tutorial materialscurriculum_materials.dadeschools.net/csm/la/03-04-05readingte... · web...

EXTENDED LEARNING MODULES

EXTENDED LEARNING MODULES2013-2014

Elementary 3rd, 4th, and 5th Grades

Language Arts/Reading Teacher Resource Guide

Office Academics and TransformationDepartment of Language Arts/Reading

2013-2014

1


Overview

The purpose of this guide is to provide Extended Learning Modules for teachers with a framework for the Language Arts/Reading Instructional 2-Hour Block, explicit whole group and small group instructional routines in reading and writing, and additional resources recommended for use with each lesson.

Focus Lessons:

Each session begins with a Focus Lesson, organized by Reporting Categories. These lessons serve to provide teachers with a focus for systematic and explicit instruction of tested benchmarks and provide opportunities for all students to practice the same skills. Because the function of the Focus Lesson is to target discrete concepts and skills, the passage is the same for 3rd, 4th, and 5th grades. The Focus Lesson should be taught as a minilesson by the teacher to the whole group, and re-taught during small group instruction when needed.

Whole Group Instruction:

Following the Focus Lesson, each session includes a grade level passage or story. The passages and stories provided are each inclusive of several tested benchmarks, as it is not educationally sound to teach or review these benchmarks solely in isolation. Question/answer format includes multiple choice, open ended, and written responses. These passages are meant to be taught by the teacher using the Instructional Procedure included in the guide. They are not meant as an independent activity for students or as an assessment.

Small Group Instruction: (3rd and 5th grades)

Small group instruction serves to provide students with opportunities to practice concepts, strategies, and skills at their instructional or independent level. Materials found in the school, such as computer programs, guided reading books, and classroom libraries should be utilized to differentiate instruction. Suggested technology programs,


2013-2014

2


a sample guided reading lesson, and reader’s response stems are included in this guide.

Writing Instruction: (4th grade)

Modeled after the Writer’s Workshop, each lesson includes a step-by-step opening routine which targets writing conventions. These routines are to be modeled by the teacher and practiced by the students with support. In the weeks where a prompt is not administered, teachers should use their students’ own writing to instruct. Specific lessons targeting writing focus, organization, and support follow each opening routine. In order to improve student writing, teachers should conference with students during each session.


2013-2014

3


Reading and

Writing Block

Flow Charts


2013-2014

4


3rd GradeLanguage Arts/Reading Instructional 90-minute Block

Extended Learning Modules

Differentiated InstructionSmall Group Instruction

Instructional Level Text/MaterialsIndependent Level Activities

Group1 Group 2 Group 3Teacher Led Center Independent Reading Technology CenterTechnology Center Teacher Led Center Independent ReadingIndependent Reading Technology Center Teacher Led Center


2013-2014

Reporting Categories Based Focus LessonsMinilesson: Whole Group Instruction

5

Whole Group- Teacher Directed Instruction

Opening Routine:Building Background/Vocabulary: Concept of Definition Map

Setting Purpose: Essential Question

Grade Level Passage Instruction:Use Instructional Procedure

Closing RoutineEssential Question


4th GradeLanguage Arts/Reading Instructional 2-Hour Block


Writing Block: Writer’s Workshop

Opening Routine: Conventions Lesson- Whole GroupWriting Minilesson: Writing Process, Writing Elements- Whole Group/Small Group

NOTE: Writing prompts will be administered on weeks 1, 6 (Narrative Pre/Post), 7, and 13 (Expository Pre/Post) of the Success Academy. Subsequently, the Writing Block will be implemented on the weeks following each prompt in order to address instructional needs as determined by the students’ performance.


2013-2014

6








5th GradeLanguage Arts/Reading Instructional 90-minute Block


Differentiated InstructionSmall Group Instruction

Instructional Level Text/MaterialsIndependent Level Activities

Group1 Group 2 Group 3Teacher Led Center Independent Reading Technology CenterTechnology Center Teacher Led Center Independent ReadingIndependent Reading Technology Center Teacher Led Center


2013-2014


7







ASSESSMENT PRACTICE FOR GRADES 3, 4, AND 5:Lessons 12 and 13

Rationale: In an effort to provide opportunities to independently apply skills and strategies taught in the previous weeks, students will take a practice test during each of the last two sessions. This will also serve to build student reading stamina and to practice effective pacing,

The timed passage (s) provides a quick snapshot for teachers and students to identify strengths and additional instructional targets.

Following the administration of the assessment, teachers will strategically review the responses in order to close instructional gaps.

Finally, teachers will conduct small group lessons to address further instructional needs based on information derived from assessment data.

Language Arts/Reading Instructional 90-minute BlockExtended Learning Modules


2013-2014

8

Administer Assessment: Whole Group Forty-five (45 minutes)

Reviewing Responses: Whole GroupFollow the Multiple Choice and the Written Response procedures

Differentiated Instruction: Small GroupReview responses with and/or reteach strategies to students who are below mastery in any area.


