Core Curriculum Teacher Toolkit 2010-11teacher.depaul.edu/2010-11_Curriculum/Curriculum_Toolkit... · 2013. 12. 12. · Graphic Organizers to Assess and Guide p. 36 ISAT Requirements

Set Priorities Organize Act Check Make Progress

Teacher's Toolkit

2010-2011

"Success is a journey, not a destination." Set Priorities

Organize

Act

Check

Make Progress

Polk Bros. Foundation Center for Urban Education

http://teacher.depaul.edu

Set Priorities Make a Plan Organize Act Check Make Progress

Polk Bros. Foundation Center for Urban Education at DePaul University ©2010 2

Contents

The Thoughtful Teacher p. 3 The Connected Curriculum p. 11 Lesson Planners p. 13 The Thinking Curriculum p. 21 Reading p. 22 Content p. 34 Use Open Questions and Graphic Organizers to Assess and Guide p. 36 ISAT Requirements p. 40 Proceed with caution—the ISAT specifications are limited—see the new National standards for the core curriculum. Reading p. 41 Science p. 44 Math p. 47



Inspire learning.

Recognize Progress.

Expand Progress.



Check this list to decide what is essential to make your classroom a clear learning place. Elements of Effective Instruction

Demonstrations

Teacher Makes Learning Clear

__teacher posts goals/objectives __teacher previews lesson __teacher “thinks out loud” about how to—read a story, solve a

problem, read content __teacher asks students to clarify instructions __teacher posts directions and gives them orally __teacher models/demonstrates

Teacher Guides Actively

__teacher maintains eye contact __teacher organizes activities so students work in pairs/groups

as well as individually __teacher circulates to guide/coach/assess

Students Think Thoroughly

__teacher uses a variety of questions __students ask questions __students paraphrase and illustrate learning __students make/complete graphic organizers to analyze and

synthesize __students use skills/knowledge independently __students note what they learn—learning log or think-pair- share __at end of lesson teacher asks students to explain what they learned __Students model/demonstrate

Vocabulary Is Connected

__word wall posted (and illustrated) __word wall vocabulary used in activities __phrases/sentences posted __students write explanations __students illustrate vocabulary __students use current vocabulary in writing

Writing Makes Sense

__ teacher explains writing by “thinking out loud” and posting steps to write effectively writing with students

__Students write what they learn across the curriculum __students write in a variety of formats __students improve one element at a time: focus, support,

organization, conventions, integration—one aspect at a time



LRE Makes Sense The Least Restrictive Environment = the Most Inclusive Classroom

Make Special Education and Regular Education Instructional Connections The following modifications are listed on the IEP for use by teachers in adjusting instruction to respond to the needs of special education students. These are useful in teaching all students all subjects.

1. Explain directions and give concrete examples 2. Maintain frequent eye contact 3. Give verbal directions in clearly stated steps 4. Test one concept at a time 5. Walk by student’s desk to check for accuracy and on task behaviors every 15

minutes 6. Write assignments and give verbal instructions 7. Provide visual aids 8. Give simple directions with written examples 9. Ask student to explain what you said in his/her own words 10. Reinforce previously mastered skills 11. Provide motivation and verbal rewards on a daily basis 12. Enlist parental cooperation

Remember that special education includes gifted education. Use a layered curriculum approach:

Set an essential learning outcome for all students. Provide opportunities for all students to learn even more.



Differentiate Instruction AND Assessment Diversify instruction and assessment to respond to individual learning needs and styles.

Teach Explicitly Teach and Assess Diversely Assessment if done independently Word Knowledge T: Display words and pictures by patterns and topic

Draw pictures to show what words mean. Match words/pictures pictures/words. Chart word patterns. Make alphabet chart or book. Write sentence with word. Choose word to complete sentence. Make/complete grammar chart rule and example.

Comprehension and Fluency DRTA: T: Preview S: Predict; read; check prediction PQROST: T: Preview; ask BIG question S: Read, organize, show, tell Reading Transfer: T: Read to, read with students S: Re-read to find out more.

Draw pictures of: characters, setting, event. Complete graphic organizers: list, chart, time-line, sequence

chart, map, diagram, web. Answer multiple choice question; explain your choice. Write or match sentences that describe or explain _____. Infer characteristics, motives, prior actions, next action. Summarize. Identify the main idea, give examples. Dramatize the story or history Write the next part. Write note to or from someone who “was there”.

Strategic Reading T: Think out loud—explain the strategies you use as you read

Think out loud. List what’s important Ask yourself questions as you read Apply the same strategy to different sections or texts. Draw what you read

Math T: Demonstrate math T: Post vocabulary and example/picture

Draw the problem and solution Act out the problem and solution Write math—examples, explanations, “Math Path”. Make up math problems. Make math glossary. Write a math guide

Content Knowledge T: Present topic, main idea, vocabulary; S: Listen/look/read to learn information and understand ideas

List important words, add pictures. List information about one category. Draw pictures that show facts about this topic. Complete graphic organizers. Give facts that support an idea. Identify or choose an idea that facts support. Write and/or draw about a topic.

Writing T: Do a “write aloud” Focus on one format at a time. Emphasize one criterion at a time.

Work on one kind of writing at a time. Focus on one criterion for good writing at a time. Edit writing for that one focus. Illustrate your own writing. Make punctuation posters



BUILD SOCIAL EMOTIONAL DEVELOPMENT INTO YOUR CURRICULUM

An Example of how to integrate each quarter 1st quarter 2nd quarter 3rd quarter 4th quarter Interest Inventory Poems and Songs: Read and write positive poems and songs Learning Partners

Poems and Songs: Read and write positive poems and songs Learning Groups

Poems and Songs: Read and write positive poems and songs Learning Teams

Poems and Songs: Read and write positive poems and songs Learning Leaders

How and Why Take an Interest Inventory Originally designed for reading, this is a survey that asks students what kinds of things they like to read. That information will help you select materials for independent reading and for special lessons. You can expand it to ask students what they like to learn about—and how—in science, social studies, and math.

Poetry and Music: Why, How, What

Why: Poetry and music express ideas and feelings and can help students understand and communicate their own and others’ emotions.

How: Students read/listen to inspiring poems and songs. Students write their own poems and songs. See the Teacher Toolkit for guides to interpreting and writing poems and songs.

What: The website teacher.depaul.edu will post spirituals and poems that you can use in addition to poems available in your school and on the Internet.

Learning Partners, Groups, Teams, Leaders These are recommended ways to build collaboration and increase learning. The sequence starts with pairs, then expands to groups. The Teams in third quarter can be organized to support projects and ISAT preparation. The 4th quarter emphasis on leaders is to support greater independence as students move to the next grade.



Connect literacy to social-emotional development.

SHARE AN INSPIRING QUOTE OR POEM EACH WEEK.

