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A Focus on ReadingPart II
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Part II Pacing Guides... a focus on Reading
Common Core Four ELA Components
Integration Across Three Units
Reading a Foundation for Writing
Reading Skills and Text Structure
English Language Proficiency
Depths of Knowledge
SPEAKING LISTENING
LANGUAGE
WRITING
READING
Four ELA Components
Reading Literature2
2
Reading Literature1
1
Reading Literature3
3
Reading Literature4
4Unit 1 Unit 2 Unit 3
Unit 4 Unit 5 Unit 6
Unit 1 Unit 2 Unit 3
Unit 4 Unit 5 Unit 6
Unit 1 Unit 2 Unit 3
Unit 4 Unit 5 Unit 6
Unit 1 Unit 2 Unit 3
Unit 4 Unit 5 Unit 6
Unit 4 Unit 5 Unit 6
2
ELA Pacing Guide Model
Speaking and ListeningLanguage
Writing
ReadingReading
Writing
READING SETS THE PACESTANDARDS
Reading Sets the Pace
READING
WRITING
LANGUAGE
SPEAKING -LISTENING
Unit 4 Unit 5 Unit 6
2
I Read first and second-hand accounts to describe differences and draw conclusions about how point of view affects understanding.
RI.4.6Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Compare student writing examples of those written from firsthand (primary) and secondhand (secondary) accounts. Draw conclusions of how point of view affects understanding (supports ELP standard). Connect to past and current texts the class has studied.
I Read to interpret, by comparing and contrasting, contributions of visual, oral or quantitative information.
RI.4.7Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Compare and contrast how visual, oral or quantitative information contribute to textual understanding (supports ELP standard).Discuss how visual presentations are incorporated into informational writing
I Read informational text and can describe the overall structure.
RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text (supports ELP standard). Teacher models an informational text graphic organizer to examine a text’s topic.
CONNECTIONS ACROSS THREE READING STANDARDS
Teacher models topic on a cause and effect using a graphic
organizer RI.4.5
Information is interpreted on the graphic organizer RI.4.7
Students compare topic accounts RI.4.6.
I Read first and second-hand accounts to describe differences and draw conclusions about how point of view affects understanding.
RI.4.6Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Compare student writing examples of those written from firsthand (primary) and secondhand (secondary) accounts. Draw conclusions of how point of view affects understanding (supports ELP standard). Connect to past and current texts the class has studied.
I Read to interpret, by comparing and contrasting, contributions of visual, oral or quantitative information.
RI.4.7Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Compare and contrast how visual, oral or quantitative information contribute to textual understanding (supports ELP standard).Discuss how visual presentations are incorporated into informational writing
I Read informational text and can describe the overall structure.
RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text (supports ELP standard). Teacher models an informational text graphic organizer to examine a text’s topic.
1. The teacher selects one topic or theme that will support the reading standards and continue throughout all three units of study.
2. The teacher selects texts (stimuli) that match text structure (s) that will support the reading standards and continue throughout all three units of study
CONNECTIONS WITH TOPIC AND TEXT
I Read first and second-hand accounts to describe differences and draw conclusions about how point of view affects understanding.RI.4.6Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Compare student writing examples of those written from firsthand (primary) and secondhand (secondary) accounts. Draw conclusions of how point of view affects understanding (supports ELP standard). Connect to past and current texts the class has studied.
I Read informational text and can describe the overall structure.
RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text (supports ELP standard). Teacher models an informational text graphic organizer to examine a text’s topic.
Write to introduce a topic and group related information.
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.2a Introduce a topic clearly and group related information (supports ELP standard) in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Discuss informational texts (reports, letters, speeches, response essays, narratives, etc...). Based on RI.4.5 structures, complete a graphic organizer on a studied text.
I Plan to develop a topic with facts, definitions, details and quotes. I compare facts with antonyms and synonyms to clarify meaning.
W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. L.4.5c Demonstrate an understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).Model how antonyms and synonyms can be used to clarify topic facts, definitions and details by contrast (supports ELP standard).
I Edit my informational writing consulting references for spelling. I use relative pronouns and adverbs correctly.
