A Rainbow on

Guided
Reading
EXPLANATION
Your Plate
1000L

Written by Caroline Leavitt

Key IDEA This book combines text, sidebars, photos, graphics, and interviews to teach
readers how to establish a healthier diet by eating a variety of foods with all different kinds of
colors.

LITERACY STANDARDS ADDRESSED IN THIS PLAN

RI.5.2 MAIN FOCUS Key Ideas & Details
Sessions 1, 2, 3
Determine two or more main ideas of a text and
explain how they are supported by key details;
summarize the text.
RI.5.4 Craft & Structure
Sessions 1, 3
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.5.6 MAIN FOCUS Craft & Structure
Sessions 2, 3
Analyze multiple accounts of the same event
or topic, noting important similarities and
differences in the point of view they represent.
RI.5.8 MAIN FOCUS Integration of Knowledge & Ideas
Sessions 2, 3
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.5.10 Range of Reading & Level of Text Complexity
By the end of the year, read and comprehend
informational texts, including history/social
studies, science, and technical texts, at the high
ISBN 978-1-62889-285-7
L.5.4c Vocabulary Acquisition & Use
Sessions 1, 2
Consult reference materials, both print and digital,
to find the pronunciation and determine or clarify
the precise meaning of key words and phrases.
RF.5.3a Phonics & Word Recognition
Additional Instruction
Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology to read accurately unfamiliar
multisyllabic words in context and out of context.
RF.5.4a Fluency
Session 2
Read grade-level text with purpose and
understanding.
W.5.1 Text Types & Purposes
Writing Task
Write opinion pieces on topics or texts, supporting
a point of view with reasons and information.
W.5.8* Research to Build & Present Knowledge
Sessions 1, 2, 3
Recall information from experiences or gather
information from provided sources to answer a
question.
*Standard adapted from another grade

end of the grades 45 text complexity band

independently and proficiently. W.5.10 Range of Writing
Write routinely over extended time frames and
SL.5.1 Comprehension & Collaboration shorter time frames for a range of discipline-
Sessions 1, 2, 3 specific tasks, purposes, and audiences.
Engage effectively in a range of collaborative
discussions with diverse partners on grade 5
topics and texts, building on others ideas
and expressing their own clearly.
L.5.4a Vocabulary Acquisition & Use
Additional Instruction
Use context as a clue to the meaning of a word or
phrase.