“The future depends on what we do in the present.” Mahatma Gandhi

Proverbs to Inspire Learning and

Leadership

Proverbios para Inspirar Aprendizaje y Liderazgo

If you wish to learn the highest truths, begin with the alphabet. (Japan)

Si deseas aprender las grandes verdades, comienza con el alfabeto. (Japón)

Never be afraid to sit awhile and think. (Lorraine Hansberry, US)

Nunca temas sentarte un largo rato y pensar. (Lorraine Hansberry, EUA)

A book is a garden carried in the pocket. (Saudi Arabia)

Un libro es un jardín que cargas en el bolsillo. (Arabia Saudita)

He who does not know one thing knows another. (Kenya)

Aquel que no sabe una cosa sabe otra. (Kenya)

Give me leverage, and I will move the Earth. (Greece)

Dame ventaje, y moveré la Tierra. (Griego)

By learning you will teach, by teaching you will learn. (Latino)

Al aprender enseñas, al enseñar aprendes. (Latino)

A gentle hand may lead even an elephant by a single hair. (Iran)

Una mano gentil puede guiar aun a un elefante por un pelo. (Irán)

Do good, and don't worry to whom. (Mexico)

Haz el bien, y no te preocupes a quien. (México)

A clever person turns big troubles into little ones and little ones into none at all. (China)

Una persona astuta vuelve grandes problemas en pequeños y pequeños en inexistentes. (China)

Everyone is the age of her heart. (Guatemala)

Todos son la edad de su corazón. (Guatemala)

You must be the change you wish to see in the world. (Mahatma Gandhi)

Debes ser el cambio que deseas ver en el mundo. (Mahatma Gandhi)



Expand Parent Involvement Parents can help make great use of out-of-school time to reinforce learning. This list includes some effective parent involvement plans. Have once-a-month parent “open house” at your classroom. Send home a list of words of the month for parents to reinforce. Use “Family Math” or another resource and send one activity home each week. Make a parent preview, listing topics, skills, and activities children will work on. Call one parent each day to discuss one student’s progress. Have children write to their parents each week, telling them what they are learning. Make a schedule for home activities that can be done regularly based on what your class is studying, such as: Monday: Draw pictures to show what you read today. Tuesday: Use this week’s math skill to solve problems you make up. Wednesday: Make up questions about this week’s content. Thursday: Write about this week’s content topic. Friday: Make a quiz about what you learned this week. Send home outlines for parents to use to write books with their children. See “My Family History Book” for an example. (http://teacher.depaul.edu) Note your own parent involvement plans here:



OUR GRADE’S PLAN TO EXPAND SCHOOL-HOME CONNECTIONS Teachers can collaborate by grade level to organize a “bank” of resources. Examples What We’ll Organize for Home Learning

Connections Expand Vocabulary

• Make vocabulary “flashcards”. • Make your own pictionary. • Play word games.

Example: word lists

Read and Discuss Stories 1. Talk about what happens and

why in a story you read—or watch on TV.

2. Predict what could happen next.

Example: Questions to ask about any story

Learn More Social Studies and Science • Watch TV programs about

science or history. • Talk about what you child is

learning. • Go to a museum to learn more. • Use the library or Internet to learn

even more.

Example: List of TV shows to watch this month.

Make More Math Progress • Practice math with your child.

For example, use flashcards you make to review math facts.

• Play math fact matching games. • Solve real-life math problems

with your child. For example, make a shopping list and estimate what the cost will be.

Example: List of math skills to practice.



THE CONNECTED CURRICULUM Plan Comprehensively Organize a Four-Quarter Framework that Includes Social Emotional Development and Emphasizes Critical Thinking

1st quarter 2nd quarter 3rd quarter 4th quarter

CORE OUTCOMES

Math Reading Science Writing Social Sciences

Core vocabulary

Integrated writing

mid and end-of-quarter assessments

Core vocabulary

Integrated writing


Core vocabulary

Integrated writing


Core vocabulary

Integrated writing


Critical Thinking across the curriculum

correlated with

Learning Standards

and ISAT PREP

> Levels of

Questions/ISAT Prep

> Use Pictures and

Graphic Organizers to Learn and Assess

> Read/write

across the curriculum

> Extended

response in all subjects

> Write to explain

> Levels of

Questions/ISAT Prep

> Expand use of


> Expand

read/write across the curriculum

> Extended

response in all subjects

> Write to explain,

narrate

> Challenging

Questions/ISAT Prep

> Expand use of

Graphic Organizers to Learn and Assess and pre-write

> Emphasize

writing in all subjects.

> Write to explain,

narrate, persuade

> Creative

Thinking > Students create


> Write to inspire > Creative writing > Next Grade

Prep

EMBEDDED

SOCIAL EMOTIONAL

DEVELOPMENT

• Poems • Learning

Partners • Opportunities to

self-select books and activities.

• Formative Assessment

• Students summarize their learning progress each week

• Poems and

Music • Learning

Groups • More

opportunities to self-select books and activities.


• Student-set learning goals

• Poems, Music,

and Drama • Learning Teams • Opportunities to

self-select books and activities and recommend books.


• Students write

poems and music

• Learning Leaders

• Opportunities to self-select books and activities and recommend choices.

• Next Grade Prep



CONNECT Identify the learning priorities for each quarter. First Quarter Second Quarter Third Quarter Fourth Quarter Content Skills Strategies

Content Skills Strategies



Schedule topics and skills for each week. Week 1 week 2 week 3 week 4 week 5 Content Content Content Content Content Skills Skills Skills Skills Skills Strategies Strategies Strategies Strategies Strategies Organize activities to develop the knowledge and skills each week. Monday Tuesday Wednesday Thursday Friday Reading Vocabulary Writing Content Math Use a Layered Curriculum approach: Each week all students learn the core. Each week students have opportunities to exceed—to do and learn more.



Example of a Comprehensive Learning Week—Self-Contained FOCUS Monday

Make It Clear Tuesday Take It and use It

Wednesday Work with It

Thursday Assess, Clarify

Friday Fix and Finish

Start the Day Positively and Clearly

Idea of the Day/Week

Graph Attendance

Preview Day


Graph Attendance

Preview Day


Graph Attendance

Preview Day


Graph Attendance

Preview Day


Graph Attendance

Preview Day

Word Know-ledge

Word Pattern Set up word display to expand and use each day.

Words Count Add examples and illustrations to word display.

Words Count Add examples and illustrations to word display.

Word Sense Use this week's words in sentences.

Words Expand Add examples and use in sentences.

Reading with Fluency

Model Strategic Reading Read aloud and think out loud



STUDENTS Model Strategic Reading

Students choose and illustrate their favorite reading this week.

Guided Reading

Reading Core with Rotation >Guided reading >Vocabulary/writing >Independent reading




Students lead Reading Core with Rotation >Guided reading >Vocabulary/writing >Independent reading

Listen and Move

Rhythm Break (clap syllables/ do other exercise)





Math Math Start-Up Introduce Terms and demonstrate • Patterns • Strategies

Math Develops Clarify the week’s math. Students

work in pairs/groups

Math Expands Clarify math. Students make own math guides and use in pairs/groups.