L.4.2d Spell grade-appropriate words correctly, consulting references as needed. o L.4.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). Many language “rules” require short mini lessons.
I Read to interpret, by comparing and contrasting, contributions of visual, oral or quantitative information.
RI.4.7Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Compare and contrast how visual, oral or quantitative information contribute to textual understanding (supports ELP standard).Discuss how visual presentations are incorporated into informational writing
WHY ARE THE READING CONNECTIONS IMPORTANT?
Selecting Text and Topic Planning Template
Integrating the Reading Standards into all Three Units of StudyQuarter 2 Informational Text Instructional Decisions
For English Language Arts Integration
Texts/Stimuli: Selected texts for the three informational units of study should have one consistent text structure. Students locate evidence to support claims and conclusions (SBAC Content Specifications 2012) using the clear and evident text structure in the primary text exemplar for close reading. Text Exemplars and Sample Performance Tasks
Text Structure(s) and Graphic OrganizerText Structures
Cause and Effect supports standard RI.4.5 and can be integrated into all three units of study.
Read Aloud Hurricanes!, Gail GibbonsPrimary Text Exemplar for Close Reading Hurricanes by Patricia Lauber
Exemplar Text Complexity Level Medium to High 4-5 grade band
Additional Comparative Texts Oral Histories from Louisiana HurricanesTopic/Theme: The theme or topic for the three informational units of study in this quarter should have one consistent theme or topic. There are enough materials/texts to support the development of the theme or topic in reading and writing.
Topic or Theme Hurricanes and their effects supports standard RI.4.6 with first and secondhand accounts, and can be integrated into all three units of study.
Other Focus Students will compare visual, oral or quantitative information about the hurricanes in a final composition. This supports standard RI.4.7 and can be integrated into all three units of study.
SELECTING TOPIC AND TEXT
RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) ...
The Standard
Cause and Effect
RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) ...
The Embedded Text Structure
RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) ...
The Embedded Skill
COMPREHENSION SKILLS: AN EXTENSION OF TEXT STRUCTURES EMBEDDED IN THE LANGUAGE OF THE STANDARD.
RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) ...
RI.4.7 Interpret information presented visually, orally, or quantitatively ...
RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic ...
Text Structures Match Comprehension Skills
Genre Informational Text Structure Written in Cause and Effect Structure
Graphic Organizer Cause Effect 2-Column Graph DOK Assessment Level: 2Asking students to solve problems in a new situation by applying understanding of locating or describing overall text structure.
Standard: RI.4.5Comprehension Skill Text Organization
MATCHING TEXT FOR INSTRUCTION
ENGLISH LANGUAGE PROFICIENCYENGLISH LANGUAGE PROFICIENCY
ENGLISH LANGUAGE PROFICIENCYStandard RI.4.1
Standard RI.4.2
Standard RI.4.3
Standard RI.4.4
Standard RI.4.5
DEPTH OF KNOWLEDGE
Selecting Texts and Topics Planning Template
Integrating the Reading Standards into all Three Units of StudyQuarter ___ Informational Text Instructional Decisions
For English Language Arts Integration
Texts/Stimuli: Selected texts for the three informational units of study should have one consistent text structure. Students locate evidence to support claims and conclusions (SBAC Content Specifications 2012) using the clear and evident text structure in the primary text exemplar for close reading. Text Exemplars and Sample Performance Tasks
Text Structure (s) and Graphic Organizer Text Structures
Read Aloud
Primary Text Exemplar for Close Reading
Exemplar Text Complexity Level
Additional Comparative Texts
Topic/Theme: The theme or topic for the three informational units of study in this quarter should have one consistent theme or topic. There are enough materials/texts to support the development of the theme or topic in reading and writing.
