Standard #: LAFS.5.RF.4.4 (Archived Standard)

This Model Eliciting Activity (MEA) is written at a 5th grade level. The Shady Day MEA provides students with an engineering problem in which they must work as a team to design a procedure to select the best beach umbrella for certain situations.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

In this activity, students will read text and self-evaluate their reading fluency using the provided evaluation checklist.

In this activity, students will practice reading fluently using teacher-selected technology.

In this activity, students will read fluency passages using teacher-selected reading software.

In this activity, students will read teacher-selected poems with a partner.

In this activity, students will read teacher-selected passages using expression appropriate to the content of the text.

In this activity, students will rehearse and read text using a reader's theater format.

In this activity, students will read text chorally in unison.

In this activity, students will practice reading fluently by echo reading text with a partner.

In this activity, students will time repeated readings and graph words correct per minute.

In this activity, students will gain speed and accuracy by rereading teacher-selected text with a partner.

In this activity, students will practice reading teacher-selected target words and then read connected text containing those words.

In this activity, students will divide text into meaningful chunks and then read it fluently.

In this activity, students will divide text into meaningful parts and then read it fluently.

In this activity, students will read text that has been divided into meaningful chunks, then reread it fluently without the slash marks.

In this activity, students will read and record passages. They will then self-evaluate their recorded reading, focusing on expression, rate, accuracy, and phrasing.

In this activity, students will read poems with a partner.

In this activity, students will rehearse and read text using a reader's theater format.

In this activity, students will time repeated readings and graph words correct per minute.

In this activity, students will practice reading fluently by reading text with a partner.

In this activity, students will read teacher-selected text in unison.

In this activity, students will reread texts with a partner.

In this activity, students will read texts within teacher-selected computer-based programs.

In this activity, students will practice reading fluently by reading along with pre-recorded text.

In this activity, students will interact with computer-based fluency passages (teacher-selected).

In this activity, students will read text in unison.

In this activity, students will time repeated readings of teacher-selected text and record words correct per minute.

In this activity, students will practice reading fluently by reading teacher-selected text with a partner.

This is a fifth grade poetry unit using the book Words with Wings: A Treasury of African-American Poetry and Art by Belinda Rochelle. This poetry unit addresses genre, main idea, tone, theme, author's purpose, and figurative language. The unit concepts are supported through a student packet, which includes worksheet activities and graphic organizers.