Check Math Assess and clarify as students use the week's math independently.

Complete Math A. Math Book-

making B. Math

support for some

Lunch PLUS

Lunch Plus Draw to show today’s reading.

Lunch Plus Music—draw what you hear

Lunch Plus Music—write what you hear

Lunch Plus Draw to show this week’s content.

Lunch Plus Write a poem.

Content Preview Topic Write

questions you will answer

Start this week's glossary.

Collect Facts Read to locate and collect important information.

Use Graphic Organizer to organize information; then write what you think.

Write Content using this week’s words— --letter --paragraph --________

Put It Together Combine writing, organizer, glossary, pictures into content book or display.

Write what you think

Write a note to your family to preview the week

Write about this week’s reading.

Write with this week’s content vocabulary.

Write about this week’s content.

Write a note about what you learned this week.

Connect Day review Homework

preview

Day review Homework

preview

Day review Homework

preview

Day review Homework

preview

Day review Homework

preview



Lesson Plan Template and Example Self-Contained Week of _____________

FOCUS Monday Model, Guide

Tuesday Guide, Develop

Wednesday Guide/Develop

Thursday Assess/Expand


1A Apply word analysis and vocabulary skills to comprehend selections.





Word Knowledge

FOCUS: Example Words: T: Explain this week’s focus, give examples. S: Make word list

Example Words: S: Write with the words.

Example Words: S: Write with the words.

Example Words: S: Match words and definitions

S: Make own glossary of this week’s words.

Reading 1B. Apply reading strategies to improve understanding and fluency.

1B. Apply reading strategies to improve understanding and fluency.




Model Guide Assess Improve

T: Model strategy/skill, ask question with today’s passage S: Write answers to focus skill question(s). Small Group Guided Reading and Independent Activity based on modeled strategy or extension of guided reading.

T: Model strategy/skill, ask question with today’s passage S: Write answers to focus skill question(s). Small Group Guided Reading and Independent Activity based on modeled strategy or extension of guided reading


S: Partner reading of new passage, apply this week’s skill with graphic organizer. Small Group Guided Reading and Independent Activity based on modeled strategy or extension of guided reading

S: Silent sustained reading of new passage, respond in writing to questions about it. Small Group Guided Reading and Independent Activity based on modeled strategy or extension of guided reading

Literacy Homework



Self-contained lesson plan template and example (continued) Monday Model, Guide





Math Integrate ISAT skills into CMSI

CMSI Lesson Focus: Activity: ISAT INTEGRATION T: Demonstrate today’s skill:_________ S: Solve problem, with partner, short response. HW: Math glossary; practice problem

CMSI Lesson Focus: Activity: ISAT INTEGRATION T: Demonstrate today’s skill: ____________ S: Solve problem, with partner, short response. HW: Math glossary Practice problem

CMSI Lesson Focus: Activity: ISAT INTEGRATION T: Demonstrate today’s skill: ______________ S: Solve problem, with partner, short response. HW: Math glossary; practice problem

CMSI Lesson Focus: Activity: ISAT INTEGRATION S: Solve problems independently. HW: practice problems

CMSI Lesson Focus: Activity: ISAT INTEGRATION S: extended response HW: Math fact practice with family.

CONTENT TOPIC: ________________ READING: ________________

TOPIC: _______________ READING: _______________

TOPIC: ________________ READING: ________________

TOPIC: _______________ READING: _______________

SUMMARIZE

Content 5A Locate, collect, organize, synthesize information. about __________

TOPIC: ____________ T: Preview, read aloud about topic S: List facts. Start glossary. HW: Write with vocabulary.

TOPIC: ____________ T: Model fact collecting. S: Read to locate and collect important facts. HW: Write about facts.

TOPIC: _____________ S: Collect facts, use chart to classify information. HW: Write about chart.

TOPIC: ______________ S: Graph or diagram to show information. HW: Complete glossary.

S: write summary of what you learned this week.

3B Compose well-organized and coherent writing for specific pur-poses and audiences

3B Compose well-organized and coherent writing for specific purposes and audiences



3B Compose well-organized and coherent writing for specific purposes and audiences

Writing Model Guide Assess Improve

T: Model how to ________ S: Write based on model HW: take it home and illustrate your writing

T: Model ____. S: Write based on model HW: Discuss with family

T: Feature student model S: Improve writing HW: Write more

T: Ask students to list steps to write well in this format S: Exchange and improve writing HW: Improve writing

S: Share and illustrate writing



FOCUS AND SEQUENCE PROGRESS: Plan for Departmentalized Week Topic/Question __________________________________________________ Core Learning Outcome: (What will the students be able to do and explain by Friday?) Academic Vocabulary What will students read? _____________________________________________ What will students write? _____________________________________________ Monday: Model Tuesday: Develop Wednesday: Expand Thursday: Assess

and Expand Friday: Fix and Finish

Focus __Teacher Models __ _______________ Activities

Focus __Teacher Models __Student Models __ ______________ Activities

Focus __Teacher Models __Student Models __ _______________ Activities

Focus __Teacher Models __Student models __ _______________ Activities

Focus __Teacher Models __Student Models __ _______________ Activities

Report __Learning Log __Think, Pair, Share __Student explains __ ______________ Homework

Report __Learning Log __Think, Pair, Share __Student explains __ ______________ Homework

Report __Learning Log __Think, Pair, Share __Student explains __ _______________ Homework

Report __Learning Log __Think, Pair, Share __Student explains __ _______________ Homework

Report __Learning Log __Think, Pair, Share __Student explains __________________ Homework



Lesson Plan Template and Example Departmentalized MATH

This week’s Focus: ____________________________________________________

Check the Learning Standard that your Lesson Emphasizes.

Then connect your CMSI Math Lesson with the ISAT Priority Skill or Strategy.

Monday Model, Guide





6A Investigate, represent and solve problems using number facts, operations

7A. Measure and compare quantities using appropriate units, instru-ments and methods.

8C. Solve problems using systems of numbers and their properties.

9A. Demonstrate and apply geometric concepts involving points, lines, planes and space.

10A. A. Organize, describe and make predictions from existing data





















CMSI Lesson Focus: Activity: ISAT INTEGRATION T: Demonstrate today’s skill:___________ S: Solve problem, with partner, short response. HW: Math glossary; practice problem

CMSI Lesson Focus: Activity: ISAT INTEGRATION T: Demonstrate today’s skill: _______________ S: Solve problem, with partner, short response. HW: Math glossary Practice problem

CMSI Lesson Focus: Activity: ISAT INTEGRATION T: Demonstrate today’s skill: _______________ S: Solve problem, with partner, short response. HW: Math glossary; practice problem

CMSI Lesson Focus: Activity: ISAT INTEGRATION S: Solve problems independently. HW: practice problems

CMSI Lesson Focus: Activity: ISAT INTEGRATION S: extended response HW: Math fact practice with family.



