ERIC ED539432: ITRI Informational Text Reading Inventory: Grade 5 Teacher Guide

2013·29.3 MB·English

by  ERIC

Grade 5
Teacher Guide
Developed by the Center for
Innovation in Assessment in
conjunction with the Indiana
Department of Education

What’s In This Booklet
The Grade 5 Informational Text Reading Inventory (ITRI) was developed to address the specific
reading challenges that grade 5 students encounter when reading their textbooks and other
informational text. In fifth grade, students are expected not only to comprehend difficult
passages, but also to extend their comprehension through drawing inferences and critically
evaluating the materials they read.
This booklet contains all the information teachers need to use the Grade 5 ITRI materials,
including assessments, lessons, concluding projects, answer keys, student scoring sheets, and a
survey of the scientifically-based reading research that is foundational to ITRI.
Because all Grade 5 ITRI content comes from Indiana’s Standards for grade 5, the ITRI materials
will enhance the subject matter teachers already teach. Students learn the reading skills within
the context of their content area curriculum.
For a detailed list of all items, please go to the Table of Contents on page iii.


Table of Contents
About the Grade 5 Informational Text Reading Inventory (ITRI) ...............................1
Overview of Grade 5 ITRI Assessments ......................................................................2
Overview of Grade 5 ITRI Lessons ..............................................................................3
Key to Lesson Layout ...................................................................................................7
Key to Teacher Manual Layout .....................................................................................8
Instructions for Administering the Diagnostic
and Follow-Up Assessments ................................................................................11
Answer Key: Diagnostic and Follow-Up Assessments ...........................................12
Main Idea & Supporting Details ..................................................................................13
Sequential Order Lesson ............................................................................................47
Interpreting Graphics Lesson ....................................................................................83
Making Inferences Lesson........................................................................................119
Fact & Opinion Lesson .............................................................................................155
Work Knowledge Lesson ..........................................................................................191
Appendix A ..................................................................................................................A1
Appendix B ..................................................................................................................B1
Appendix C ..................................................................................................................C1
Appendix D ..................................................................................................................D1
Appendix E ..................................................................................................................E1
Appendix F ...................................................................................................................F1

v
About the Grade 5 Informational Text Reading
Inventory (ITRI)
For a quick overview of how to get started, please turn to page 2.
How Grade 5 ITRI Works
Grade 5 ITRI will help students learn how to read their content area textbooks better. These
research-based materials will:
• help teachers identify whole class and individual student strengths/weaknesses in
reading informational text.
• encourage students to engage with a variety of informational texts mirroring a variety of
textbook designs and lesson formats.
• increase student ability, confidence, and performance in the content areas.
• encourage student development of critical thinking skills.
• reinforce the critical content identified in Indiana’s Academic Standards for social studies,
science, health, and mathematics.
Grade 5 ITRI lessons were written and designed to model Indiana’s adopted textbooks. Because
the lessons model the textbook syntactically, conceptually, and graphically, and because
textbooks are not perfect, Grade 5 ITRI lessons also include:
• grammatically incorrect phrases occasionally (And then…).
• graphics that do not always illustrate the topic at hand.
• vocabulary words that are sometimes used before they are defined.
For an outline of the titles, subject matter, or the standards indicators addressed in each lesson,
please see Appendix B.
Four Components of Grade 5 ITRI
ITRI allows teachers to gather data to continually monitor student progress. ITRI has four
distinct components:
1. Diagnostic Assessment: Grade 5 ITRI begins with an initial assessment, which identifies
student reading ability in six critical skill areas.
2. Lessons: Grade 5 ITRI lessons model how proficient readers read. The lessons
emphasize the six reading skill areas, and promote critical thinking skills.
3. Concluding Projects: Each set of Grade 5 ITRI lessons ends with an optional
inquiry-based concluding project, which helps students apply the skills that they
have learned.
4. Follow-Up Assessment: Grade 5 ITRI ends with a final assessment, which allows the
teacher to quantify reading improvement and to identify students who are continuing to
have difficulty.