Writing Block (4th grade only)

FRAMEWORK FORMAT ACTIVITYOpening Activity/ Lesson Stimulus

10 Minutes

Teacher Directed/Whole Group Explicit Instruction

Introduction to Targeted Writing Element/Minilessonbased on results from the class prompt.

Teacher explicit demonstration through writing aloud AND/OR shared writing

During Activity

30 Minutes

Application

Teacher Directed/Whole Group Instruction OR Small Group Instruction

Teacher Modeling, Guided Writing, or Review of Key Learning Objective/Targeted Writing Element

Teacher and class may examine writer’s craft using mentor text, student generated writing (prompt), or teacher created example; OR compose a piece of writing collaboratively through shared writing.

Independent Practice OR Teacher Guided/ Small Group Practice

Students transfer & apply knowledge gained to revise their writing (prompt)OR As students write the teacher further guides through mini-lessons & conferencing

Student writes alone OR Student writes and teacher guides in the form of mini-lessons, choosing craft lessons that relate to the students’ needs.

Lesson Review/ Closure

5 Minutes

Whole Group Teacher facilitates closing activity and assigns follow-up

Students share with each other AND/OR with class

Students need to be engaged in some aspect of the writing process (pre-writing, drafting, writing, and revising) throughout the block.


2013-2014

9


Explanation of

Lessons Format and

RoutinesOffice Academics and Transformation

Department of Language Arts/Reading2013-2014

10


** LESSONS 1-10 FOLLOW THE SAME INSTRUCTIONAL ROUTINES EACH WEEK, ARE SCRIPTED FOR TEACHERS, AND CAN BE FOUND

WEEKLY IN THE TEACHER PACKET/ANSWER KEY**

** LESSON 11 INCLUDES ONLY A FOCUS LESSON- TEACHERS SHOULD TAKE THIS OPPORTUNITY BEFORE THE LAST TWO SESSION TO RE-TEACH ANY SKILL, CONCEPT, OR STRATEGY THAT REQUIRES ADDITIONAL ATTENTION ACCORDING TO THE STUDENTS’ NEEDS**

**LESSONS 12 AND 13 ARE CUMMULATIVE REVIEWS AND FOLLOW A DIFFERENT INSTRUCTIONAL ROUTINE, SCRIPTED FOR TEACHERS AND FOUND IN THE LAST TWO TEACHER PACKETS/ANSWER KEYS ***

Instructional Routines for Sessions 1-10

I. REPORTING CATEGORIES FOCUS LESSONS

The focus lessons should last approximately 30 minutes. Focus lessons are interactive and meant for whole group instruction. Teachers should model strategies and guide comprehension. When necessary, teachers may re-teach or revisit this lesson during small group, differentiated instruction.

II. OPENING ROUTINE

The purpose of the Opening Routine is to engage students in activities that review and reinforce current instruction as well as previous concepts, skills, and instruction. The Opening Routine should last no more than 10 minutes. It is a whole group, teacher directed activity.

Teachers will guide students in developing a Concept of Definition Map using selected a key vocabulary word/phrase. This will serve to address vocabulary that is critical to the understanding of the passage, as well as the overall theme or concept of the passage.

Teachers will write the Essential Question on the board. The Essential Question is an FCAT type question. It will be created using the FCAT Task Cards. It will serve to set a focus and purpose for reading the passage. Explain to students that they will be able to answer the Essential Question in paragraph form after the lesson.


2013-2014

11


Select key words from the Essential Question to alert students as to which benchmark the question is targeting.

III. TEACHER DIRECTED INSTRUCTION: WHOLE GROUP

The purpose of teacher directed instruction is to provide direct supported reading of grade appropriate text to the whole class. In teacher directed instruction, the teacher systematically and explicitly teaches and models a particular strategy skill, or process. The Instructional Procedure is an effective instructional strategy that can be used to scaffold students’ comprehension during whole group instruction. The teacher directed/whole group instructional lesson should last approximately 30-45 minutes, depending on passage length and difficulty, and student readiness.

Instructional Procedure

Before Reading:

Guide students in previewing selected passage/text to determine what type of text and discuss text features: Informational, Literary, Poetry.

Activate/Build background (Teacher may refer back to Concept of Definition Map)

Elicit quick oral predictions Set a purpose for reading- Ex. “We are going to read this passage to

determine the main idea.”

During Reading:

The teacher should be involved in the reading process: Determine how the students will read the selected passage/text (choral

reading, echo reading, buddy reading). Model fluent reading and Think-Alouds by stopping frequently to:

o Clarify (discuss unknown words, context clues, prefixes, suffixes, etc.)

o Summarizeo Monitor understandingo Visualizeo Question (Students should ask themselves teacher-like questions)

Please note: Students may read the selected passage/text in chunks.