Lesson Plan Template and Example Departmentalized SCIENCE

This Week’s Focus: _________________________________________________

Academic Vocabulary:__________________________________________________

____________________________________________________________________

This week’s Reading: ___________________________________________________

Monday Model, Guide

Tuesday Develop

Wednesday Expand



5A Locate, collect, organize, synthesize information.





CMSI Topic and activity Reading Science T: Preview, read aloud about topic. S: List facts. Start glossary. HW: Write with vocabulary.

CMSI Topic and activity Reading Science T: Model fact collecting. S: Read to locate and collect important facts. HW: Write about facts.

CMSI Topic and activity Reading Science S: Collect facts, use chart to classify information. HW: Write about chart.

CMSI Topic and activity Reading Science S: Graph or diagram to show information. HW: Complete glossary.

S: write summary of what you learned this week.



Lesson Plan Template and Example Departmentalized SOCIAL SCIENCE

This Week’s Focus: _________________________________________________

Academic Vocabulary:__________________________________________________

____________________________________________________________________

This week’s Reading: ___________________________________________________

This Week’s Writing: ___________________________________________________

Monday Model, Guide

Tuesday Develop

Wednesday Expand








T: Preview, ask BIG question S: List facts. Start glossary. HW: Write with vocabulary.

T: Model ___________ S: Read to locate and collect Important information related to big question HW: Continue glossary.

T: Model _____________ S: Use graphic organizer to organize information, add more HW: Write about chart.

Thursday is “independence” day S: Use graphic organizer as basis for writing about the topic—the answer to the BIG question HW: Prepare question(s) for another student about this week’s topic (thinking questions NOT literal questions)

S: Expand glossary Prepare synthesis of this week’s learning—ideally with a learning partner.



Lesson Plan Template and Example Departmentalized LITERACY

FOCUS: ________________________________________________ This week’s Reading: ___________________________________________________ This week’s Writing: ____________________________________________________

Monday Model, Guide










VOCABULARY

T: Explain this week’s focus, given examples. S: Start word lists to take home. HW: Write with example words.

S: Add examples to word chart from reading and prior knowledge. HW: Write with week’s words

S: Make own word “bank” of words with the pattern. HW: Write sentences with week’s words.

S: Put words and definitions in matching game. HW: Play matching game.

S: Add examples and use in sentences.






READING

T: Model strategy/skill, ask question with today’s passage S: Write answers to focus skill question(s). Small Group Guided Reading and Independent Activity based on modeled strategy or extension of guided reading.



S: Partner reading of new passage, apply this week’s skill with graphic organizer. Small Group Guided Reading and Independent Activity based on modeled strategy or extension of guided reading

S: Silent sustained reading of new passage, respond in writing to questions about it. Small Group Guided Reading and Independent Activity based on modeled strategy or extension of guided reading

W R I T I N G

T: Model how to ________ S: Write based on model

T: Model ____. S: Write based on model

T: Feature student model S: Improve writing

T: Ask students to list steps to write well in this format S: Exchange and improve writing

S: Share and illustrate writing



Art Math Music

Reading Science

Social Studies

It’s all about THINKING.



Keep Reading Connected. Reading is comprehensive. One skill or question is just part of understanding a story. Make sure that students read thoroughly. What happens? Why? Who are the What is it about? characters? How do you know? What are their traits? How do the characters What causes the relate to each other? effects? How do you know? What’s next? What is the main idea? What problems are How does How is this story like solved? the writer tell another story or How? the story to make real event? the meaning clear? What do you like about the way the writer writes? What did you like about the story or history? What would you tell someone else about what happens? What would you ask the writer? Based on what you read and what you knew, what do you think—

What did the people in this story learn from the events? How is what they learned important for people to understand? Use information from the story and your own experience to explain your answer.



Charts Organized to Show Reading Literary and Non-Fiction Texts The following charts are organized to clarify the relationship and focus of reading literary works and non-fiction. Source: COMMON CORE STATE STANDARDS DRAFT, English Language Arts and Literacy in History/Social Studies & Science, 2010; http://www.corestandards.org



Core Literacy Standards for Kindergarten

READING LITERATURE

READING NONFICTION

KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS 1. With prompting and support, ask and answer questions about key details and events in a text.

1. With prompting and support, ask and answer questions about key details in a text.

2. With prompting and support, retell familiar stories, including key details.

2. With prompting and support, identify the main topic and retell key details of a text.

3. With prompting and support, identify characters, settings, and major events in a story.

3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

CRAFT AND STRUCTURE CRAFT AND STRUCTURE 4. Ask and answer questions about unknown words in a text.

4. With prompting and support, ask and answer questions about unknown words in a text.

5. Recognize common types of texts (e.g., storybooks, poems).

5. Identify the front cover, back cover, and title page of a book.

6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

INTEGRATION OF KNOWLEDGE AND IDEAS


7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an Illustration depicts).

7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

8. (Not applicable to literature) 8. With prompting and support, identify the reasons an author gives to support points in a text.

9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

RANGE AND LEVEL OF TEXT COMPLEXITY


10. Actively engage in group reading activities with purpose and understanding.

10. Actively engage in group reading activities with purpose and understanding.



Core Literacy Standards for First Grade

READING LITERATURE

READING NONFICTION

KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS 1. Ask and answer questions about key details in a text.

1. Ask and answer questions about key details in a text.

2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

2. Identify the main topic and retell key details of a text.

3. Describe characters, settings, and major events in a story, using key details.

3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

CRAFT AND STRUCTURE CRAFT AND STRUCTURE 4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

6. Identify who is telling the story at various points in a text.

6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.



7. Use illustrations and details in a story to describe its characters, setting, or events.

7. Use the illustrations and details in a text to describe its key ideas.

8. (Not applicable to literature) 8. Identify the reasons an author gives to support points in a text.

9. Compare and contrast the adventures and experiences of characters in stories.

9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).



10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

10. With prompting and support, read informational texts appropriately complex for grade 1.



Core Literacy Standards for Second Grade READING LITERATURE READING NONFICTION KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

3. Describe how characters in a story respond to major events and challenges.

3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

CRAFT AND STRUCTURE CRAFT AND STRUCTURE 4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.



7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

8. (Not applicable to literature) 8. Describe how reasons support specific points the author makes in a text.

9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

9. Compare and contrast the most important points presented by two texts on the same topic.



10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.



Core Literacy Standards for Third Grade READING LITERATURE READING NONFICTION KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect

CRAFT AND STRUCTURE CRAFT AND STRUCTURE 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

6. Distinguish their own point of view from that of the narrator or those of the characters.

6. Distinguish their own point of view from that of the author of a text.

INTEGRATION OF KNOWLEDGE AND IDEAS INTEGRATION OF KNOWLEDGE AND IDEAS 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

8. (Not applicable to literature) 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

9. Compare and contrast the most important points and key details presented in two texts on the same topic.

RANGE AND LEVEL OF TEXT COMPLEXITY RANGE AND LEVEL OF TEXT COMPLEXITY 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.



Core Literacy Standards for Fourth Grade READING LITERATURE READING NONFICTION

KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

CRAFT AND STRUCTURE CRAFT AND STRUCTURE 4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

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.