Overview of Grade 5 ITRI Assessments
There are two Grade 5 ITRI assessments. The Diagnostic Assessment is used to obtain baseline
data about how well students read their textbooks before they complete the Grade 5 ITRI lessons.
The Follow-Up Assessment is used after the completion of the Grade 5 ITRI lessons and projects
to monitor student achievement. Each assessment tests the following reading skill areas:
1. Main Idea & Supporting Details 4. Making Inferences
2. Sequential Order 5. Fact & Opinion
3. Interpreting Graphics 6. Word Knowledge
1
Students Take a Two-Part Diagnostic Assessment
The assessment uses the structure
of textbook passages to evaluate Main Idea: Pesticides: Two Views Main Idea: The Rights of
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Teachers Score Assessment atomantoes d Cappohtaidtoso, bceuetwtleo,r lhmo,r flnl ewao ebrmee, twleh, iCcteofll oyradto Data Standards Addressed: Soc: 5.1.16, 5.1.17, 5.2.1, 5.2.6 1
Standards Addressed: Sci: 5.1.5, 5.1.6, 5.4.5 1
There are 24 questions total in each assessment. Each of the six reading skill areas is assessed by
four questions. In order to simplify scoring, reading skill areas are always assessed in the same
order (questions 1 and 7 will always assess Main Idea and Supporting Details, questions 2 and
8 will always assess Sequential
Order, etc.). The assessment
scoring sheet shown here is Appendix C Scoring Sheet: ITRI Assessments
included as Appendix C.
Diagnostic Follow-Up
Class Averages identify the CLASS Average 2.6 3.1 3.1 2.2 3.3 3.4
strengths and weaknesses of
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TTOOTTAALL 3 3 4 2 3 3
Answer keys and specific
for a correct response and Vinland 0 0 0 1 1 0 0 0 0 1 0 1
Shayla Earliest Americans 0 1 0 1 1 1ins0truc0tio1ns f1or a0dm1inistering
zero points for an incorrect TTOOTTAALL 1 2 3 0 3 2
Vinland 1 1 1 0 0 1an1d sc0ori1ng 1the 1Dia0gnostic
response. Mario Earliest Americans 1 1 1 1 1 1 1 1 1 1 1 1
TTOOTTAALL 4 3 3 and 3Follow4-Up As3sessments
Vinland 0 1 1 0 1 1 0 1 1 0 1 1
Lin Earliest Americans 1 1 1 1 1 1can0 be1 fo1und1 on1 pa1ge 12–13.
TTOOTTAALL 3 3 4 2 3 4
Students who are unable to read the the diagnostic passages or who
Vinland 0 0 1 0 0 0 1 0 1 1 1 0
struggle to complete the questions may neTaeRhdon daassistEaarlienst cAmeeri catnos c1omp1lete1 1 1 1 1 0 1 1 1 1
TTOOTTAALL 2 3 2 2 4 3
ITRI lessons. Teachers may want to arrange for theseVi nslantduden0ts to1 wo1rk 1 0 1 1 0 1 1 1 1
Mark Earliest Americans 0 1 1 1 1 1 1 0 1 1 1 1
in small groups with the assistance of a teacher or claTTOOsTTsAALLroom a2ssistan4t. 3 2 4 4
 Vinland 1 1 1 1 1 0 0 1 0 1 1 1
Casey Earliest Americans 0 1 1 1 1 1 0 1 1 1 1 1
TTOOTTAALL 3 4 3 2 3 4
Vinland 1 1 1 1 1 0 0 1 1 1 1 1
Emily Earliest Americans 1 1 1 1 1 1 1 1 1 1 1 1
TTOOTTAALL 4 4 3 3 4 4
Vinland 0 0 0 0 1 0 1 0 0 0 1 0
Quinn Earliest Americans 0 1 1 0 1 1 1 0 1 1 1 1
TTOOTTAALL 1 1 3 2 2 3
Vinland 1 0 1 1 1 0 1 1 1 0 1 1
Holly Earliest Americans 1 1 1 1 1 1 1 1 1 1 1 1
TTOOTTAALL 3 4 3 4 3 4
1
Overview of Grade 5 ITRI Lessons
There are six sets of Grade 5 ITRI lessons. Each set contains a Reading Skill Introduction,
five lessons (a biography, an activity, a math application, and two traditional lessons), and a
Concluding Project. Each of the sets focuses on one of the six reading skill areas noted on page 2.
1
Students Read the Reading Skill Introduction
The Reading Skill Introduction helps students focus on the reading skill they will
practice in the lessons. Students should have access to these introductions as they work
through the lessons. Teachers may want to model certain strategies, make overheads of
the Reading Skill Introductions, and pace learning as appropriate to student ability.
Sequential Order
What is sequential order?
Many lessons in your textbooks are written to emphasize sequential order.
This means that they are written to describe events in the order in which they
happened. Sequential order is also used to write instructions, such as those
you might find in a science experiment or recipe.
If a text is organized to emphasize sequential order, the author wants you
to pay careful attention to the order in which events or steps take place. You
may be asked questions about that order.
How can you tell if a text is organized sequentially?
Recognizing that a text is written to emphasize sequential order can help
you read the text better. To identify sequential order, look for:
• h eadings/subheadings that describe specific events or steps. These
headings will usually begin with a verb (action word).
• s pecial signal words (before, after, next, then, etc.) that are used to
indicate sequence.
• t imelines or illustrations that indicate the order of events (look for
arrows, etc.).
• numbers that may indicate steps.
• dates that indicate when events happened.
• a main idea that explains how events or steps are related.
What should you do if events are not presented in sequential order?
Some texts that emphasize sequential order may not describe the steps or
events in the order they happened. Pay attention to all signal words. Sometimes
the steps or events may not be described in the order in which they happened.
You will need to use the sequence signal words to help you put them in order.
You may want to take notes on a separate piece of paper or draw yourself a
timeline. This will help you organize the information in the correct order. It will
help you keep track of when events occurred.
2
Students Complete a Lesson
Each lesson contains Guided Reading Boxes that ask students to answer questions as
they read. All questions relate to the particular reading skill area and to either general
comprehension or critical thinking skills.
Lesson 5
SEQUENTIAL ORDER
VOCABULARY The Cotton Gin
• cotton gin
• Robert Fulton and the Steamboat:
• steamboat
• Eli Whitney Changing Life in the 1800s
MAIN IDEA
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life in the 1800s. that many people in the southern United States lived and
worked. Whitney had worked as both a blacksmith and
a teacher, but he loved to invent things. His cotton gin
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cotton. Whitney’s
cotton gin could separate 50 pounds of cotton in just one
day. This allowed people to make cotton cloth much more
cheaply. Cotton quickly became the biggest crop in the
South. It continued to be the South’s biggest crop until the
Civil War (1861 -1865).
Standards Addressed: Soc: 5.1.S1c0i,: 55..31..83,, 55..41..35,, 55..43..74,, 55..53..68 1
Each set is designed so that the lessons are arranged in chronological order, with the difficulty
of the questions increasing throughout. Although this is the recommended order of Grade 5
ITRI materials, teachers should feel free to arrange these lessons as they fit into the existing
curriculum.