2013-2014

12


After Reading:

Review oral predictions (adjust/confirm). Ask students, “What would be another good title for this passage?” Follow the attached Multiple Choice and Written Response Procedures to

guide students in how to best answer questions.

Multiple Choice Procedure

Cover the distracters (answer choices) and read the question. Discuss what the question is asking (key words and benchmark). Go back to the text with the students to find possible answers and support

without uncovering the distracters. Have students underline answer in text, when applicable, and number

according to question number. (If the answer is found in multiple parts of the text, students are to underline the various answer components and number them accordingly.)

Discuss the answer ORALLY. Students should have the answer “in their heads.”

Discuss the steps the students took to get the answer. Uncover the distracters and find the best answer choice. Discuss why it is the BEST answer. Go through each distracter and discuss why some choices do not answer

the question completely.

Written Response Procedure

Analyze each question by discussing what is necessary to fulfill the requirement of the task.

Discuss what the question is asking (key words and benchmark). Examine the text to support responses. Have students go back to text and underline details relevant to the

question. Ask students to answer the question independently. Encourage several students to share their responses with the class. Guide students in discussing whether their answer fulfills the required task

by being supported by sufficient details from the selection. Allow students to improve their original responses. Use student responses to build and model a complete paraphrased text-

based answer on the overhead or board.


2013-2014

13


IV. CLOSING ROUTINE

Teacher will use an appropriate graphic organizer to guide students in identifying supporting details and organizing the information (see Additional Resources).

Students will individually answer the FCAT-type Essential Question posed at the beginning of the lesson in paragraph form.

Students will share responses with each other, and with class. Teacher will guide discussion to determine what supporting details and

information will best and most completely answer the Essential Question. Teacher will then record the class answer to the Essential Question on

the board.

V. SMALL GROUP INSTRUCTION

Small group instruction should occur in each session. Here, teachers should consider the students’ instructional needs and available resources and plan the Teacher Led-Center instruction accordingly. Teachers may, during this time, re-teach the Focus Lesson to students who are still struggling or conduct a skills-based or guided reading lesson. It is important that these teacher-led, small group lessons be at the student’s instructional level. For those students not meeting with the teacher, activities at their independent level should be available. Small group instruction should last approximately 30-45 minutes.

**In 4th grade, time should be adjusted to allow a 45-minute writing block.**

Instructional Routines for Session 11

I. REPORTING CATEGORIES FOCUS LESSONS

During this session, the focus lesson should last approximately 1 hour. Because focus lessons are interactive, it is meant for whole group instruction. Teachers should model strategies and guide comprehension. Teachers SHOULD take the second hour of this session to re-teach or revisit any previous lesson during small group, differentiated instruction.


2013-2014

14


Instructional Routines for Sessions 12, 13

Instructions for Administration:

Teachers will provide each student with a copy of the passage and questions.

Students will write their name on the front page and begin reading when the teacher starts the time.

Students will be given forty-five (45) minutes to read the passage (s) and answer each question.

Instructions for Reviewing Responses:

Choose a strategy that maximizes participation and read the passage aloud. Use the opportuntity to clarify words, concepts and the essential message (main idea) of the text.

Cover the distracters (answer choices) and read the question. Discuss what the question is asking (key words and benchmark). Discuss the answer ORALLY. Students should have the answer “in their

heads.” Discuss the steps the students took to get the answer. Uncover the distracters and find the best answer choice. Discuss why it is the BEST answer. Go through each distracter and discuss why some choices do not answer

the question completely.

Instructions for Reviewing Written Responses:

Analyze each question by discussing what is necessary to fulfill the requirement of the task.

Discuss what the question is asking (key words and benchmark). Examine the text to support responses. Encourage several students to share their responses with the class. Guide students in discussing whether their answer fulfills the required task

by being supported by sufficient details from the selection. Allow students to improve their original responses.

REMEMBER Remind students to use all the effective strategies they have learned, such

as:

Making marginal notes - especially when reading poetry Underlining key details and main idea statements


2013-2014

15


Eliminating answers that are not plausible when answering multiple choice questions

WRITING INSTRUCTION (4 TH Grade Only)

Students will write to a specified narrative or expository prompt a total of 2 times during the sessions: week 1 (Expository), and week 5 (Narrative). The students’ responses will serve to establish a baseline, monitor progress, and inform instruction.

Teachers will follow Writing Block routines included in the teacher packet:

o Follow the Opening Routine for Writing Countdown: Focus on conventions.

o Follow the During Activity and Application: Focus on the revision process. Conduct conferences with students to determine individual

needs.

o Follow the Closing Routine: Allow students to share their writing.