6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

INTEGRATION OF KNOWLEDGE AND IDEAS INTEGRATION OF KNOWLEDGE AND IDEAS 7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

7. Interpret 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.

8. (Not applicable to literature) 8. Explain how an author uses reasons and evidence to support particular points in a text.

9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

RANGE AND LEVEL OF TEXT COMPLEXITY RANGE AND LEVEL OF TEXT COMPLEXITY 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.



Core Literacy Standards for Fifth Grade

READING LITERATURE READING NONFICTION KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

CRAFT AND STRUCTURE CRAFT AND STRUCTURE 4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

6. Describe how a narrator’s or speaker’s point of view influences how events are described.

6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

INTEGRATION OF KNOWLEDGE AND IDEAS INTEGRATION OF KNOWLEDGE AND IDEAS 7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

8. (Not applicable to literature) 8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

RANGE AND LEVEL OF TEXT COMPLEXITY RANGE AND LEVEL OF TEXT COMPLEXITY 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.



Core Literacy Standards for Sixth Grade


1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

CRAFT AND STRUCTURE CRAFT AND STRUCTURE 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

6. Explain how an author develops the point of view of the narrator or speaker in a text.

6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

INTEGRATION OF KNOWLEDGE AND IDEAS INTEGRATION OF KNOWLEDGE AND IDEAS 7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

8. (Not applicable to literature) 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

RANGE AND LEVEL OF TEXT COMPLEXITY RANGE AND LEVEL OF TEXT COMPLEXITY 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

10. By the end of the year, read and comprehend literary nonfiction in the grades 6 8 text complexity band proficiently, with scaffolding as needed at the high end of the range.



Core Literacy Standards for Seventh Grade


1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

CRAFT AND STRUCTURE CRAFT AND STRUCTURE 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

INTEGRATION OF KNOWLEDGE AND IDEAS INTEGRATION OF KNOWLEDGE AND IDEAS 7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

8. (Not applicable to literature) 8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

RANGE AND LEVEL OF TEXT COMPLEXITY RANGE AND LEVEL OF TEXT COMPLEXITY 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.



Core Literacy Standards for Eighth Grade READING LITERATURE READING NONFICTION KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS

1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from text.

1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

CRAFT AND STRUCTURE CRAFT AND STRUCTURE 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

INTEGRATION OF KNOWLEDGE AND IDEAS INTEGRATION OF KNOWLEDGE AND IDEAS 7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

8. (Not applicable to literature) 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

RANGE AND LEVEL OF TEXT COMPLEXITY RANGE AND LEVEL OF TEXT COMPLEXITY 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.



DEVELOP READING/THINKING COMPETENCE WITH DIFFERENT GENRES

1C I can read a broad range of materials; 2B I can interpret a variety of literary works. CHECK PROGRESS: Check the genres your students have read and will read. MAKE PROGRESS: A genre is a kind of literary work. It's a style that authors use to express their ideas. Students need the skills of reading to understand every genre. Students can write in a genre. First, read something in that genre. Then list what kinds of techniques the writer uses. Then write your own versions as a class, with a writing partner, or independently.

Genre Definition What we read. What we will read. Fiction Fiction is a type of writing

based on imagination.

Historical fiction

Historical fiction is based on imagination but based on real events.

Mystery A mystery is a piece of fiction that deals with puzzles or detectives.

Science-fiction

Science-fiction is an imaginary science narrative.

Nonfiction Nonfiction is a type of writing that explains facts.

Poetry Poetry is a type of writing that uses rhythm to tell ideas & feelings. It may rhyme and use symbols.

Biography A biography is a narrative of someone's life.

Auto-biography

An autobiography is a narrative of someone’s life by that person.

Adventure Adventure could be either fact or fiction. It is a narrative about an exciting event.

Fantasy Fantasy involves characters, situations, or settings that are not really possible.

Drama A play uses characters and dialogue to tell a story. It may be fiction or non-fiction.



Emphasize nonfiction reading and writing to expand knowledge and literacy.

PQROST Preview Preview the topic, introduce a few important vocabulary terms. Explain why it’s an important and interesting topic. Question: Ask one BIG question about the topic. Example: What is a nation? Read: Students read to learn about the topic—to find information that helps answer the BIG question list facts they find that help answer it Make a topic glossary Organize: Students make use graphic organizers to show what they learn. --timeline --chart --Venn diagram --cause effect diagram --“web” diagram Synthesize Students write what they think—this could be an extended response. Tell Students “pair” and learn from each other. This approach will work well to differentiate—students can use books at different levels to locate and collect information that they share.



Content Learning Plan TOPIC: _____________________________________________________________ Vocabulary: __________________________________________________________ ____________________________________________________________________ BIG QUESTION: ________________________________________________________ What will students Read 1A, B, C

What will students DO

__ ____________________________________________________ __ _____________________________________________________ Be sure that students list the information they find that will help them answer the BIG question.

How will students Organize the information they find 1B, 5A

__chart ___Venn diagram __time-line __cause-effect diagram __”web” diagram __ ___________________________________

How will students synthesize and share? Write/ ILLUSTRATE 3B

Write __ sentences __ paragraph __ letter __ poem __booklet __extended response __ ____________________________________________ Draw __________________________________________



Use organizers to guide or assess learning progress.

Classify and Clarify

Category Category

Compare and Contrast

Show Sequence Identify Causes cause effect cause and Effects

Organize Information topic

Show Inferences Facts Inference

Support Ideas

fact

Main Idea

fact fact



Use Graphic Organizers to Assess and Scaffold Learners Small-scale examples you can adapt to include in your lessons. LIST • • •

List five facts from the passage. List two opinions from the passage.

CLASSIFY

List information about the setting in column 1.

List information about the characters

in column 2. SEQUENCE

Put the events in order on the timeline. Then predict what will happen next.

COMPARE/CONTRAST Similarities Differences

Compare and contrast the passage

you read this week with the passage you read last week.

causeseffect

ANALYZE/INFER RELATIONSHIPS

What was the climax of the story? Write it in effect. What caused it? Note two causes in

those circles.

INFER THE MAIN IDEA

Write the Main Idea in the big rectangle.

Note two facts that support it in the

boxes.

DRAW CONCLUSIONS What I Think WHY

What was the most important change? Give two reasons for your conclusion.



STEPS TO SOLVE A WORD PROBLEM Answer these questions to solve a word problem. 1. What are you going to figure out?

2. How will you solve the problem?

3. What information will you use?

4. Estimate the answer.

5. Solve it here. 6. What is your answer?

7. Write to explain what you did.

8. Tell why you solved it this way.

This guide was developed through funding from the Institute for Education Sciences, US Department of Education.



Open-Ended Questions are Thinking Prompts—and Assessment Tools. GET IT Answers start with information, but deep questions go farther. Literal questions ask you to find or remember an answer in the information provided.

When? Where?

What? Who?

Define __________. List the _________.

