Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.
: Instruction for this benchmark should include text read-alouds and think-alouds aimed at building and activating background knowledge. Review of words learned in this way is critical to building background knowledge and related vocabulary. Texts read aloud can be two grade levels higher than student reading level.
| Name |
Description |
| How Generative AI like ChatGPT Works | Students will explore Artificial Intelligence (AI) and how generative AI models use Large Language Models (LLMs) and Natural Language Processing NLP to generate outputs. This grades 4-5 lesson is an integrated Computer Science, ELA and Math lesson designed for application of math and ELA content knowledge while exploring and using computational thinking to understand how generative AI works, making cross-curricular connections to understand emerging technologies. |
| Hidden Figures: Author's Perspective | This is lesson #6 in the text unit series for Hidden Figures. Students will review the powers of federal and state government in the context of the text. Additionally, students will analyze the author’s perspective of Dorothy Vaughan, Mary Jackson, and other mathematicians working at Langley.
In this text unit of Hidden Figures, students will explain how text features such as photos, captions and headings contribute to the meaning of the several chapters. Students will also explain how relevant details support the central idea of different sections. Throughout the text, students will determine the meaning of unknown words. Students will connect to civics by identifying civic duties and responsibilities of Dorothy Vaughan, Mary Jackson, and Katherine Johnson. Additionally, students will provide examples of powers given to the national government and those reserved to the states. The students will explain why the U.S. Supreme Court is the highest court in the system and review previous Supreme Court rulings.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Hidden Figures: Summarizing Hidden Figures | This is lesson #8 in the text unit series for Hidden Figures by Margot Lee Shetterly. In this lesson, students will work collaboratively to develop a summary of Chapter 14. Additionally, they will discuss the civic duties of Katherine Goble, Thomas Byrdsong, and Mary Jackson.
In this text unit of Hidden Figures, students will explain how text features such as photos, captions, and headings contribute to the meaning of several chapters. Students will also explain how relevant details support the central idea of different sections. Throughout the text, students will determine the meaning of unknown words. Students will connect to civics by identifying civic duties and responsibilities of Dorothy Vaughan, Mary Jackson, and Katherine Johnson. Additionally, students will provide examples of powers given to the national government and those reserved to the states. The students will explain why the U.S. Supreme Court is the highest court in the system and review previous Supreme Court rulings.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Hidden Figures: Unusually Capable | This is lesson #7 in the text unit series for Hidden Figures. Students will determine how the relevant details support the central idea of the text. Additionally, they will learn about the Supreme Court and discuss how the Supreme Court Orders led to integration at West Virginia University.
In this text unit of Hidden Figures, students will explain how text features such as photos, captions and headings contribute to the meaning of the several chapters. Students will also explain how relevant details support the central idea of different sections. Throughout the text, students will determine the meaning of unknown words. Students will connect to civics by identifying civic duties and responsibilities of Dorothy Vaughan, Mary Jackson, and Katherine Johnson. Additionally, students will provide examples of powers given to the national government and those reserved to the states. The students will explain why the U.S. Supreme Court is the highest court in the system and review previous Supreme Court rulings.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Hidden Figures: Constitutional Republic | This is lesson #5 in the text unit series for Hidden Figures by Margot Lee Shetterly. In this lesson, students will practice determining the meaning of unknown words in chapters 7-8. Additionally, they will complete a writing assignment explaining how citizens preserved the United States constitutional republic through civic duties.
In this text unit of Hidden Figures, students will explain how text features such as photos, captions, and headings contribute to the meaning of several chapters. Students will also explain how relevant details support the central idea of different sections. Throughout the text, students will determine the meaning of unknown words. Students will connect to civics by identifying civic duties and responsibilities of Dorothy Vaughan, Mary Jackson, and Katherine Johnson. Additionally, students will provide examples of powers given to the national government and those reserved to the states. The students will explain why the U.S. Supreme Court is the highest court in the system and review previous Supreme Court rulings.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Hidden Figures: Civic Duties | This is lesson #3 in the text unit series for Hidden Figures. Students will explain how relevant details support the central idea within the text. Additionally, students will identify civic duties and responsibilities Dorothy fulfills by working collaboratively with their groups.
In this text unit for Hidden Figures, students will explain how text features such as photos, captions and headings contribute to the meaning of the several chapters. Students will also explain how relevant details support the central idea of different sections. Throughout the text, students will determine the meaning of unknown words. Students will connect to civics by identifying civic duties and responsibilities of Dorothy Vaughan, Mary Jackson, and Katherie Johnson. Additionally, students will provide examples of powers given to the national government and those reserved to the states. The students will explain why the U.S. Supreme Court is the highest court in the system and review previous Supreme Court rulings.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Hidden Figures: Oaths | This is lesson #4 in the text unit series for Hidden Figures. Students will explain how text features contribute to the meaning of the text in a collaborative activity. Additionally, students will add new words to their vocabulary chart and discuss what may happen if a civil service oath is broken.