2013-2014

16


ADDITIONALRESOURCES

**Use as needed with appropriate passage**

The following graphic organizers, content frames, vocabulary, and rubrics serve to provide the teacher with additional resources to scaffold instruction. These resources are not meant to be used by students as worksheets, but rather to assist teachers guide their questioning and to help the students to better understand and organize the information they read.

Office of Curriculum & InstructionDivision Of Language Arts/Reading

2013-2014

7


RESOURCES FOR

READING INSTRUCTION


2013-2014

8



2013-2014

9

Elementary FCAT Vocabulary Other Ways to Say . . .

Vocabulary same base word opposite root describe phrase mean

Main Idea summary lesson retell moral portion passage good title essential message primary topic central idea

Author’s Purpose mean describe purpose persuade agree explain statement entertain include repeat description inform most important give facts

Elements of Story Structure lead to main problem change problem beginning resolution end(ing) events indicates setting solved character resolved attitude face (v.) opinion bother feels

Chronological Order just before between right after events (leading up to) first steps to last portion retell

Cause and Effect cause factor effect influence happen might happen if events decide results because particular action reason(s)

Compare/Similarities alike common similar compare similarities both

Contrast/Differences different before/after difference(s) beginning dissimilar end change


Elementary FCAT Vocabulary continued . . .

Relevant Supporting Details relevant details support idea

Theme & Topic theme topic result main lesson covered learned

Text Structure found information mostly explain section organize statement better understand heading

Text Features illustrations section show describes titled

Informational Text heading purpose subheading located footnote information check marks most likely numbers lines

Validity & Reliability supports argument greatest benefit conclusion evidence reasons behind most valid


2013-2014

10

EXTENDED LEARNING MODULES Main Idea Table

TopicMain Idea

Supporting Detail

Supporting Detail

Supporting Detail

Supporting Detail


2013-2014

11


Two Column Notes

Somebody/Wanted/But/So


2013-2014

12


Somebody Wanted But SoCharacter (Who), Setting (When, Where)

Goal (What) Problem Events Leading to Solution


2013-2014

13

EXTENDED LEARNING MODULES Timeline

Beginning

End


2013-2014

14

EXTENDED LEARNING MODULES Venn Diagram


2013-2014

15


Author’s Intent Story/Passage or

PoemArticle

To tell To teachTo entertain(with a scary story, humorous story)

To show (effects, similarities/differences)

To share To informTo teach (fable/moral) To give factsTo show To make it clearTo let the readers know To persuade/convince

To explainTo demonstrateTo give an account of (biographies)To develop (a setting, an idea, a character)To encourageTo tell the author’s main message

+ Main Idea =Author’s Purpose

Example:Q: Why did the author write this article?A: The author wrote this article to give facts about elephants living in Central Africa.Q: Which sentence tells the author’s main message?A: “It isn’t just a collection of plants and animals in one place- it is a system of connections

Concept of Definition MapComplete this graphic organizer with the students on the board or overhead. Its purpose is to activate prior knowledge and address vocabulary that is critical to understanding the passage.


2013-2014

16

Why did he write this?


Category Properties What is it?

What are some examples?Illustrations

Concept of Definition Map- WITH ANTONYM

Category


2013-2014

17What is it?

EXTENDED LEARNING MODULES Properties

Word

(Antonym)

Illustrations What are some examples?

Context Clues Chart


2013-2014

18

What is it like?

What does it do?

What does it have?

What is it not?

EXTENDED LEARNING MODULES Vocabulary Chart

Word Means to Me Means in the Story Picture/Symbol




2013-2014

19


Multiple Meaning Chart

Word Meaning(from text)

Other Meanings for the Word Picture/Symbol


2013-2014

20


Synonym Chart

Word(general)

Synonym(Precise words from text)

Sentence from Article


2013-2014

21

EXTENDED LEARNING MODULES Common Prefixes Chart

Prefix Meaning Word Words from Text

pre- before preschool

auto- self autobiography

bi- two bicycle

dis- not dishonest

il- not illegal

inter- between interstate

intra- inside intrastate

re- again repay

tri- three triangle

un- not unable

un- opposite of untie

sub- below substandard

Affixes ChartOffice of Curriculum & Instruction

Division Of Language Arts/Reading2013-2014

22


Prefix Word Suffix New Word MeaningExample:

un- happy -ly unhappily In a sad way


2013-2014

23


Root/Base word

Origin Meaning Word from Text Other Words

Roots/Base Words Chart


2013-2014

24

EXTENDED LEARNING MODULES Contrast Frame

__________________________ (is, are) different from

_________________________ in several ways. First of all,

while ___________________________________________.

Secondly, ________________________________________

but _____________________________________________.

Also, ____________________________________________

while __________________________________________.

Finally, __________________________________________

but _____________________________________________.