GET IT CLEAR Analytic questions ask you to look closely and think thoroughly--to organize the information so you see patterns and can explain the situation.

Classify ________. Give an example of

_____. Give the opposite of

____.

Compare: how is_ like__? Contrast: How is__ different from __?

In what sequence did ____happen?

Explain how ___ works Use a time-line, chart,

diagram, graph, or map to explain ____.

THINK MORE Inferential questions ask you to make an educated guess—to think about and beyond the information given.

Predict what will happen when ____.

What is the main idea of ______. What does this word mean in this context?

What might have caused this change? If ___ changed, what would happen? Which person might have said this?

What is a good title for this? What is the missing part? What was the author's point of view?

THINK IT THROUGH Evaluative questions ask you to make your position clear, to make a thoughtful judgment.

What are the important facts?

What makes person important?

Is this fact or opinion?

Which is the best answer? Why?

Give and justify your opinion on ___.

Why do you make this choice?

What is your evidence? Which is the most important event? Why?

GET IT TOGETHER AND GET IT ACROSS Synthesis questions ask you to think about what you knew and what you read.

The Extended Response asks: What do you think? Include information from the passage and your own ideas.



ISAT ALIGNED RESOURCES The following pages include information from and guides based on ISAT. The national standards include the ISAT components and MORE.



WHAT IS READING? THINKING Items based on ISAT samples. If you ask these as open-ended questions you will be preparing students for the ISAT terminology and assessing your students’ competence. 1A Apply word analysis and vocabulary skills to comprehend selections.

1. Which word best describes ____________________? 2. Which word in paragraph __ helps the reader know what _____ means? 3. What phrase means the opposite of __________ as used in paragraph _____? 4. What does the word ________mean in paragraph _____?

1B Apply reading strategies to improve understanding and fluency

1. What is paragraph x mainly about? 2. Which sentence from the selection best shows _____________? 3. How can you best remember what this article is about? 4. How could a reader best determine _________? 5. According to the article and the map, in which place _________?

1C Comprehend a broad range of reading materials

1. Which question is best answered by information in paragraph x? 2. What is the most likely reason ______? 3. What happened because __________? 4. According to the chart, which statement is true? 5. What is the best summary of the selection? 6. Which of these best describes the problem in the passage? 7. How do _______’s feelings change from the beginning to the end? 8. Which words best describe _________’s character? 9. Based on the events in the pages, which of these is most likely true?

2A Understand how literary elements and techniques are used to convey meaning

a. How does the author organize paragraphs x through x? b. How is this selection best described? c. What is the most likely reason the author wrote this selection? d. Which would be the best to read to learn how to __________________? e. In which book would this selection most likely be found? f. What is the tone of paragraph x? g. The article ____ would be of most use to _________. h. Which of the following books would most likely contain information about __? i. Why is paragraph ___ important in this selection? j. Which sentence best describes the author’s opinion of _____? k. How does the author organize the information in this article? l. In paragraphs __ to __, what is the author’s tone? m. What strategy does the author use at the beginning of this selection to create interest

and to encourage readers to continue reading? 2B Read and interpret a variety of literary works.

1. This selection is an example of which kind of literature? 2. Why did the author write this selection? 3. Which type of literature is __________? 4. What is the mood in most of the story? 5. What type of story is _________? 6. With which statement would the author most likely agree? 7. At which museum would the _________ most likely be exhibited?



Questions that ask students to think more. Compare How is this story like another story you have read? ____ and ____ are alike because they both ____________

Summarize Which of these would be the best title for this passage? What lessons does __ learn? Which statement best summarizes the passage?

Contrast How is ____ different from ____? What is the opposite of ____?

Infer Main Idea Paragraph n of this selection is mainly about ______ This passage is mainly about__ What is the author’s message in the passage?

Identify Sequence What do the people do last at______? How did the event start?

Sequence the events.

Infer Meaning from Context In paragraph 3, it says … What is a ____? What is the meaning of ____ as used in paragraph n? Identify Synonym and Antonym What is a synonym for __________ in the passage? What is an antonym for _______ in the passage?

Infer motive Why does _____ feel ____? Why does _____ do ____?

Infer Author’s Purpose What was the author’s purpose in writing ______? How does the author show the purpose of the passage?

Analyze cause-effect relations How did _____ change _____

causeseffect

Analyze author’s Techniques Which techniques did the author use in the story? Why does the author tell us that _______?

Infer a prediction After reading the title, what should you expect to learn from this selection? After reading the passage, what is most likely to occur?

Identify Fact/Opinion What is an opinion from the passage? How is a fact different from an opinion?

Analyze/infer characteristics Which character is ____? What word describes ______? What does the character’s action tell you about the character’s trait?

Analyze setting What kind of place is ____? Why does the author use the setting for the story? How does the author communicate what the setting is like?

Analyze relationships What is an example of ____? How does ___ feel about ___?

Evaluate Which is the most important part?



ISAT READING COMPREHENSION ITEM DISTRIBUTION (ISBE.net) Proceed with caution. What is missing from this chart? Nonfiction.

What is an error on this chart? There is no simple inference. There is no literal question worth answering unless it is to find out if you are “on the page”.

NAEP and the National Standards assess and explain reading comprehensively.

Grade 3 4 5 6 7 8

State Goal 1 – Reading

65%-80%

65%-80% 65%-80% 65%-75% 65%-75%

65%-75%

Standard 1A – Vocabulary

10%-15%

10%-15% 10%-15% 10%-15% 10%-15%

10%-15%

Words in Isolation 5%-10% 5%-10% 5%-10% 5%-10% 5%-10% 5%-10%

Words in Context 5%-10% 5%-10% 5%-10% 5%-10% 5%-10% 5%-10%

Standards 1B, 1C – Reading Strategies

8%-12%

8%-12% 8%-12% 8%-10% 8%-10%

8%-10%

Standard 1C – Reading Comprehension

47%-53%

47%-53% 47%-53% 47%-50% 47%-50%

47%-50%

Literal or Simple Inference

8%-14% 8%-14% 8%-14% 6%-12% 6%-12% 6%-12%

Summarizing and Main Idea

8%-12% 8%-12% 8%-12% 6%-10% 6%-10% 6%-10%

Sequencing and Ordering 4%-8% 4%-8% 4%-8% 4%-8% 4%-8% 4%-8%

Drawing Conclusions Based on Evidence

6%-10% 6%-10% 6%-10% 6%-10% 6%-10% 6%-10%

Interpreting Instructions 6%-10% 6%-10% 6%-10% 6%-10% 6%-10% 6%-10%

Author’s Purpose and Design

4%-8% 4%-8% 4%-8% 4%-8% 4%-8% 4%-8%

State Goal 2 – Literature

20%-35%

20%-35% 20%-35% 25%-35% 25%-35%

25%-35%

Standard 2A – Literary Elements and Techniques

12%-31%

12%-31% 12%-31% 17%-31% 17%-31%

17%-31%

Story and Literary Structure

4%-12% 4%-12% 4%-12% 6%-12% 6%-12% 6%-12%

Characterization 4%-10% 4%-10% 4%-10% 6%-10% 6%-10% 6%-10%

Literary Terms and Devices

4%-10% 4%-10% 4%-10% 6%-10% 6%-10% 6%-10%

Standard 2B – Variety of Literary Works

4%-8% 4%-8% 4%-8% 4%-8% 4%-8% 4%-8%

Tota l 100% 100% 100% 100% 100% 100%



Science Content Category Table (ISBE.net) Grade 4 7

State Goal 11 20% 20% Standard 11A – Scientific Inquiry 10% 10% Standard 11B – Technological Design 10% 10%