3
Teachers Lead an All-Class Discussion and Scoring Session
Teachers facilitate the transfer of learning by engaging students in a discussion of
their answers. Students score their own lessons. Each lesson has ten possible points.
Additional discussion prompts are included to extend the discussion.
Fact & Opinion Lesson 3:
Measurement: Perimeter of Polygons
.
Discussion Points Following the Lesson
• Look at Guided Reading Box A.
When you think about facts and opinions, are math lessons diff erent from social studies
or science lessons?
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• Look at Guided Reading Box E.
How did you answer this question?
Am:u Altinpslwicaertiso wn/ialld vdaitriyo.n ,S ettucd. e nts might say that they looked at the picture/checked the
Each in-class discussion Are number statements always facts?
A: No. Some might not be provable; there could be errors; estimates are not facts, etc.
• Look at Guided Reading Box F.
will take approximately
How much of this sentence is opinion?
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15
4
Teachers Record Scores and Review Student Answers
The way in which students answered questions informs teachers of each student’s skill
level and reading ability.
Appendix D Scoring Sheet: Grade 5 ITRI Lessons
Skill Area: Sequential Order
Student Name Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
Kelly 9 9 9 10 8
Shayla 6 7 7 7 7
Mario 9 10 10 9 9
Lin 8 9 9 9 9
Ta Rhonda 8 7 8 9 8
Students who consistently Mark 9 10 10 9 9
score 90% or above Casey 10 9 9 10 9
Emily 10 10 10 10 10
would likely benefit from
Quinn 6 6 5 6 6
Extension Activities. Holly 9 9 8 9 9
Students who consistently score
below 60% would likely benefit from
Additional Practice Activities.
Teachers use data to identify those students who may benefit from Additional Practice
or Extension Activities which are provided at the end of the answer key for each reading
skill set.