So it should be evident that __________________________


2013-2014

25


Idea Frame

Important Things About __________________

One important thing about ______________ is _________________

They are _______________________________________________.

They are _______________________________________________.

They have ______________________________________________

and ___________________________________________________.

They also have __________________________________________.

They never ____________________________________________.

They can _______________________________________________

and they _______________________________________________.

But the most important thing about _________________________ is


2013-2014

26


ELEMENTARYTASK

CARDS


2013-2014

27



2013-2014

28

EXTENDED LEARNING MODULES VOCABULARY

(LA.3-5.1.6.3, 1.6.7, 1.6.8, 1.6.9)Context Read this sentence from the passage.

Copy sentence or phrase from passage here. What does the word mean?

When (phrase containing assessed word) , it meant __________ . Synonyms/Antonyms What word means the SAME as . Choose the word that means the OPPOSITE of .Affixes/Base Words or Root Words Which word has the same base word as ? If ( base word ) means , what does base word + affix mean?Based on the prefix and base word what does______ mean? Which word has the SAME root as ?(grade 5 only)The origin of the word ++ is the Latin root meaning to____. What does ++ mean?( grade 5 only)Multiple MeaningWhich sentence below uses the word the same way as the

story/article?Which sentence uses the word the same as it is used in the

sentence above?

Analyze Words in Text What feeling does the word create?What does the author mean when he says ?Why does the author use the word in the sentence above? What is the character doing when ?

AUTHOR’S PURPOSE & PERSPECTIVE (LA.3-5.1.7.2)

Author’s Purpose Why does the author most likely write the story/passage?

Why did the author write the article?

What is the author’s purpose in writing this article?

Why did the authors of and write these stories/articles?

Author’s Perspective What does the author mean when he/she writes ?

The author of would most likely want to read which of the following articles/stories?

Which books would the author of most likely read in order to write this article/story?

With which statement would the author most likely agree?

Explain what the author thinks is most important about .

MAIN IDEA (LA.3-5.1.7.3)

What is the MAIN IDEA of this story/passage/article?

What is the most important lesson learns in the story/passage?Why do you think this story/article has the title “ ”?

What would be another good title for this story?

Which sentence best tells what the passage is about?

What is the essential message in the story/article?

Which sentence from the article tells the author’s main message?

What is the primary topic of the article?

Which sentence gives the best summary?

Which accomplishment/idea is the most valuable?

Which statement best describes the lesson/moral of this story?

CHRONOLOGICAL ORDER(LA.3-5.1.7.3)

What happened just BEFORE/AFTER ?

What happened first, last, etc. …?

What happens AFTER but BEFORE ?

What happened between and ?

What is the first step in ?

Retell the events leading up to/following _______.

Explain the steps for _______ and the reasons why.

According to the article, what happened first?

CAUSE & EFFECT (LA.3-5.1.7.4)

RELEVANT SUPPORTING DETAILS (LA.3-5.1.7.3)


2013-2014

29

EXTENDED LEARNING MODULES CauseWhat caused to ?

What are the events that caused ?

Why does a character ( take a particular action ) ?

Why does decide to ?

probably chooses over _____ because _______.Effect What might happen if ?

What were the results of (an event or action)?

What effect did have on ?

What is the effect of ?

Which is a way to improve ?

At the end of the story, where does go?

Which detail from the article helps show how _______?

Other relevant detail questions begin with:

oHow?

oWhat happened?

oWhat caused?

*******************************************************************

How does support the idea that ? Why does offer to ?


2013-2014

30


TEXT STRUCTURES/ ORGANIZATIONAL PATTERNS

(LA.3-5.1.7.5)*Identify the text structure an author uses and explain how it impacts meaning. (e.g., compare/contrast, cause/effect, chronological order, description)Text Structure What information can be found under the heading ?

How does the author help readers BETTER understand ? Explain what the author does to make the information in easier to understand.

How does the author mostly explain ?

Organizational Patterns

The author organized the section to ______.

Which statement below lets the reader know how the author organized the passage?

Why did the author begin the article/story with ______?

At the end of the passage/article/story, why does the author repeat ________?

Why did the author include the description of ___ in the article/story?

THEME/ TOPIC(LA.3-5.1.7.6)

* Identify themes or topics within a variety of text.

Topic What topic is covered in the article?

What information does the author use to support the main topic of this article?

Explain the topic of this passage.

ThemeWhat is a positive result of in the

passage?

What is the best lesson that can be learned from this passage?

What is the theme of this passage?


2013-2014

31

EXTENDED LEARNING MODULES COMPARE/ CONTRAST

(LA.3-5.1.7.7)Compare How are and ALIKE? What are the SIMILARITIES between and ? What is the author comparing in the sentence above?Before and both . What do ___ and ___ have in common? How is both SIMILAR to and DIFFERENT from ?Contrast How is DIFFERENT from ? What is one DIFFERENCE between and ? How is similar/ dissimilar to ? What are the DIFFERENCES between ____ and ____? How is the information in DIFFERENT from ? How do change from BEFORE to AFTER ? What advantage does _____ have over _____?