State Goal 12 60% 60% Standard 12A – Living Things1 10% 10% Standard 12B – Environment and Interaction of Living Things 10% 10%

Standard 12C – Matter and Energy2 10% 10%

Standard 12D – Force and Motion 10% 10%

Standard 12E – Earth Science3 10% 10%

Standard 12F – Astronomy 10% 10% State Goal 13 20% 20%

Standard 13A – Safety and Practices of Science 10% 10%

Standard 13B – Science, Technology, Society4 10% 10%

Total 100% 100% 1 Includes the following topics: Classification, Cell Biology (Grade 7 only), Reproduction (Grade 4 only), Genetics and Reproduction (Grade 7 only), Botany (Grade 7 only), Change Over Time (Grade 7 only) 2 Includes the following topics: Properties of Matter, The Atom (Grade 7 only), Acids and Bases (Grade 7 only), Energy/Electricity (Grade 4 only), Electricity (Grade 7 only), Light 3 Includes the following topics: Basic Earth Science (Grade 4 only), The Earth’s Structure (Grade 7 only), The Earth’s Dynamic Processes, The Atmosphere, Water 4 Includes the following concept: Measurement SCIENCE PROGRESS STRATEGIES Students read and write about science topics Students use graphic organizers to “show” science Post science vocabulary and illustrations Students write science learning reports Students make and interpret data tables and graphs each week January: Revisit core science essential for ISAT February: Emphasize scientific method and data interpretation, continue to revisit core

science content essential for ISAT Use ISAT sample test to simulate science test; clarify test-taking strategies



4th GRADE SCIENCE CONTENT Identify Priorities for Your Students FORCE AND MOTION balance/equilibrium friction gravity magnetism simple machines: level, included plane, pulley, screw, and wheel and axle—how they function, how they apply forces with advantage, relate to tasks

Inquiring about ENERGY/ELECTRICITY AND LIGHT attraction electrical energy heat light magnet mechanical energy nonmetal prism repel static electrical charge

MATTER contact density dissolve expand gas liquid particles solid temperature

Inquiring about BASIC EARTH SCIENCE Air climate coal, oil decompose earth’s surface and landforms

erosion

fossil fuel igneous land land formations metamorphic minerals natural gas natural resource non-renewable resource

renewable resource

water sedimentary weather water cycle

BASIC ASTRONOMY constellation galaxy lunar eclipse mass of a planet order of planets from the sun relative positions revolution rotation solar eclipse sunlight

LIVING THINGS amphibian bird characteristics inherited living needs non-living reptile

INQUIRY Students observe, analyze, and read Continue science topical word wall. Students interpret data table or graph Students make glossary Students write summary Inquiry, Data Analysis, forming a hypothesis; observation; Measurement, Evaluation, Content

ENVIRONMENT AND INTERACTION OF LIVING THINGS decomposer ecosystem food chain food web life cycle photosynthesis plants, plant growth producer reproduction



7th GRADE SCIENCE CONTENT Identify Priorities for Your Students Biology, Genetics, and Reproduction amoeba bacteria, bacterium bio (prefix) carnivorous carnivore cell classification disease dominant euglena flagellum heredity meiosis mitosis omnivore organism osmosis population recessive reproduction relate

Botany carbon dioxide classification efficient food chain herb herbivore osmosis oxygen palmate solar energy structure

Matter and Energy acids bases buoyancy chemical energy compound electricity diffuse diffraction energy friction heat light light waves magnetism property reflection refract solution substance

The Earth’s Structure and Processes, including ecosystems biodegradable condensation consume climate crust distribution ecosystem erode food web fossil habitat igneous layer metamorphic parasite rock cycle sedimentary water cycle

ASTRONOMY air mass atmosphere constellation gravity hemisphere mass orbit planets rotation solar system star weight

Science, Technology, Society, and Safety average biodegradable conclusion estimate experiment investigate measure rate recycle research strategy visual observation

INQUIRY Students observe, analyze, and read Continue science topical word wall. Students interpret data table or graph Students make glossary Students write summary Inquiry, Data Analysis, forming a hypothesis; observation; Measurement, Evaluation, Content



ISAT MATH REQUIREMENTS

Grade 3 4 5 6 7 8

State Goal 6 – Number Sense 35% 35% 30% 25% 25% 20% Standard 6A Representations and Ordering 15% 15% 10% 5% 5% 5%

Standards 6B, 6C Computation, Operations, Estimation, and Properties

20% 20% 15% 15% 15% 10%

Standard 6D Ratios, Proportions, Percents 0% 0% 5% 5% 5% 5%

State Goal 7 – Measurement 20% 20% 15% 15% 15% 15% Standards 7A, 7B, 7C Units, Tools, Estimation, and Applications

20% 20% 15% 15% 15% 15%

State Goal 8 – Algebra 10% 10% 20% 25% 25% 30% Standard 8A Representations, Patterns, and Expressions

5% 5% 8% 10% 10% 10%

Standard 8B Connections Using Tables, Graphs, and Symbols

0% 2% 5% 7% 7% 10%

Standards 8C, 8D Writing, Interpreting, and Solving Equations

5% 3% 7% 8% 8% 10%

State Goal 9 – Geometry 20% 20% 20% 20% 20% 20% Standard 9A Properties of Single Figures and Coordinate Geometry

15% 15% 10% 10% 10% 10%

Standard 9B Relationships Between and Among Multiple Figures

5% 5% 10% 10% 10% 10%

Standard 9C Justifications of Conjectures and Conclusions

This standard is not assessed in isolation. Rather, its essence is assessed indirectly through problems that require this type of thinking.

Standard 9D Trigonometry This standard is not assessed on state assessment until grade 11.