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Learning Focus
RI.5.2
Students read closely to
determine two or more main
ideas of the text and explain
how they are supported by
key details in addition to
summarizing the text.
VOCABULARY
RI.5.4 Remind students to
check the glossary first to
find the meanings of domain-
specific vocabulary such as
cholesterol. Students can
use a dictionary and context
clues to find the meanings of
other unfamiliar words such
as pyramid.
TEACHER TIP
Set a purpose for reading by
making a connection between
students personal food
habits and the text.
Corrective Feedback
Have students closely reread
pages 4 and 5 and create a
summary of it. Encourage
them to silently reread,
stopping at key points to think
and talk together about their
understandings.
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Session 1 Text Selection: pp. 414
Key Idea: Text Selection Chapter One introduces students to the USDAs food
pyramid showing healthy proportions of food group in the diet, and the food
rainbow showing the desired proportions as they would appear on a plate.
PREVIEWING THE TEXT 5 minutes
Read the title and author credit with students. Have them look at the front
cover, read the back-cover blurb, and skim the chapter titles and index. Briefly
point out the variety of text and visual features such as graphics, photos,
sidebars, and interviews.
Lets preview this book. What do the front cover and back cover tell you
about its subject?
The subject is how to eat healthily. We will learn about how eating healthy
can help us feel good.
Looking at the chapter titles, what aspects of healthy eating do you think the
book will discuss?
nutrients; how to buy healthy food; what foods are best; being a
vegetarian, vegan, or omnivore
READING THE TEXT CLOSELY 10 minutes
Explain the learning focus. Have students read pages 4 and 5. Check their
application of the focus. Provide support if needed. Then have them read to
page 14.
As we read the Introduction and the first chapter, were going to look for
main ideas and for the details that support them. As we go along, well
also summarize the main points and details of what we read. Who would
like to summarize the Introduction by stating the main idea and a few of
the most important details?
Its important to have a healthy diet in order to grow and be strong.
Variety and color are keys to knowing what to eat. We need to make good
decisions about what to eat.
If students show they can apply the focus, set the reading assignment for
the session. If not, ask them to reread the Introduction and page 5 and place
self-stick notes at points they think are the main idea and two or more major
details. Have them explain the main idea and details to partners or to you.
Students may not read the entire selection during this session.
Our work as readers today is to find main ideas and detailsthose can
also be included in a summary of a text. Lets try it with the first page of
Chapter One. Who can state the main idea on this page?
We need a balanced diet. The U.S. government created a food pyramid to
show how much of each food group to eat.
And wholl build on that with some details?
The largest section on the pyramid was for Bread, Cereal, Rice, and
Pasta; the smallest section was for fats.
Now finish reading Chapter One and look for the main ideas and key details.
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 DISCUSSING THE TEXT 10 minutes SL.5.1
DISCUSSION
Invite students to state the main ideas and describe key details as they discuss Collaborative
Chapter One.
As we talk together, listen to each others contributions so you can add to DISCUSSION TIP
them. In your groups, express your own ideas clearly, listen to your peers Encourage students to build
ideas, and try to build on what you hear. Somebody tell us what you think on the remarks of others by
the main idea of this whole chapter is. posing and responding to
Eating a more healthy diet is important, and you can do it if you know the specific questions. You can
interject questions such as,
five food groups.
What can we add to what
It seems to me that just about all the details in the chapter help develop ________ said?
that idea. Some of the details are major ones, and some are smaller ones
that might only have to do with one food or one method of preparing it. Will
several of you please state details in the chapter that are major?
the list of the five food groups with examples; the passages that tell the
important things that each group contributes to your health
Focus on the word antioxidants on page 11. L.5.4c
Lets read closely the Four Healthy Veggies section on page 11. Heres an VOCABULARY
Reference Materials
important word many people know: antioxidants. How can you find out the
meaning quickly?
Look it up in the glossary; read the explanation in the sentence.
What if you wanted to learn more about antioxidants? Where could you look?
a nutrition website; an encyclopedia article
Confirm students good use of the focus and encourage them to keep it in
COMPREHENSION SHARE
mind whenever they read for information.
You did a great job of finding the main ideas and important details in When you reach the end of a
section, review its main ideas
this chapter. Focus on main idea and details whenever you read for
and important details. Make a
information. brief summary in your mind or
in your notes.
E-RESOURCE Formative Assessment: Comprehension Using the Quick Start
Planner, note this sessions learning focus. Observe each students articulation
and use of text evidence to evaluate individuals effective use of the learning
focus.

TEACHERS
CHOICE COMPREHENSION: MAIN IDEAS AND DETAILS RI.5.2
COMPREHENSION
E-RESOURCE Formative Assessment Have students use the blackline master Main Ideas and Details
on page 10 to determine main ideas and key supporting details in A Rainbow
on Your Plate. Review students answers as you evaluate their mastery of the
learning focus.

TEACHERS
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE W.5.8*, RI.5.2
WRITING
E-RESOURCE Formative/Summative Assessment Have students use the Gather Information
blackline master on page 11 as they read. Students will collect details from
the text to answer the question: What role does a healthy diet play in peoples
lives? Use details from the text to support your answer. Review students
collected evidence as you evaluate their mastery of the learning focus.