Topic or Theme
Other Focus
Gradients in Complexity: Informational Texts
Simple Texts Somewhat Complex Texts
Complex Texts Very Complex Texts
Layout
Consistent placement of text, regular word and line spacing, often large plain font
May have longer passages of uninterrupted text, often plain font
Longer passages of uninterrupted text may include columns or other variations in layout, often smaller more elaborate font
Very long passages of uninterrupted text that may include columns or other variations in layout, often small densely packed print
Graphics and pictures that directly support and help interpret the written text
Graphs, pictures, tables, charts that directly support the text
Essential integrated graphics, tables, charts, formula (necessary to make meaning of text)
Extensive, intricate, essential integrated tables, charts, formulas necessary to make meaning of text
Simple indexes, glossaries Indexes, glossaries, occasional quotes, references
Quotes, concluding appendices, indexes, glossaries, bibliography
Abstracts, footnotes, citations and detailed indexes, appendices, bibliography
Supportive signposting and enhancements
Reduced signposting and enhancements
Minimal signposting and/or enhancements Integrated signposting conforming to disciplinary formats. No enhancements
Purpose and Meaning
A single or simple purpose conveying clear or factual information
Purpose involves conveying a range of more detailed information
Purpose includes explaining or interpreting information
Purpose may include examining/evaluating complex, sometimes theoretical and contested information
Meaning is clear, concrete with a narrow focus
Meaning is more involved with a broader focus
Meaning includes more complex concepts and a higher level of detail
Meaning is intricate, with abstract theoretical elements
Structure
The organization of the text is clear or chronological and/or easy to predict
The organization of the text may include a thesis or reasoned explanation in addition to facts
The organization of the text may contain multiple pathways, more than one thesis and/or several genres
The organization of the text is intricate or specialized for a particular discipline
Connections among events or ideas are explicit and clear.
Connections among events or ideas are sometimes implicit or subtle.
Connections among events or ideas are often implicit or subtle
Connections among events or ideas are implicit or subtle throughout the text.
One mode of communication is evident
May include different modes of communication
Includes smaller sections that utilize different modes of communication of varying complexity
Includes sustained sections that utilize different modes of communication and/or hybrid or non-linear texts
Language Features
Mainly simple sentences Simple and compound sentences with some more complex constructions
Many complex sentences with increased subordinate phrases and clauses or transition words
Mainly complex sentences, often containing multiple concepts
Simple language style, sometimes with narrative elements
Increased objective style and passive constructions with higher factual content
Objective/passive style with higher conceptual content and increasing nominalization
Specialized disciplinary style with dense conceptual content and high nominalization
Vocabulary is mostly familiar Vocabulary includes some unfamiliar, context-dependent words
Includes much academic vocabulary and some domain specific (content) vocabulary
Includes extensive academic and domain specific (content) vocabulary
Knowledge Demands
Information
General topic is familiar, with details known by reader
General topic is familiar, with some details new to reader
General topic is somewhat familiar but with many details unknown to reader
General topic is mostly unfamiliar with most details unknown to reader
Simple, concrete ideas Both simple and more complicated, abstract ideas
A range of recognizable ideas and challenging abstract concepts
Many new ideas and/or complex, challenging, abstract and theoretical concepts
Source: Local Assessment Toolkit: Tools for examining text complexity @ updated 2010 (Karin Hess and Sheeana Hevery. Permission to reproduce is given when authorship is fully cited.khess@ncies.org
Gradients in Complexity: Literary Texts
Simple Texts Somewhat Complex Texts Complex Texts Very Complex Texts
Layout
Consistent placement of text, regular word and line spacing, often large plain font
May have longer passages of uninterrupted text, often plain font
Longer passages of uninterrupted text may include columns or other variations in layout, often smaller more elaborate font
Very long passages of uninterrupted text that may include columns or other variations in layout, often small densely packed print
Extensive illustrations that directly support and help interpret the written text
A range of illustrations that support selected parts of the text
A few illustrations that support the text Minimal illustrations that support the text
Supportive signposting and enhancements
Reduced signposting and enhancements
Minimal signposting and/or enhancements
Integrated signposting conforming to literary devices. No enhancements
Purpose and Meaning
Purpose usually stated explicitly in the title or in the beginning of the text
Purpose tends to be revealed early in the text, but may be conveyed with some subtlety
Purpose is implicit and may be revealed over the entirety of the text
Purpose implicit or subtle, is sometimes ambiguous and revealed over the entirety of the text
One level of meaning More than one level of meaning, with levels clearly distinguished from each other
Several levels of meaning that may be difficult to identify/separate
Several levels and competing elements of meaning that are difficult to identify/separate and interpret
Theme is obvious and revealed early in the text
Theme is clear and revealed early in the text, but may be conveyed with some subtlety
Theme may be implicit or subtle, is sometimes ambiguous and may be revealed over the entirety of the text
Theme is implicit or subtle, is often ambiguous, and is revealed over the entirety of the text
Structure
The organization of the text is clear, chronological and/or easy to predict
The organization of the text may have additional characters, two or more storylines and is occasionally difficult to predict
The organization of the text may include, subplots, time shifts and more complex characters
The organization of the text is intricate with regard to elements such as narrative viewpoint, time shifts, multiple characters, storylines and detail
Connections among events or ideas are explicit and clear.
