School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 5



Standard 2.0 Comprehension of Informational Text

Indicator 5. Identify and explain the author's use of language

Objective a. Identify and explain specific words or phrases that contribute to the meaning of a text


Prior to students reading an informational passage, the teacher will preview the text and select several words that are essential to the understanding of the text. Before students begin reading, the teacher will share these words in context with the class. Students will use context clues to suggest a meaning for each word. Students will be instructed to read the text with the purpose of determining whether or not the meaning suggestions proved valid or needed to be adjusted. After reading is complete teacher and students will review the words, determine a correct meaning for each, and discuss how knowing the meanings of those words is essential to understanding that informational passage.


Prior to reading an informational text, with teacher direction students will preview the text with the purpose of identifying its genre and predicting the type of language that will be used in that type of genre. Suggestions for type of language may include formal, informal, persuasive, descriptive etc…As students read they should be aware of language and circle or use post-its to identify words that indicate a specific style. Once reading is complete, assign each student a partner, have them review their marked texts, and determine the type of language used. Selected partners should share their findings with the class telling the style of the language and supporting that assertion with text support.


The teacher will provide students with a series of advertisements. With teacher direction students will identify words within the advertisement that are intended to persuade a reader. Next, students will identify the specific purpose of the ad. A sample student response should begin…"This advertisement persuades me to believe…." Finally students will analyze the words they have already identified as persuasive. In a teacher-directed discussion, students will determine the finer points and subtleties of each persuasive word looking at the associations the words evoke and their layers of meaning. For example, if a product or idea were to be associated with the word "springtime" in an advertisement, the word could be associated with ideas of rebirth, newness, change, etc…


The teacher will instruct students to read an informational passage. After the initial reading is complete, the teacher will select one sentence from the text which contains a word essential to the understanding of the text. Students will be asked to brainstorm other words that might replace the essential word. After a series of words has been suggested, the teacher and student will determine how the different word alters the meaning of the passage. A final determination will be made with the original word and its effect on the meaning of the passage.

Resources for Objective 2.A.5.a:
LESSON SEEDS | Sample Assessments |