Close Active Reading: Internet Safety
1 Activate Prior Knowledge
1. Login to https://www.polleverywhere.com/login
2. Create new poll question: What's the difference between Internet friends and in-person friends?
3. Select how audience response will be formatted.
4. Select "Create" and activate poll.
5. Review expectations for online discussions with students.
1. Go to PollEv.com/___________.
2. Respond to our essential question: What's the difference between Internet friends and in-person friends?
2 Close-Active Reading: Internet Safety
1. Have students go to: "Your Online Identity" Article
2. Have students preview the article. Locate the title, headings, look for key words, pictures, etc. Have students fill in the "Preview" section of their Google Doc.
3. Using the information from their preview, students will complete the "Pre-Reading" portion of their doc. This includes genre, author's purpose, making a prediction, and stating what they already know about the topic.
4. Have students follow along as teacher reads the article. (The site also is equipped with an audio version for modified lessons.)
5. Students identify unfamiliar words that they will use root word knowledge/ context clues to define.
6. Students, working in pairs will read the article a second time, looking for details that relate to the main idea of the article.
7. After the main ideas and details have been identified students will write a summary of the passage.
1. Go to Google Classroom and click on Close-Active Reading: Internet Safety.
2. Using the reading strategies listed, read the article Internet Safety.
3 Assessment and Review: Teaching Others
4 Exit Ticket: Talking Safely Online
1. Students answer three brief questions regarding talking safely online: Assessment
Key Standards Supported
|RI.5: Key Ideas and Details|
|RI.5.1||Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.|
|RI.5.2||Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.|
|RI.5.3||Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.|
|Craft and Structure|
|RI.5.4||Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.|
|RI.5.5||Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.|
|RI.5.6||Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.|
|Integration of Knowledge and Ideas|
|RI.5.7||Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.|
|RI.5.8||Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).|
|RI.5.9||Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.|
|Range of Reading and Level of Text Complexity|
|RI.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.|
Speaking & Listening
|SL.5: Comprehension and Collaboration|
|SL.5.1||Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.|
|SL.5.1a||Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.|
|SL.5.1b||Follow agreed-upon rules for discussions and carry out assigned roles.|
|SL.5.1c||Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.|
|SL.5.1d||Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.|
|SL.5.2||Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.|
|SL.5.3||Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.|
|Presentation of Knowledge and Ideas|
|SL.5.4||Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.|
|SL.5.5||Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.|
|SL.5.6||Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.|