Connections among events or ideas are sometimes implicit or subtle.
Connections among events or ideas are often implicit or subtle
Connections among events or ideas are implicit or subtle throughout the text.
One mode of communication is evident
May include different modes of communication
Includes smaller sections that utilize different modes of communication of varying complexity
Includes sustained sections that utilize different modes of communication and/or hybrid or non-linear texts
Language Features
The organization of the text may include, subplots, time shifts and more complex characters
Simple and compound sentences with some more complex constructions
Many complex sentences with increased subordinate phrases and clauses
Many complex sentences, often containing intricate detail or concepts
Simple, literal language Mainly literal, common language Some figurative or literary language Much figurative or literary language such as metaphor, analogy, and connotative language
Vocabulary is mostly familiar Some unfamiliar vocabulary Includes much academic vocabulary and some domain specific (content) vocabulary
Includes extensive academic and domain specific (content) vocabulary, and possibly archaic language
Knowledge Demands
Fiction
Little assumed personal experience or cultural knowledge
Some assumed personal experience and/or cultural knowledge
Much assumed personal experience and/or cultural knowledge
Extensive, demanding, assumed personal experience and/or cultural knowledge
Simple ideas Both simple and more complicated ideas
A range of recognizable ideas and challenging concepts
Many new ideas and/or complex, challenging concepts
Source: Local Assessment Toolkit: Tools for examining text complexity @ updated 2010 (Karin Hess and Sheeana Hevery. Permission to reproduce is given when authorship is fully cited.khess@ncies.or
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Text Structures Matching Comprehension Skills
Cause and Effect Cause and Effect Sub-Categories Cause and Effect
Predicting OutcomesPredictionInference Inferences
Drawing ConclusionsDrawing Conclusions
Sequence Sequence Sub-Categories Sequencing
Main Idea and Details Main IdeaNote TakingFollowing Directions
Story StructureText OrganizationSummarizing Summarizing
Compare and Contrast
Compare and Contrast Sub-Categories Compare and Contrast
Fantasy and RealismFact and Opinion Facts and Opinions Supporting FactsAnalyzing *
Description Description Sub-Categories
GeneralizationsCategorizeClassify
Reports Arranged by Categories
Problem and Solution
Problem and Solution Sub-Categories
EvaluatingPropagandaMaking JudgmentsAuthor’s Purpose Point of View
InterpretationHypothesis *
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Genre ________________ Structure ________________
Graphic Organizer ________________ DOK Assessment Level _____________
Instructional Comprehension Skill Planning Tool.
Standard:Comprehension Skill:
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Text Structures Possible Reading Genres
Cause and EffectCause/effect-The author delineates one or more causes and then describes the ensuing effects.
Sophisticated NarrativesRealistic FictionInformational TextEvent Building Stories
Fictional Narratives
SequenceThe author uses numerical or chronological order to list items or events.
MemoirsAutobiographicalFairy TalesFolk TalesStory SeriesHistorical Events
FantasyFablesMythsScience FictionRealistic FictionOral Histories
Compare and ContrastThe author compares and contrasts two or more similar events, topics, or objects.
Historic Non-Fiction & FictionScience Non-FictionSocial Studies Non-Fiction
DescriptionThe author describes a topic.