In this text unit for Hidden Figures, students will explain how text features such as photos, captions and headings contribute to the meaning of the several chapters. Students will also explain how relevant details support the central idea of different sections. Throughout the text, students will determine the meaning of unknown words. Students will connect to civics by identifying civic duties and responsibilities of Dorothy Vaughan, Mary Jackson, and Katherie Johnson. Additionally, students will provide examples of powers given to the national government and those reserved to the states. The students will explain why the U.S. Supreme Court is the highest court in the system and review previous Supreme Court rulings.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Hidden Figures: Executive Orders | This is lesson #2 in the text unit series for Hidden Figures. Students will continue their vocabulary chart and timeline, while learning about text features contributing to the overall meaning of text. Additionally, students will use the text to provide examples of powers granted to the national and state government.
In this text unit of Hidden Figures, students will explain how text features such as photos, captions and headings contribute to the meaning of the several chapters. Students will also explain how relevant details support the central idea of different sections. Throughout the text, students will determine the meaning of unknown words. Students will connect to civics by identifying civic duties and responsibilities of Dorothy Vaughan, Mary Jackson, and Katherie Johnson. Additionally, students will provide examples of powers given to the national government and those reserved to the states. The students will explain why the U.S. Supreme Court is the highest court in the system and review previous Supreme Court rulings.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Hidden Figures Book Preview | This is lesson #1 in the text unit series for Hidden Figures by Margot Lee Shetterly. In this lesson, students will look through the book and predict the text structure. Additionally, they will begin a timeline and vocabulary chart that will be used throughout the text. This will begin the discussion of amendments and how the U.S. Constitution expanded civic participation.
In this text unit of Hidden Figures, students will explain how text features such as photos, captions, and headings contribute to the meaning of several chapters. Students will also explain how relevant details support the central idea of different sections. Throughout the text, students will determine the meaning of unknown words. Students will connect to civics by identifying civic duties and responsibilities of Dorothy Vaughan, Mary Jackson, and Katherine Johnson. Additionally, students will provide examples of powers given to the national government and those reserved to the states. The students will explain why the U.S. Supreme Court is the highest court in the system and review previous Supreme Court rulings.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| The Great Seal of the United States: Vocabulary Mapping | This is lesson 2 in the text unit series for The Great Seal of the United States by Norman Pearl, focusing on pages 4-21. Students will develop their own definition for targeted civics vocabulary words and non-linguistic representations to deepen their knowledge of academic language. They will begin to build background knowledge as they continue to discover how the Great Seal of the United States was created.
This ELA/Civics Integrated Text Unit is designed to support students with the integration of civics into the ELA classroom through the reading and studying of Norman Pearl’s book The Great Seal of the United States. Throughout the unit, students will identify new vocabulary, describe both Florida and USA seals, as well as the importance of national symbols and their meaning. Using timelines, graphic organizers, worksheets, and other activities they will connect these symbols to other documents like the Declaration of Independence and the understanding of unalienable rights. Each lesson in this series leads to a culminating activity in which students will use their knowledge and understanding of symbols and relevant details to create their own Great Seal.
This resource uses a book that you will need to obtain before implementing the resource. |
| Shhh! We're Writing the Constitution: What is the Constitution? | This is lesson # 1 in the text unit series for 12 for the text SHH! We’re Writing the Constitution by Jean Fritz. This lesson will introduce and teach vocabulary found in the text. Students will demonstrate understanding of the academic vocabulary as found in the text. The teacher will assess background knowledge students have about the Constitution. Students will also discuss why the U.S. Constitution was created while identifying the central idea of the selected text and how the relevant details provide support.
This unit will help students understand why and how the Constitution was created, including: the original thirteen colonies and important historical figures present during the creation, the challenges and conflicts that state representatives faced during writing the Constitution, motifs and themes during the “Grand Convention,” and the relationship between state and national constitutions. Lessons will allow students to identify citizens’ civic duties outlined by the Constitution, the relationship between the federal and state Constitutions, and important historical symbols. Each part of the unit will include an in-depth dive into vocabulary and how it applies to the meaning of the text.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Shhh! We're Writing the Constitution: Preamble Close Read | This is lesson #5 in the text unit series for Shh! We’re Writing the Constitution by Jean Fritz. Students will learn more about the preamble to the Constitution after reading pages 33-38 and 49. Using the text and the Declaration of Independence, they will answer text-dependent questions to deepen their understanding of the preamble and how it helped define their rights as citizens.