ELEMENTS OF STORY STRUCTURE(LA.3-5.2.1.2)

Plot Development/Problem/ResolutionWhat is the MAIN problem in the story?What problem did the character face?What happens when the character has a problem?How is the problem solved in the story?What in the story indicates that the problem is solved? What events lead to the resolution of the problem in the story?_________ plans to by .Setting How does the setting change in the story/passage? How does the setting affect the outcome of the story?Character Development What word/words best describe the character?Explain why the character is happy/sad?What happens that causes the character to change from the beginning to the end of the story?

Character Point of ViewWhat is it about that bothers the character?______’s attitude about ‘s opinion is _______.Which sentence first lets the reader know how the character feels about______ _?

DESCRIPTIVE, IDIOMATIC & FIGURATIVE LANGUAGE

(LA.3-5.2.1.7)Descriptive Language What mood does the author create writing ? What mood does the author create by using the phrase _____? Explain how an author creates a mood of . (weariness/excitement/hopefulness)Figurative LanguageHow is the author comparing _____ to _____?Read the sentence from the passage. Copy sentence that has figurative language. What characteristic applies to _______ and _______?Why does the author compare ( something ) to ( someone ) ?What does it mean to ________? (Interpret an idiom in context)

*Why did the author begin the story/article with ______? *At the end of the passage/story/article, why does the author repeat

____________?

*When dealing with ‘author’s craft” such as points of ellipse or any other literary element…

TEXT FEATURESIn Literary Text(LA.3-5.2.2.1)

Which sentence from the story best describes the illustration on page ___?

The purpose of the illustration on page , is to

show the reader .

What information are you most likely to find in the section titled ?

The illustrations are important to the passage because they .


2013-2014

32

EXTENDED LEARNING MODULES LOCATE /INTERPRET /ORGANIZE

INFORMATION& TEXT FEATURESin Informational Text

(LA.3-5.6.1.1)Locate/Interpret/Organize InformationBy reading the article and looking at the map, you

can tell that and are located .

Based on the article, what is the purpose for the ______, ______, and ______ listed in the _______ section?

Text FeaturesUnder which heading would you MOST LIKELY find

information on ?

Why are there lines and numbers on the picture of ?

How does the footnote for the word _____ _ help

the reader better understand the information in the passage?

What is the purpose of the check marks used in the section ?

What is the purpose of the subheadings listed under

? What is the purpose of the illustration at the beginning/end of the article?

VALIDITY & RELIABILITY(LA.5.6.2.2)

*Grade 5 only

For what could the information in the article best be

used?

What does the author use to support the information in

the article?

What information from the article supports the conclusion that ?

What are the reasons behind the author’s opinion that

?

According to the information, what is the MOST VALID argument for ?

Which statement best supports the idea that ?

What is the greatest benefit of ?

What evidence supports ?


2013-2014

33


RESOURCES FOR

WRITING INSTRUCTION


2013-2014

34


1 2 3 4 5 6

FOCUS FCAT 2.0 Rubric

Minimally addresses the topic,Little if any development of supporting ideas,Unrelated information may be included.

Slightly related to the topic,May offer little relevant information,Few supporting ideas or examples.

Generally focused on the topic,May contain some extraneous or loosely related information.

Generally focused on topic,May contain some extraneous or loosely related information.

Writing is focused on the topic.

Writing is focused on the topic.

FCAT Writing Exemplar/Anchor Annotations (Interpretation of the Rubric for 2013 and Beyond)

Lists multiple responses to the topic rather than a single focus.Offers some information that is extraneousInclusion of so much repetitive information blurs the focus.Info presented is halting, list- like

Response is related to the topic,Focus not clearly established through main idea, theme, or unifying point by including extraneous information, Reponses to the topic in a list-like manner.Unrelated information shifts the topic.Partial sentences weaken the focus.Although it may be hasty, anticipation is built with the play-by-play description.

Generally focused on topic,Contains some extraneous information,Elimination of focus words cause confusion.

Response is focused.

Response maintains focus from the opening to the closing.Theme is maintained throughout the response.

Response is focused on topic.

Writer builds suspense in well-crafted story.The mood of the event is established and maintained.From opening to closing, the response is focused with a unifying theme.

Writing is clearly focused with a unifying point that is maintained throughout the entire response.Presents a clear main idea, and focus is maintained from the opening.The writer demonstrates a consistent awareness of the writing situation by establishing a tone appropriate for the genre.


2013-2014

7


ORGANIZATION FCAT 2.0 Rubric

Relevant information does not exhibit an organizational pattern,Few, if any, transitional devices.