Informational Texts and BooksRiddle BooksPoemsProse
Problem and SolutionThe author poses a problem or question and then gives the answer.
Realistic FictionInformational WritingArgumentsScientific Reports and Research
Some Folk Tales
Text Structures Match Reading Genres
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Text Structures Graphic Organizers
Cause and Effect•Prediction•Inferences•Conclusions
WheelChain ProcessCause = EffectFishboneGoal-Reasons Web
Process-Cause-Effect
Sequence•Main idea and details•Note taking•Following directions•Story structure•Text organization•Summarizing
TimelineFlow ChartEvent DiagramsY-ChartLadder GraphGarden GateStory Maps
Star ChartCycle DiagramE-ChartTree ChartSandwich ChartTic-Tac-ToeSequence Chart
Compare and Contrast•Fact and opinion•fantasy and realism•Analyzing*
Venn DiagramT-ChartCompare/Contrast MatrixFact and Opinion ChartComparison Chart
Perspectives ChartDouble Bubble
Description•Generalizations•Categorize/classify•Arranging
ISP Chart (information - sources - page)Observation ChartSense ChartKWS Chart
Classification Chart
Problem and Solution•Propaganda•Evaluating•Judgments•Author’s purpose•Interpretation•Hypothesis
Spiral EffectsDecision Making DiagramProblem-Solution ChartPersuasion MapRanking ChartsIf-Then ChartsSynectics Organizers
Scientific Method ChartsDecision Making GraphicHistorical InvestigationInvention GraphicProblem Solving
Text Structures Matching Graphic Organizers
Graphic Organizers and Uses
Eduplace Graphic Organizers
Write Design Graphic Organizers
Marzano Graphic Organizers
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1 Recall and ReproductionKnowledge (recall new Bloom’s)
I am asking students to remember previously learned material by recalling facts, terms, concepts or answers.
Comprehension (understanding New Bloom’s)
I am asking students to show me understanding by organizing, comparing, giving descriptions and stating a main idea.
2 Skills and Concepts
Application
I am asking students to solve problems for new situations by applying learned knowledge, facts or rules in a different way.
3 Reasoning and Strategic Thinking
Analysis
I am asking students to examine and break apart information into parts by looking at motives, causes and relationships.
Evaluation
I am asking students to present and defend an opinion or make a judgment based on a set of criteria
4 Extended Thinking
Synthesis (creating New Bloom’s)
I am asking students to put information together in a different way by combining elements in a new pattern or proposing a different solution.
Assess comprehension skills at the standard’s Depth of Knowledge.
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Depth of Knowledge (DOK) Reading Standard Levels
Literary DOKs K 1 2 3 4 5 6 7 8 9-10 11-12
Standard 1 1 1 1 2 2 1 2 2 2 2 3
Standard 2 1 2 2 2 2 2 2 3 3 3 4
Standard 3 1 1 1 2 2 2 3 3 3 3 3
Standard 4 2 2 2 2 2 2 3 3 3 3 3
Standard 5 1 1 2 2 2 2 2 3 4 3 3
Standard 6 3 3 3 3 3 3 3 3 3 3 3
Standard 7 2 1 2 2 3 2 2 3 4 4 4
Standard 8 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a
Standard 9 3 3 4 4 4 4 4 4 4 4 4
Standard 10 Read and comprehend complex literary and informational texts independently and proficiently.
Informational DOKs K 1 2 3 4 5 6 7 8 9-10 11-12
Standard 1 1 1 1 2 2 2 2 2 2 2 2
Standard 2 2 2 2 2 2 2 2 4 2 3 4
Standard 3 3 3 3 2 3 4 3 3 3 3 3
Standard 4 2 2 2 2 2 2 3 3 3 3 3
Standard 5 1 2 2 2 2 3 3 3 3 3 3
Standard 6 2 2 2 3 4 4 3 4 3 3 3
Standard 7 2 2 2 2 3 2 4 4 3 3 4
Standard 8 3 3 3 3 3 4 3 3 3 3 4
Standard 9 4 4 4 3 4 4 4 4 4 4 4
Standard 10 Read and comprehend complex literary and informational texts independently and proficiently.
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