56bc591e_story.htmlhttp://www.washingtonpost.com/local/md-considers-nesting-platform-for-ospreys/2014/04/23/b82cf0f0-cb10-11e3-b81a-6fff56bc591e_story.htmlREADWORKShttps://www.readworks.org/passages/new-letter-alphabethttps://www.readworks.org/node/2219 batshttps://www.readworks.org/passages/classical-music-wolfgang-amadeus-mozarthttps://www.readworks.org/passages/cool-be-kind-0https://www.readworks.org/passages/endangered-animals-glancehttps://www.readworks.org/passages/finger-foodhttps://www.readworks.org/passages/homemadehttps://www.readworks.org/passages/meet-soldierScience Fridayhttp://auburnpub.com/science-friday-return-of-the-condor/article_54c3335a-cc67-11e3-acda-001a4bcf887a.htmlTime for Kids           https://www.timeforkids.com/NIEhttp://www.washingtonpost.com/lifestyle/kidspost/http://helenair.com/news/local/th-graders-keep-abreast-of-current-events-school-issues/article_8dad9ea4-cc39-11e3-8e63-001a4bcf887a.htmlhttp://www.nwf.org

In this module, students will read, discuss, and analyze contemporary and classic texts, focusing on how complex characters develop through interactions with one another and how authors structure text to accomplish that development. There will be a strong emphasis on reading closely and responding to text dependent questions, annotating text, and developing academic vocabulary in context.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

This lesson provides teachers with support for using text-dependent questions and Common Core literacy strategies to help students derive big ideas and key understandings while developing vocabulary using the text "Happy Birthday Dr. King". When ten-year old Jamalĺĺs grandfather hears that the boy is in trouble for fighting to sit in the back of the bus, he tells Jamal about Rosa Parks, Martin Luther King, Jr., and the civil rights movement. Jamal responds with an idea for a skit for his schoolĺĺs King Day assembly.

This lesson provides teachers with support for using text-dependent questions and Common Core literacy strategies to help students derive big ideas and key understandings while developing vocabulary using the text, "Heat Wave." A fantastic heat wave hits a Kansas farm, roasting the geese, popping the corn in the fields, and causing other distressing events. The farm girl tries a few clever ways to get rid of it, and finally succeeds when she plants iceberg lettuce.

In this lesson, students consider what it means to be an American, using an opinion piece about the “American Identity Crisis” and several related videos as central texts. They answer a series of text-dependent questions, debate their opinions, write a brief constructed response, and make their own video that reflects their interpretation of “the face of America.”

This lesson provides teachers with support for using text-dependent questions and Common Core literacy strategies to help students derive big ideas and key understandings while developing vocabulary using the text, "The Last Dragon." A young boy, Peter, is hesitant to spend the summer with his great aunt in Chinatown. Peter finds an aging parade dragon in a store and, in restoring it, learns to connect with the dragon and the Chinese community.

This unit emphasizes literacy skills for STEAM students, using the Planeterella Experiment to learn about aurorae. Guided by text-dependent questions, students will study and gather evidence from anchor and supplemental texts on the Planterella’s design, purpose and history, magnetic currents and their role in aurorae, the Van Allen Belt, the Lorenz Effect, and how global warming impacts aurorae. Students will perform experiments with magnetic currents and create a lab simulation of the aurora borealis using textual evidence and data from the anchor and supplemental texts. Students will present their findings and their experiments using the Tricaster TC40.

This unit emphasizes literacy skills for STEAM students, using the Planeterella Experiment to learn about aurorae. Guided by text-dependent questions, students will study and gather evidence from anchor and supplemental texts on the Planterella’s design, purpose and history, magnetic currents and their role in aurorae, the Van Allen Belt, the Lorenz Effect, and how global warming impacts aurorae. Students will perform experiments with magnetic currents and create a lab simulation of the aurora borealis using textual evidence and data from the anchor and supplemental texts. Students will present their findings and their experiments using the Tricaster TC40.

Students will explore exponential growth, sustainability, population trends, and social responsibility as observed in various texts relating to U.S. Westward Expansion.

This lesson provides teachers with support for using text-dependent questions and Common Core literacy strategies to help students derive big ideas and key understandings while developing vocabulary using the text, "Marven of the Great North Woods." To keep their only son, Marven, safe from the influenza epidemic, Marven's parents decide to send their ten year old Jewish son far away to a logging camp filled with French Canadian lumberjacks. He copes with language and cultural differences while he learns his bookkeeping job and makes a wonderful friend.

Invite students to share and discuss a song of their choice with lyrics that contain a social, political or cultural message relevant to a contemporary social justice issue. Students will lead their peers through a close reading and discussion of the song’s lyrics, and create a written analysis of the song, its lyrics, and its message. To help anchor their analysis, teachers may use the Critical Literacy Text-Dependent Question Stems template in the lesson. Students can organize their writing along the eight areas, while choosing from the list of prompts in each area. (Note: Teacher discretion will be necessary for handling lyrics that use explicit language.) Use the suggested activity and strategies below to empower students to lead the lesson with their peers as the students.

"Narrative of the Life of Frederick Douglass, an American Slave" Text-Dependent Question organizer adapted from Acheivethecore.org.

This lesson provides teachers with support for using text-dependent questions and Common Core literacy strategies to help students derive big ideas and key understandings while developing vocabulary using the text, "Sing to the Stars." Ephram loves to play the violin, and when he discovers that a blind neighbor was once a musician, but stopped playing the piano due to a family tragedy, he encourages the man to return to his music. Each encourages the other, and they perform together at a community concert.

This lesson provides teachers with support for using text-dependent questions and Common Core literacy strategies to help students derive big ideas and key understandings while developing vocabulary using the story Skylark. In this story, a family struggles on a prairie farm during a drought. They are forced to make a painful choice when their water soon runs out.