This unit will help students understand why and how the Constitution was created, including: the original thirteen colonies and important historical figures present during the creation, the challenges and conflicts that state representatives faced during writing the Constitution, motifs and themes during the “Grand Convention,” and the relationship between state and national constitutions. Lessons will allow students to identify citizens’ civic duties outlined by the Constitution, the relationship between the federal and state Constitutions, and important historical symbols. Each part of the unit will include an in-depth dive into vocabulary and how it applies to the meaning of the text.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Hidden Figures: Brown v. Board | This is lesson #9 in the text unit series for Hidden Figures by Margot Lee Shetterly. In this lesson, students will learn about the role of the Supreme Court in the Brown vs. Board of Education case and analyze the impact of the ruling, based on the text. Additionally, students will work collaboratively to determine how text features contribute to the meaning of the chapter.
In this text unit of Hidden Figures, students will explain how text features such as photos, captions, and headings contribute to the meaning of several chapters. Students will also explain how relevant details support the central idea of different sections. Throughout the text, students will determine the meaning of unknown words. Students will connect to civics by identifying civic duties and responsibilities of Dorothy Vaughan, Mary Jackson, and Katherine Johnson. Additionally, students will provide examples of powers given to the national government and those reserved to the states. The students will explain why the U.S. Supreme Court is the highest court in the system and review previous Supreme Court rulings.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Aaron and Alexander: Lesson 1: Revolutionary War | Students will read background information about the Revolutionary War. While they are reading, they will learn about the Stamp Act and Townshend Acts. In addition, the students will complete a jigsaw activity to find relevant details that support the central idea of the text. To end the lesson, students will write a summary, using the central idea and relevant details from the passage about the Revolutionary War.
This is the first lesson to use in the Aaron and Alexander text unit. This lesson should be taught before reading the book.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Bill of Rights Visual and Manipulatives | Students will use visuals to match descriptions of the Bill of Rights. Students will reflect on the impact of the Bill of Rights in a writing prompt. |
| U.S. SYMBOLS: “THE STAR-SPANGLED BANNER” | This lesson provides students with the opportunity to read and recognize how the “Star-Spangled Banner” anthem, originally named, “Defense of Fort McHenry,” represents the United States. By analyzing how the poetic elements of rhyme and imagery contribute to the meaning of each of the verses of the Star-Spangled Banner, students will recognize the importance of this American symbol. |
| A House Divided Cannot Stand | In this student-centered activity, students will study the literal and figurative meanings of one of Abraham Lincoln’s famous metaphors, “A house divided cannot stand.” By participating in various station activities, students will analyze how the figurative meaning of the metaphor aligned with the message in Lincoln's Emancipation Proclamation. |
| Making It Rain | This informational text resource is intended to support reading in the content area. In this lesson, students will analyze an informational text that addresses how different types of precipitation are formed. The lesson plan includes a note-taking guide, text-dependent questions, a writing prompt, answer keys, and a writing rubric. Options to extend the lesson are also included. |
| Name That Organ! | Can you name that organ with one clue? What about two? Students will get the opportunity to research organs and create clue cards with at least four clues that will help others Name That Organ! |
| Compare and Contrast: The Great Chicago Fire | This lesson will engage students in discussions involving how two texts on the same event can be compared. Students will read one text on the Great Chicago Fire that is a primary source, and another text that is a secondary source. For the summative assessment, students will write a summary about the Great Chicago Fire that includes the central idea and relevant details from the texts, and the similarities in how each author describes the Chicago fire. |
| Not Such a Secret: Summarizing, Central Idea, and Vocabulary | In this lesson, students will be read the non-fiction article, "A Well-Kept Secret." The students will work to determine the meaning of selected vocabulary from the article and find evidence in the passage to answer a set of text-dependent questions. Students will also explain how the relevant details support the central ideas and summarize the article. |
| Story Super Sleuths | Fifth grade students will be challenged to become super sleuths, or investigators, to describe plot development in depth, with a focus on characters in terms of stated and implied character traits. They will use "investigative strategies" to explore characterization and the setting, events, and conflict of the story to explain how each contributes to its plot. They will do this exploration first as a group and then independently. |