Writing relevant to the topic exhibits little evidence of organizational pattern or transitional devices.

Organizational pattern has been attempted and some transitional devices used but lapses may occur,Paper may lack a sense of completeness of wholeness.

Organizational pattern is evident, although lapses may occur,Demonstrated sense of completeness or wholeness.

Has an organizational pattern, although a few lapses may occur,Demonstrates a sense of completeness or wholeness.

Has a logical organizational patterns including a beginning, middle, conclusion, and transitional devices,Paper demonstrates a sense of completeness or wholeness.


Sequential text not appropriate for purpose,Opening paragraph suggests a weak organizational plan and reminder of the response does not align to the opening paragraph,Lacks additional information about the topic and closing making the response incomplete and illogical.Weak connections between ideas,Random organization-ideas

Rudimentary organizational format,Repetitive phrases,May end with an abrupt concluding statement.Lacks smooth connections or flow to writing,Basic transitions signal movement through time, but events move rapidly. Some transitions provide brief sequential organization.Irrelevant details

Organizational pattern attempted,Brief introduction and conclusion,Basic or formulaic transitional devices,The failure to indent to signal paragraphs and inconsistent use of transitional devices creates confusion.Some transitions used to move events through time.Basic transitions are used between and within paragraphs

Organizational pattern is apparent,May include a brief, but original, introduction and conclusion,Events are sequential from introduction to summary conclusion.Transitional devices are used effectively.Transitions connect within and between paragraphs contributing to sequence of ideas.Transitions move the action through

Organizational pattern is apparent, including an introduction that previews the structure,Chronological pattern framed by interesting opening and closing.Organized from beginning to clever ending.Organized by grouping of ideasRoutine conclusion.Provides a sense of wholeness to the response.

Organizational pattern is apparent, including an introduction that previews the structure,Chronological pattern framed by interesting opening and closing.Organized from beginning to clever ending.Organized by grouping of ideasRoutine conclusion.Provides a sense of wholeness to the response.

Basic Transitions signal connections between and within paragraphs to


2013-2014

8


easily rearranged without changing meaning.Repetitive use of transitions, Inappropriate transitions for the genre, Replaces transitions with conjunctions resulting in confusion,No transitions or minimal to signal connections between or among ideasOrganization is random, indicating lack of a specific plan or pattern.

Movement through time is lacking.

stall the progression of the story.

Organizational pattern ends with a lesson learned.

Introduction allows for a brief flashback.

time.Uses time and place transitions.

Minor lapses occur in organization with a pointless ending statement.

Basic Transitions signal connections between and within paragraphs to help the reader move through the text,Transitional phrases are used.Organization within and among paragraphs helps the reader understand how events progress to build the story.

Transitional are also used to convey a mood.Embedded transitional phrases show movement through time.

help the reader move through the text,Transitional phrases are used.Organization within and among paragraphs helps the reader understand how events progress to build the story.

Transitional are also used to convey a mood.Embedded transitional phrases show movement through time.

SUPPORT FCAT 2.0 Rubric

Supporting ideas may be sparse & usually provided through lists, clichés, and limited or immature word

Some development of supporting ideas may be inadequate or illogical,Word choice may be limited or immature.

Some of the supporting ideas may not be developed with specifics & details,Word choice is

Supporting ideas may contain specifics & details in some areas,Other areas supporting ideas may not be developed,

Adequate development of the supporting ideas.Word choice is adequate but may lack precision.

Ample development of the supporting ideas,Mature command of language including precision in word choice.


2013-2014

9


choice. adequate but limited, predictable and often vague.

Word choice is generally adequate.


Development of supporting ideas is sparse, immature, list like and/or repetitious.Rambling and limited cause-and effect events.Limited word choice.Writer shows difficulty expressing meaning, causing confusion.

Development of support inadequate,Some supported ideas briefly referenced,Other supporting ideas not developed or goes off on a tangent,Word choice is predictable, vague, limited, or immature.Little development -jumps from one event to the next.Word choice may strengthen a brief response.

Details about the situation and the character’s feelings are offered as support.

Supporting ideas inadequately

Supporting ideas sometimes developed with meaningless figurative language,Other ideas lack specific information,Some events supported with details, other areas not developed.Each event extended with a few details.Extraneous commentary detracts from effectiveness,Each paragraph may begin or end with filler language. Maintains storyline, even while using exposition to tell facts.

Two reasons presented,One reason has loosely related information and/or strays from the topic,The other reason is adequately developed with details,Some development of ideas may be list-like,Some areas specific details are provided as support-others are not developed.Controlled storyline with details provided as support, however some areas lack details to further develop the story. Effective use of dialogue supports the main idea,Support provided throughout with

Word choice is adequate overall,Word choice is precise.Word choice is purposeful.Wording of an awkward metaphor lacks precision.Last sentence in each body paragraph is repetitive & lacks precision,Sufficient development of supporting ideas in some areas and not in others,Support is evenly developed with details throughout.Includes specific details about the author’s feelings throughout the response.