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LEARNING FOCUSES
RI.5.2, RI.5.6, RI.5.8
Students return to the text
to identify and summarize
the main ideas and explain
how they are supported
by key details. They also
analyze multiple accounts
of the same topic, noting
similarities and differences
in the point of view they
represent. Finally, they
explain how the author uses
reasons and evidence to
support points.
ELL SUPPORT
RI.5.2 Discussing the Text
Ask questions at students
language proficiency levels
and provide the following
sentence frame for student
responses:
The main ideas are ___ and
___. I know because ___.
First, the author says ___.
Then, the author says ___.
The author also says ___.
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Session 2 Text Selection: 414
RETURNING TO THE TEXT 5 minutes
Ask students to reflect on the text read previously. Guide them to recall how
they applied the learning focus to their reading.
Before we begin todays session, will someone remind us of the main idea we
learned about nutrition?
There are five food groups that are important for healthy eating.
And what learning strategy have we been using in order to learn everything
the book tells us about nutrition?
Weve found main ideas and how they are supported by key details.
READING THE TEXT CLOSELY 10 minutes
Explain the learning focuses. Invite students to read pages 6 to 8. Check in
to see how well they have understood the focuses. If you are satisfied that
students can apply them, set the reading assignment for the session. If not,
provide corrective feedback as suggested on page 2 of this lesson plan.
Today were going to reread Chapter One. Well add two new learning
strategies to the strategy of finding main ideas and details. One strategy
is to explain the authors reasons and evidence for the points she makes.
Another strategy is to analyze more than one account on the topic of healthy
eating. Well be looking closely at the student interviews for that. Reread
pages 6 to 8. silently. . . . Lets find a main idea in the text and see what
reasons and evidence the author provides. Wholl try?
One idea is that you should have variety in the foods you eat. The reason
is that you need many nutrients, and by eating a variety of foods, you can
make sure you get them all. The evidence is in the details of how different
food groups help your body. For example, fruits and vegetables provide
fiber and antioxidants; dairy is good for bone strength.
Lets talk about how multiple accounts give ideas and details. Now, this is
one book written by one author. But it contains accounts by a few other
people, too. Who sees where those accounts are?
Theyre in the interviews with kids.
So lets study and analyze the interview with Olivia and Sophia Law on
page 14. How is their point of view different from the main authors?
Theyre telling how they personally eat, rather than giving information
about nutrition.
And how is what they say similar to what the author says?
They agree that eating right is the key to health.
What reason do Olivia and Sophia give for why we should eat right?
Eating right makes people feel better mentally as well as physically.
Do you think these kids are just saying that? What evidence do they have?
Theyre reporting the way eating right makes them feel.
Yes, its the evidence of their own experience.
Formative Assessment: Fluency Listen to each student read a portion of
the text. Observe students fluency. If students need additional practice with
fluency, provide the necessary support at the end of the session. Ask students
to note words or phrases they find challenging for discussion after reading.
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 DISCUSSING THE TEXT 10 minutes SL.5.1
DISCUSSION
Facilitate a discussion in which students use the three learning focuses to Collaborative
analyze Chapter One as a whole. Encourage students to ask questions and
build on each others ideas.
Lets keep digging into this chapter. As we discuss, remember to express
your opinions and ideas clearly and build on each others ideas. Lets pick a
food and analyze why the book advises us to eat it. How about whole grains?
What reasons and evidence does the author give for eating them?
Whole grains are the backbone of a healthy diet; whole grains contain
more fiber and more nutrients than refined grains. The evidence includes
that whole grains contain more iron because the whole grain includes the
kernelthe bran and the germ.
Focus on the word diabetes on page 10. L.5.4c
The word diabetes is a medical word. Its in the news a lot nowadays because VOCABULARY
Reference Materials
more and more people are getting this disease. And bad nutrition is one
reason so many people are getting it. When you came upon this word, how
did you understand what it means, if you didnt know before?
In the context, it says diabetes is a serious, potentially deadly disease
characterized by high levels of blood sugar.
What other resource does this book give you to learn the meaning of the
word diabetes?
the glossary
Lets look it up.
Guide students to use phonics and word recognition skills to understand less
familiar words in the text. Focus on the word unprocessed on page 4 and
processed on page 10.
Id like you to look at two closely related words now. First, the word
unprocessed on page 4. Did you all understand it perfectly when you first
read it here? Whats a resource you could use to find out the meaning?
We could look in the glossary.
Okay, do that now. . . . What does the entry for unprocessed say?
There isnt any!
Lets try the dictionary. What is the definition?
not processed
What do you have to know, then, in order to know the meaning of
unprocessed?
the meaning of processed
Yes, wed remove the prefix un- and look up the base word. Lets check the
glossary again. Is there an entry for processed?
Yes!
Please read it.
perform a series of mechanical or chemical operations on (something) in
order to change or preserve it
In that case, unprocessed must mean . . .
that something hasnt been mechanically or chemically changed

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 Have students discuss how they have used the three learning focuses to
comprehend Chapter One. Reinforce the importance of building on one
anothers points during discussions.
Lets keep talking about healthy eating! Work together by asking questions,
suggesting answers to one anothers questions, and building on each others
answers. Lets keep focusing on our learning strategies. Whod like to share a
way in which you used the strategies to help you understand healthy eating?
Ive found a lot of great details to support the main idea of eating healthily.
The details give me suggestions for many foods Id like to try.

E-RESOURCE Formative Assessment: Comprehension Using the Quick Start

Planner, note this sessions learning focus. Observe each students articulation
and use of text evidence to evaluate individuals effective use of the learning
focus.