| I Need Directions! Where am I in the Universe? Vocabulary Lesson | This is an introductory lesson in vocabulary for a unit of study on space. It is designed to assist students with understanding the vocabulary in an engaging game while students and teacher can easily track student thinking and understanding of these vocabulary terms specific to the space content and standards. |
| Using Music & Poetry to Identify A Character’s Perspective | In this lesson, students will listen to several versions of the same song. They will read a poem, and make an illustration to identify how the author develops a character's perspective and how that perspective influences the story. Students will write a narrative using dialogue and description to develop a character’s perspective throughout their story. |
| Proverbs: From Understanding to Application—Using Proverbs to Create an Original Narrative | In this lesson, students will identify and analyze common proverbs. They will create a definition and understanding of proverbs using vocabulary strategies for unknown words and phrases. Then using the literary text "The Story of Wang Li," students will identify the proverbs in the text, decipher them, and evaluate the appropriateness of them. The culminating activity will require students to use one of the proverbs from the literary text to create their own narrative in a present-day setting. |
| Name |
Description |
| Vocabulary: All For One | In this activity, students will produce the multiple meanings of words and use the words in sentences that demonstrate understanding of the multiple meanings. |
| Vocabulary: Analogy Soccer | In this activity, students will identify words to complete analogies. |
| Vocabulary: Ask-A-Word | In this activity, students will demonstrate a deeper understanding of the meaning of words by completing a questionnaire. |
| Vocabulary: Category Clues | In this activity, students will produce category labels for related words to demonstrate understanding of their shared attributes/meanings. |
| Vocabulary: Category Creations | In this activity, students will produce categories and corresponding words. As an adaptation to this activity, the students may sort teacher-selected words into categories and produce a category heading based on shared attributes OR produce words that belong in teacher-selected categories (based on units of study). |
| Vocabulary: Category Tag | In this activity, students will state words that correspond to specific categories by playing a board game. NOTE: A blank game board is provided to allow teachers to create categories relevant to classroom instruction. As an extension, students may choose the word that does not belong in a set of words and name the category for the remaining words. |
| Vocabulary: Choice Meanings | In this activity, students will identify the meaning of words in context. |
| Vocabulary: Cloze Encounters | In this activity, students will choose words based on meaning to complete sentences in a cloze passage. |
| Vocabulary: Compare Extraordinaire | In this activity, students will identify similarities and differences between the meanings of words using a Venn diagram. |
| Vocabulary: Context Clues | In this activity, students will read sentences containing context clues and sort by the type of context clue. |
| Vocabulary: Defining Depictions | In this activity, students will depict words by drawing pictures that relate to their meaning. |
| Vocabulary: Dictionary Cube |
In this activity, students will identify the meaning of words and word-related information using a dictionary.
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| Vocabulary: Dictionary Digs | In this activity, students will look up target words in a dictionary and record specific information. |
| Vocabulary: Get a Clue! | In this activity, students will determine the meanings of unknown words using context clues. |
| Vocabulary: Hink Pink Think! | In this activity, students will find Hink Pinks that correspond to meanings by playing a matching game. |
| Vocabulary: Know or No | In this activity, students will sort words based on their understanding of the words' meanings. They will then determine the meanings of the words and record them. |
| Vocabulary: Looking for Meaning | In this activity, students will determine the meanings of unknown words and rewrite sentences from text to demonstrate their understanding. |
| Vocabulary: Meaning Extender | In this activity, students will demonstrate their understanding of words by applying them to a variety of contexts. |
| Vocabulary: Now Featuring | In this activity, students will distinguish one word from another by completing an attribute analysis grid. As an adaptation to this activity, teachers may create attribute analysis grids that reflect units of study. |
| Vocabulary: Pun Fun | In this activity, students will identify examples of non-literal words and phrases in text and record possible meanings. |
| Vocabulary: Undercover Meanings | In this activity, students will write simple definitions, sentences, and examples of target words in a graphic organizer. |
| Vocabulary: Up With Words | In this activity, students will produce more precise alternatives for overused words in context. |
| Vocabulary: What Do You Mean? |
In this activity, students will match words to their meanings.
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| Vocabulary: Word Clues |
In this activity, students will use reference materials to develop clues about target words. They will provide the clues to a partner until the target word is identified.
