Grade 5 English Language Arts | FL B.E.S.T. Standard: ELA.5.R.2.3
Explain how text features contribute to the meaning and identify the text structures of problem/solution, sequence, and description in texts.
Note: This standard also connects to integrating information from multiple sources on the same topic.
By the end of this unit, students will be able to:
| Term | Definition | Student-Friendly Explanation |
|---|---|---|
| Source | A text, document, or other material that provides information | Any place you get information from - an article, book, website, video, etc. |
| Integrate | To combine information from different sources into a unified understanding | Putting together information from different places to understand the whole picture |
| Synthesize | To combine ideas from multiple sources to create new understanding | Taking pieces from different sources and putting them together to understand something better |
| Compare | To identify similarities between two or more things | Finding what's the SAME between sources |
| Contrast | To identify differences between two or more things | Finding what's DIFFERENT between sources |
| Source Type | Examples | Strengths |
|---|---|---|
| Articles | News articles, magazine articles | Current, factual information |
| Firsthand Accounts | Diaries, letters, interviews | Personal perspective, emotional detail |
| Reference Materials | Encyclopedias, textbooks | Comprehensive, verified facts |
| Visual Sources | Charts, maps, infographics | Data, quick comparisons |
| Day | Focus | Activities |
|---|---|---|
| 1 | Introduction to Multiple Sources | Define key terms. Discuss why we use multiple sources. Use Student Concept Worksheet. |
| 2 | Comparing Sources | Use Venn diagrams to compare two texts on the same topic. Identify shared vs. unique info. |
| 3 | Synthesizing Information | Model combining information from sources. Practice with Practice Worksheet passages 1-2. |
| 4 | Evaluating Sources | Discuss source reliability. Complete Practice Worksheet with partner support. |
| 5 | Assessment | Administer FAST Format Quiz. Review and reteach as needed. |
Create a graphic organizer with columns for "Source 1 Only," "Both Sources," and "Source 2 Only." As students read paired texts, they sort information into appropriate columns. This visual approach helps students see unique contributions and overlapping information.
Assign different students to become "experts" on different sources. Have them present their source's key points, then work together to build a complete understanding. This models how real researchers use multiple sources.
Train students to ask: (1) What does this source tell me? (2) What questions does it leave unanswered? (3) What does the other source add? (4) What do I now understand that I couldn't from just one source?
Teach sentence starters for synthesis: "Both sources agree that..." "Source A adds the detail that..." "While Source A focuses on..., Source B emphasizes..." "Together, the sources show that..."
Correction: Quality matters more than quantity. Students should evaluate whether sources are reliable and relevant, not just count them. One excellent source can be more valuable than three poor ones.
Correction: Sources can present different perspectives or emphasize different aspects without either being "wrong." Teach students to consider why authors might have different viewpoints or focus areas.
Correction: Synthesis requires combining and connecting information to build NEW understanding. Students should explain relationships between sources, not just list information from each.
Correction: Sources include charts, graphs, maps, videos, interviews, and more. Students should practice integrating various types of sources.
On the FAST assessment, multiple source questions typically ask students to:
Key Strategy: Teach students to read ALL sources completely before answering questions, and to use annotation to track key information from each.