Supporting ideas are effectively developed with relevant information,Contains detailed anecdotes that amply support each reason.Specific, relevant, and descriptive details.Mature command of language is demonstrated, Language is mature and masterful.

Writer’s emotional connection to the topic strengthens the support.


2013-2014

10


presented in a hasty list-like fashion.

Sparse details and gaps give the paper a rushed quality.

Word choice is vague & sometimes inappropriate.Some specific details are provided as support.

Vague support in other areas contributes to a lack of wholeness.

Word choice is adequate, with feelings expressed that further strengthen the response.

both internal and external dialogue.Word choice is sometimes precise using attributes.Word choice is adequate, but some descriptive words.Word choice lacks precision in areas.Word choice is adequate to convey a specific tone/mood.

Concise , descriptive details give the paper a sense of wholeness.

Though concise, the writing provides carefully chosen details.

Description of the author’s feelings foreshadows events.

Dialogue is used purposefully to advance the story line, including specific details about the author’s feelings throughout the response.

The writer describes his/her emotions.

CONVENTIONS FCAT 2.0 Rubric

Frequent errors in spelling, capitalization, punctuation, & sentence structure impede communication,Simple sentence

Frequent errors may occur in basic punctuation, capitalization, commonly used words, frequently misspelled,May have simple

Knowledge of conventions, punctuation & capitalization is demonstrated,Commonly used words usually spelled correctly,

Conventions of punctuation and capitalization is demonstrated,Commonly used words are usually spelled correctly,Has been an attempt

Most sentences are complete, although a few fragments may occur,May be occasional errors in subject/verb agreement and in standard forms of

Subject/verb agreement,Verb and noun forms are generally correct,With few exceptions, the sentences are complete except for purposeful fragments,Various sentence


2013-2014

11


construction. sentence structure. Attempt to use variety of sentence structures although most are simple.

to use a variety of sentence structures, although most are simple constructions.

verbs and nouns, but not enough to impede communication,Conventions of punctuation, capitalization, and spelling are generally followed,Various sentence structures are used.

structures are used.


Frequent & blatant errors in sentence structure impede communication, Sentence structure is limited and stilted, with run-ons.Body of paper is one long sentenceCommonly used words are misspelled & sometimes impeding understanding.Errors occur in usage, verb forms, and omitted wordsFrequent errors in

Frequent errors in conventions of capitalization, punctuation, and usage,Commonly used words are generally correct but some misspelled,An attempt made to spell difficult words though incorrect.

Missing punctuation resulting in run-on sentences.Usage issues.Incorrect use of

Knowledge of capitalization and punctuation is demonstrated,Attempts to punctuate dialogue.Few spelling and usage errors.An attempt to vary sentence structure, most are simple constructions.Inconsistent capitalization in particular circumstances results in slight confusion.

Some errors occur in spelling,Most commonly used words are spelled correctly,Overall conventions are generally followed in punctuation, capitalization and spelling,A few minor errors in spelling (of difficult words), capitalization, and punctuation (e.g. contractions).Despite a few missing commas, there is

Sentence structure shows some variation,Sentences use various beginnings and lengths to writing more interesting and fluent.Strengths-punctuated dialogue and sentence variety outweigh errors.Has knowledge of correct use of conventions of punctuation, capitalization, and

Sentence structures are varied,Variety of sentence structure adds fluency and enhances understanding. Fragments are used purposely.Conventions are generally correct.Despite the repeated use of “I” at the beginning of sentences, the writing demonstrates sentence variety with different structures and lengths.


2013-2014

12


all areas of conventions.Inconsistent control of capitalization.

Limited to simple sentence constructions.

punctuation results in sentence fragments.

Less control over end punctuation, which results in some run-on sentences.

Attempts to use commas in a series.

demonstration of knowledge of conventions.Punctuation of dialogue is correct,Various sentence structures are used.

spelling is demonstrated,May have some verb-form errors.Few spelling errors.

With few exceptions, correct use of conventions is demonstrated.


2013-2014

13


Sample FCAT Writing book

Page 1

Student’s Name__________________________________

PLANNING SHEET

(Remember, use this sheet for planning what you will write. The writing on this sheet will not be scored. Only the writing on pages 3 and 4 of the writing folder will be scored.)


2013-2014

7


Page 2

You have 45 minutes to respond to the following writing topic.

TOPIC


2013-2014

8

EXTENDED LEARNING MODULES Name ________________________________ Date___________

Page 3


2013-2014

9


Page 4


2013-2014

10

tutorial materialscurriculum_materials.dadeschools.net/csm/la/03-04-05readingte... · web...

Documents