TEACHERS
RF.5.4a CHOICE FLUENCY FOLLOW-UP
FLUENCY
Purpose and Understanding Fluency Practice Use paired oral rereading to help students achieve purpose
and understanding in reading. Follow this procedure: 1) Student listens to
fluent reader read selected text aloud several times. 2) Student reads the text
independently. 3) Both partners talk about how oral rereading helped them
increase comprehension.

TEACHERS
W.5.8*, RI.5.2 CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
WRITING
Gather Information E-RESOURCE Formative/Summative Assessment Have students continue
to use the blackline master on page 11 for collecting evidence as they read.
Students will continue to collect details from the text to answer the question:
What role does a healthy diet play in peoples lives? Use details from the text
to support your answer. Review students collected evidence as you evaluate
their mastery of the learning focus.

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 Session 3 Text Selection: pp. 1524
Key Idea: Text Selection Chapter Two introduces the major nutrient groups
protein, carbohydrates, fats, vitamins, and mineralsand gives examples of LEARNING FOCUSES
each. RI.5.2, RI.5.6, RI.5.8
Students return to the text
to identify and summarize
the main ideas and explain
RETURNING TO THE TEXT 5 minutes how they are supported
Explain that students will read the next chapter in the book, continuing to use by key details. They also
the reading focuses. analyze multiple accounts
of the same topic, noting
Now well read Chapter Two of A Rainbow on Your Plate. As we read and similarities and differences
discuss it, well keep returning to our learning strategies to help us analyze in the point of view they
the books information. Will someone please read the chapter title aloud and represent. Finally, they
share what you think this chapter will contain? explain how the author uses
reasons and evidence to
The chapter is Nutrients to Know. I think it will contain information about support points.
specific nutrients, such as protein and carbohydrates.

VOCABULARY
READING THE TEXT CLOSELY 10 minutes
State the learning focuses and invite students to read pages 15 to 17. RI.5.4 Introduce the
meanings of the words
Check to see how they are doing with application of the focuses as you have
nutrition, carbohydrates, and
done previously. Then have students read to the end of the chapter, paying saturated. Have students turn
specific attention to main ideas, details, the interview, and reasons and to a partner and use each
evidence. If student mastery of focuses is sufficient, consider having them key vocabulary word in a
read independently for 20 minutes while you meet with another group. Then sentence.
reconvene for discussion.
Lets talk about how we can use our learning strategies help us learn more
TEACHER TIP
about nutrition from this chapter. Who has an idea about that?
I think we can look for a main idea about each of the major food groups. Paying attention to important
details, such as specific
For each main idea, we should find details that explain the idea. For
nutrients and their food
instance, if the main idea is that we need fats, but not too much fat, we can sources, is an important
find details that explain what fat does thats good and bad for our bodies. skill for readers. Encourage
Those would be reasons. The evidence would be more specific examples, students to do so during
such as specific diseases that too much fat could cause. reading and discussions.

DISCUSSING THE TEXT 10 minutes SL.5.1

DISCUSSION
Facilitate a discussion that links the three learning focuses. Remind students to Collaborative
use the text and interview to find ideas, details, reasons, and evidence.
Lets tie our reading together by analyzing multiple accounts of our topic,
how to eat healthy. Whats the second account in this chapter?
Its the interview with Aaron Sumbria.
Whod like to state a main idea that can be found in that interview?
Healthy eating can help make you a good athlete.
And wholl state a detail to support that?
Fruits and vegetables provide energy and nutrients.
Aaron says that eating healthfully isnt hard. Whats evidence does he give
for that?
It became easier for him when he got used to it.

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 And whats his reason for cooking his own food?
He wants to know what goes into the food he eats.
Does anything we read in the main text support these points?
The text tells all about fruits and vegetables that give us nutrients and
energy. It gives easy ways to eat more vegetables for people who dont like
vegetables.
Comparing multiple accounts on the same topic helps us understand the big
idea of healthy eating.
Encourage students to finish reading the book independently. Remind them to
use the same strategies and techniques as they complete it.
Youll finish reading the book on your own. Youre going to learn even more
about how to eat healthfully. If you remind yourself to use our three learning
strategies for each new chapter, youll become experts on nutrition! Youll
also gain good practice for when you read other informational texts.

TEACHERS
W.5.8*, RI.5.2
CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE
WRITING
Respond to Question
E-RESOURCE Formative/Summative Assessment Have students continue to
use the blackline master on page 11 as they finish reading. Then ask them
to write a response on a separate sheet of paper that answers the question:
What role does a healthy diet play in peoples lives? Use details from the text
to support your answer. Have students use the text evidence they collected to
support their writing.