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| Vocabulary: Word Share | In this activity, students will find, discuss, record, and define selected words in a text. |
| Vocabulary: Word Winner | In this activity, students will use strategies to identify the meanings of unknown words in context. |
| Vocabulary: Word-by-Word | In this activity, students will show the relationship among words by placing them on a continuum. |
| Name |
Description |
| Case Study: Thunderstorm? Power Down! | Using the case study, students can discuss, "How can you safely use electronic devices during a thunderstorm?" |
| Case Study: Someone deleted my Homework! | Using this case study, students can discuss, "What are helpful ways to respond when software doesn’t work the way you expect it to?" |
| Case Study: Oh No! My Sister Wants to Diet! | Using this case study, students can discuss, "How does social media impact a family’s health choices?" |
| Case Study: What is the Right Thing to Do? | In this case study, students can discuss, "What should you do when your friends encourage you to do the wrong thing?" |
| Case Study: Friend or Foe | Using this case study, students can discuss, "How does social media affect our relationship with ourselves and others?" |
| Case Study: No Sleep, No Problem? | Using this case study, students can discuss the question, "What decision making skills should be considered when making a healthy choice for oneself or others?" |
| Case Study: Doing The Responsible Thing | Using this case study, students can discuss "How can responsible-decision making have an impact on you?" |
| Case Study: The Greater the Conflict, the Greater the Triumph | Using the case study, students can discuss, "How can using different conflict resolution methods lead to a successful outcome?" |
| Ariane 5: The Satellite Launcher eReader | 3...2...1...Lift-off. Engage students in discussions about aerospace themes with the Ariane 5: The Satellite Launcher eReader. The eReader is an informational text with various text features and facts about the Ariane 5 rocket. |
| Case Study Family Creations through Interactions | Using this case study, students can discuss, "How can our attitudes influence our behavior?" |
| What Makes it Rain? | This informational text is intended to support reading in the content area. The text informs readers about how several types of precipitation are formed in the atmosphere, including rain, hail, freezing rain, and snow. |
| Why Amazonian Butterflies Hover over Yellow-Spotted Turtles | This informational text resource is intended to support reading in the content area. The text details the intriguing relationship between turtles and butterflies in the Amazon rainforest: butterflies drink the turtles' tears to get their sodium fix! The article also explores how both organisms are affected by this relationship. |
| Sleet and Freezing Rain: What's the Difference? | This informational text resource is intended to support reading in the content area. The article and graphics explain the atmospheric conditions needed to form different types of precipitation: snow, freezing rain, and sleet. |
| Green Invaders! | This informational text resource is intended to support reading in the content area. This National Geographic Kids article explains how the invasion of non-native plants is threatening native food webs. |
| Your Amazing Brain | This informational text resource is intended to support reading in the content area. This National Geographic article describes the amazing attributes of the human brain, comparing its features to everyday objects like a light bulb or a computer. |
| Sea Horses and How They Use Their Heads | This informational text resource is intended to support reading in the content area. The article describes how the dwarf seahorse's head shape allows it to be a better predator. |
| Carniverous Plants Say 'Cheese' | This informational text resource is intended to support reading in the content area. The article describes how, through high-speed video, scientists are able to see how bladderworts (carnivorous plants) trap small animals very quickly. |
| A Matter of Mixing | This informational text resource is intended to support reading in the content area. This article describes properties of items as hyrdophobic or hyrdophilic and how they work. |
| Metamorphosis | This informational text resource is intended to support reading in the content area. This article describes the complete and incomplete metamorphosis stages. |
| Weathering | This informational text resource is intended to support reading in the content area. This article describes chemical, biological and mechanical weathering and includes causes and examples for each. |
| Another Link in the Food Chain | This informational text resource is intended to support reading in the content area. The article describes how energy passes through food chains. Examples of each link in the chain and a description of its role in the food chain are given. |
| The Comet that Came in from the Cold | This resource is intended to support reading in the content area. The comet ISON, believed to originate from the frozen Oort cloud, has been studied in order to make predictions about its destiny – will it be destroyed by, or slung around, the sun? |
| The Water Cycle Adventure | This informational text resource is intended to support reading in the content area. The article walks the reader through the water cycle, from the point of view of a drop of water. |
| Water Cycle | This informational text resource is intended to support reading in the content area. This article discusses the steps in the water cycle. |
| Restoring a Sense of Touch | This informational text resource is intended to support reading in the content area. This text explores the possibility of creating a prosthesis (artificial limb) that can feel things. |
| The Bad Breath Defense | This informational text resource is intended to support reading in the content area. The article describes the ability of the hornworm caterpillar to defend itself against predators using its food source. |
| Caught in the Act | This informational text resource is intended to support reading in the content area. The article discusses the study of a population's ability to adapt to the environment. The section of focus is on the cichlid population in Lake Victoria. |
| Tower Of Power | The article describes a new kind of solar energy which concentrates light waves from the sun. |
| Secrets of the World's Extreme Divers | This informational text resource is intended to support reading in the content area. "Secrets of the World's Extreme Divers" explores the reason sea mammals are able to hold their breath for long periods of time. |