State Goal 10 – Data Analysis, Statistics, and Probability 15% 15% 15% 15% 15% 15%

Standards 10A, 10B Data Analysis and Statistics 10% 10% 10% 10% 8% 8%

Standard 10C Probability 5% 5% 5% 5% 7% 7%

Total 100% 100% 100% 100% 100% 100% Illinois Mathematics Assessment Framework for Grades 3–8 ISBE.net



REPRESENTATIVE MATH CONTENT 3rd GRADE Identify priorities for students individually and as a class. This chart lists terms from the Illinois Learning Standards and the ISAT sample. Operations/Problem Solving

all amount certain compare difference digit divide, divisible division each estimate factors fewer label likely multiply number line numerals operation sign order, ordered pairs place value product solve subtract, subtraction sum total unit value

Fractions denominator fraction greater than > half, halves less than < numerator decimal decimal point equal equal to equivalent fraction bar

Analyzing Graphs and Data average bar graph chart circle graph data graph line graph mode pattern pictograph pie graph table tally, tally chart

Geometry

cone congruent cylinder cube, cubic cup diameter figure hexagon line line of symmetry parallel, parallel lines parallelogram plane figure polygon prism ray rectangle, rectangular shape sphere two-dimensional vertex vertical vertices volume

MATH PATH I used this strategy: __________________ Why I solved the problem this way: ________________________

Measurement

exactly farthest height inch gallon gram kilogram kilometer mass measure perimeter mile non-standard unit ounce pound scale size temperature estimate weight yard degrees, Celsius,

Fahrenheit



REPRESENTATIVE MATH CONTENT 4th GRADE Identify priorities for students individually and as a class. This chart lists terms from the Illinois Learning Standards and the ISAT sample. Operations/Problem Solving

all amount certain compare difference digit divide, divisible division each estimate factors fewer label likely multiply number line numerals operation sign order, ordered pairs place value product solve subtract, subtraction sum total unit value

Fractions denominator fraction greater than > half, halves less than < numerator decimal decimal point equal equal to equivalent fraction bar

Analyzing Graphs and Data average bar graph chart circle graph data graph line graph mode pattern pictograph pie graph table tally, tally chart

Geometry

cone congruent cylinder cube, cubic cup diameter figure hexagon line line of symmetry parallel, parallel lines parallelogram plane figure polygon prism ray rectangle, rectangular shape sphere two-dimensional vertex vertical vertices volume


Measurement

exactly farthest height inch gallon gram kilogram kilometer mass measure perimeter mile non-standard unit ounce pound scale size temperature yard weight estimate degrees, Celsius,

Fahrenheit



REPRESENTATIVE MATH CONTENT 5th GRADE Identify priorities for students individually and as a class. This chart lists terms from the Illinois Learning Standards and the ISAT sample. Operations/Problem Solving

amount calculate determine difference digit divide, divisible division each estimate factors formula greatest common

factor label likely multiply number line numerals operation probability order of operations order, ordered pairs place value product sign solve square total unit value

Fractions, Decimals, Percentages denominator fraction greater than > less than < numerator ratio mixed number improper fraction decimal decimal point equivalent fraction bar per percent proportion

Analyzing Graphs and Data average bar graph circle graph coordinate data intersect, intersecting lines line graph mean, median, mode pattern pie graph table tally, tally chart stem and leaf plot

Geometry

cone congruent cylinder cube, cubic diameter figure hexagon line line of symmetry parallel equilateral triangle Isosceles triangle polygon prism ray pyramid shape sphere two-dimensional vertical volume obtuse angle acute angle right angle vertex vertices


Measurement

exactly gram height kilometer gallon measure kilogram mile mass ounce perimeter scale non-standard unit liter Miles per hour degrees, Celsius,

Fahrenheit



REPRESENTATIVE MATH CONTENT 6h GRADE This chart lists terms from the Illinois Learning Standards and the ISAT sample. Operations/Problem Solving calculate determine divisible estimate factors formula greatest common factor inequality number line operation probability sign ordered pairs unit value order of operations square number

Fractions, Decimals, Percentages denominator fraction greater than > improper fraction less than < mixed number numerator ratio simplify simplest form decimal decimal point equivalent equivalent fraction bar per percent proportion

Analyzing Graphs and Data average bar graph, circle graph coordinate data intersect, intersecting lines line graph pattern pie graph stem and leaf plot table, tally, tally chart line plot median range mode probability

Geometry area conversion cube line segment rectangular pyramid scale square prism three dimensional triangular prism two-dimensional vertex vertices

ALGEBRA associative property linear equation variable unknown equation balance exponent value expression equivalent table of values inequality represent

Measurement

exactly gram height kilometer gallon measure kilogram mile mass ounce perimeter scale non-standard unit liter miles per hour degrees, Celsius,

Fahrenheit Measurement system



REPRESENTATIVE MATH CONTENT 7th GRADE . This chart lists terms from the Illinois Learning Standards and the ISAT sample. Operations/Problem Solving

calculate determine divisible estimate factors formula greatest common factor

inequality

absolute value ascending order square root number line operation probability sign ordered pairs value order of operations square number descending order value cube root

Fractions, Decimals, Percentages convert denominator fraction greater than > improper fraction less than < mixed number numerator ratio simplest form simplify decimal decimal point equivalent equivalent fraction bar per percent proportion

Analyzing Graphs and Data average coordinate data data point histogram intersect, intersecting lines pattern pie graph stem and leaf plot line plot median range mode probability slope x axis y axis scatter plot intercept

Geometry

area capacity circumference complementary

angles conversion cube cylinder hypotenuse isosceles trapezoid

line segment

parallelogram perimeter rectangular prism rectangular

pyramid regular pyramid right cylinder scale square prism surface area three-

dimensional trapezoid triangular prism two-dimensional vertex vertices

ALGEBRA balance equation equivalent exponent expression inequality integer negative positive represent table of values unknown value variable additive identity property

additive inverse property

arithmetic sequence associative property combination compound inequality function linear equation multiplicative identity property

multiplicative inverse property

multiplicative property of zero

permutation

prime factorization rational number scientific notation

Measurement



milliliter



REPRESENTATIVE MATH CONTENT 8th GRADE This chart lists terms from the Illinois Learning Standards and the ISAT sample. Operations/Problem Solving

calculate determine divisible estimate factors formula greatest common factor

inequality

absolute value ascending order square root number line operation probability sign ordered pairs value order of operations square number descending order value cube root

Fractions, Decimals, Percentages convert denominator fraction greater than > improper fraction less than < mixed number numerator ratio simplest form simplify decimal decimal point equivalent equivalent fraction bar per percent proportion

Analyzing Graphs and Data average coordinate data data point histogram intersect, intersecting lines pattern pie graph stem and leaf plot line plot median range mode probability slope x axis y axis scatter plot intercept

Geometry

circumference complementary angles

conversion cube cylinder hypotenuse isosceles trapezoid

line segment

parallelogram perimeter rectangular prism rectangular

pyramid regular pyramid right cylinder scale square prism surface area three-

dimensional trapezoid triangular prism two-dimensional vertex vertices

ALGEBRA balance equation equivalent exponent expression inequality integer negative positive represent table of values unknown value variable additive identity property

additive inverse property

arithmetic sequence associative property combination compound inequality function linear equation multiplicative identity property

multiplicative inverse property

multiplicative property of zero

permutation

prime factorization rational number scientific notation

Measurement



milliliter

Documents

Core Curriculum Teacher Toolkit 2010-11teacher.depaul.edu/2010-11_Curriculum/Curriculum_Toolkit... · 2013. 12. 12. · Graphic Organizers to Assess and Guide p. 36 ISAT Requirements