TEACHERS
CHOICE CLOSE READING OPTIONS
E-RESOURCE Summative Assessment Print the online blackline master for
independent close reading. Ask students to read the selection indicated on the
page independently and respond to the prompts (summarize authors message,
identify critical vocabulary, respond to constructed response questions) before
returning for a small-group discussion. Alternatively, you can use the completed
blackline master for summative assessment.

Writing Task: Opinion

TEACHERS
CHOICE

W.5.1
WRITING E-RESOURCE Summative Assessment Review that an opinion is a statement
Opinion that represents the views of one or more people but that cannot be proven
true. Emphasize that in order to be persuasive, opinions must have facts
supporting them. Students will work independently to write their opinions.
Guide them as they use the blackline master on page 12 as they draft their
opinion. Consider having students publish their opinions by reading them
aloud in groups and then holding a class discussion on nutrition.
You will write an opinion piece. I want you to imagine that you have a friend
who doesnt eat in a healthy way. Write an email to that friend telling your opinion
about a balanced, varied, healthy diet. Think about what your opinion is about
healthy eating. Do you think it is important to eat healthy? Why? Use a friendly
tone, and include lots of information that you learned from A Rainbow on Your
Plate. Do not use the name of a real person you know. It should be a made-up
individual.

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 TEACHERS
CHOICE Additional Instruction
WORD STUDY
L.5.4a
Context Clues Focus on the word calorie on page 23.
VOCABULARY
You may have heard the word calorie in conversations about food. People Context Clues
sometimes say that a certain food has too many calories or not enough
calories. But many people dont know exactly what this word means. Who
can tell us what calorie means, based on the words of the text?
A calorie is a unit of heat energy. The number of calories in a food is the
amount of energy that particular food gives you.
So if a food contains a lot of calories, what does that mean?
It provides a lot of energy.

VOCABULARY L.5.4c
VOCABULARY
Reference Materials Focus on the word nutrients on page 6. Reference Materials
The word nutrients is one that occurs many times in this book. It appears at
the beginning of Chapter One, and many places after that. The book tells
us that we need the right amounts of the proper nutrients. But what if you
didnt know what a nutrient was? Does the text tell you? VOCABULARY TIP

Not exactly. Remind students that a

Fortunately, we have an old friend in the back of the book that can tell us. glossary includes topic-specific
words they may not know.
the glossary Encourage them to use a
And what does it tell us nutrient means? dictionary to look up unfamiliar
words that are not in the
any substance that provides nourishment to living things
glossary.

WORD RECOGNITION
Word Analysis Focus on the word decisions on page 4. RF.5.3a
PHONICS & WORD
The word decisions is one youve probably heard before but havent thought RECOGNITION
about much. Whod like to suggest some contexts in which someone might Word Analysis

use the word decisions?

People should make good decisions. Characters in stories make decisions
about what to do.
I think most of us have heard the word in those contexts. Lets look at the
word more closely. The letter s makes the word plural, but I see another
suffix in it. Whats the suffix?
-ion
Yes. What does that suffix mean?
the act, state, or result of
Lets connect that to the meaning of decision. What is a decision the act,
state, or result of?
Its the act, state, or result of deciding.
Then what is the root of decision?
decide
Who can suggest a word or phrase that means the same as decide?
choose; make a choice
When you make a good decision, youre making a good choice. What
choices can you, as kids, make about eating?
We can choose to eat healthy foods.
And thats the main idea of the book!
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 Name Date

Comprehension: Main Ideas

and Details
Think about the main ideas in A Rainbow on Your Plate. What are the key
details that support these ideas? Use this organizer to identify two main
ideas and the key details that support each one.

Main Idea

Key Detail Key Detail

Main Idea

Mondo Publishing

Key Detail Key Detail

Score:
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 Name Date

Collecting Text Evidence

What role does a healthy diet play in peoples lives?
Use this chart to collect evidence you can use to answer this question.
Be sure to include page references. You may need more than one copy.

Details from the Text Page Number

Mondo Publishing

Score:
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 Name Date

Writing Task: Opinion First Draft

Write an email telling a friend your opinion on healthy eating.

REMEMBER:
State your opinion clearly at the beginning.
Provide a series of specific reasons to support your opinion.
Support each reason with valid, factual evidence.
Restate your opinion in a new way in the conclusion.

Mondo Publishing

Score:
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