Division of Language Arts/Reading February 18, 2011languageartsreading.dadeschools.net/pdf/ProfessionalDevelopment/2010... · Mood: The feeling or atmosphere the writer creates for

Division of Language Arts/ReadingFebruary 18, 2011

Digging Deeper with Differentiation

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“Digging deeper into the data will help teachers supply the care and nutrients needed to make student achievement germinate and bloom.”

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As a result of this professional development activity, participants will be able to:identify valid and reliable sources of data for planning differentiated instruction;group students for effective small-group instruction utilizing F.A.I.R. and Interim data;select appropriate resources and strategies to meet small group needs;plan effective skill focused and guided reading lessons. effectively monitor the flow of skill-based lessons into guided reading lessons.

Objectives

What Data do I have?F.A.I.R

Reading ComprehensionMaze (Fluency)Word Analysis (Spelling/Decoding)Lexile Measure (instructional reading level)

District InterimAssessments

Vocabulary benchmarksComprehension benchmarks

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Data Analysis Form

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©2009 Florida Department of Education

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3

4

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Box 3 & 5 Lexile Grade Equivalent

Name

Student 1 4.6

Student 2 * 2.1

Student 3 2.7

Student 4 3.2

Student 7 3.7

Student 8 2.9

Student 9Average Instructional Level

4.13.3

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Boxing students based on F.A.I.R.

Provide Instruction in:• Word Study Recognition &• Applying Decoding Strategies to

Connected Text• Build Fluency• Focus on Comprehension Strategies

Materials & Strategies:

Interim report

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Class List Report

Interim B

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Class List Report

Interim B

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Class List Report

Interim B

Benchmark Instruction:Whole Group Needs:

Descriptive/Figurative Language (59%)

Text Features –Informational Text (65%)

Validity & Reliability (67%)

Small Group:

Based on individual/ small group needs

Analyze each benchmark vertically anything below 50% required small group instruction immediately

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F.A.I.R. Box 3 & 5 Students

Box 3 & 5 Lexile Grade Equivalent

Name

Student 1 4.6

Student 2 2.1

Student 3 2.7

Student 4 3.2

Student 7 3.7

Student 8 2.9

Student 9Average Reading Level

4.13.3

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F.A.I.R. Box 3+5 Students

Comprehension Needs:

• Descriptive/Figurative Language

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Digging Deeper- Item StemsFigurative Language#19 Read the sentence. “Insert Sentence.” The phrase, _____ from the sentence means ____. (Story)

#58 Read the quotation. “Insert Sentence.” The quotation is an example of _____. (Article)


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From Data Analysis to Planning

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Phonics:

Focus: Syllable Patterns #7/8

Fluency:

Focus: Reader’s Theater #7

Vocabulary:

Focus: Multiple Meaning #4

Comprehension:

Focus: Desc/Fig Lang #8

Text Selection:

Gr. 3 Passage

The Sausage: A Folktale from Sweden

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F.A.I.R. Box 1 Students

Box 1 Lexile Grade Equivalent

Name

Student 15 4.2

Student 16 7.7

Student 17 5.5

Student 18 7.1

Student 19 4.7

Student 20 5.2

Student 21Average Reading Level

4.05.4

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Provide Instruction in:

High Level Reasoning

Vocabulary

Reading Comprehension

Materials and Strategies:

FCAT Task Cards

Graphic Organizers/Charts

Making the Grade

Exploring Non-Fiction Kits/Passages

HM Theme Paperback books


Box 1 Lexile Grade Equivalent

Name

Student 15 4.1

Student 16 7.4

Student 17 5.5

Student 18 7.0

Student 19 4.7

Student 20 5.2

Student 21Average Instructional Level

3.95.4

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Comprehension Needs:

• Descriptive/Figurative Language

• Validity/Reliability

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Digging Deeper- Item StemsFigurative Language

#19 Read the sentence. “Insert Sentence.” The phrase, _____ from the sentence means ____. (Story)



Validity/Reliability#53 Which excerpt from the passage BEST emphasizes _______? (Article)

#60 According to the information in the article, what is the MOST valid argument for _________?(Article)

#64 Which statement BEST supports the idea that _________ have an enormous effect _________? (Article)

#67 The information in the article could best be used for ______. (Article)23

From Data Analysis to Planning

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Your Turn!!!

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Supplying the care and nutrients needed with “Tender Loving Care”

at the TLC

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Essential Components of aTeacher-Led Center (TLC)

Table that promotes attention (kidney-shaped is best) and is labeled TLCBinder containing:

Group Rosters/ PlansGroup Rotation (posted)Data

Materials -May include:

Dry erase boards, markers, pens, pencils, paper, index cards, graphic organizers, FCAT task cards , etc.

Resources for Specific Instructional Needs Leveled text for each group

Lunch

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Improving and Developing Student Knowledge of Reading

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Teacher Led CenterAt the Teacher Led Center the teacher isconducting either a skill-focused lesson or aguided reading lesson.

Skill-focused lesson – explicitly instructing a small group based on identified needs.

Guided reading lesson – explicitly instructing each readers’development of “good reader” strategies allowing the learner to problem-solve during reading and/or have them apply the skill/strategy taught during a Skill-focused lesson. Some learners are developing basic reading strategies while others need assistance developing more complex understandings of the text.

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Data-Driven Skill-Focused LessonsQuick and dirty getting students aware of the skill- verbally & visuallyExplicit Guided practice with immediate corrective feedbackVery “hands-on”

Phonics:


Fluency:


Vocabulary:


Comprehension:

Focus: Desc/Fig Lang #8

Text Selection:

Gr. 3 Passage


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Six Syllable PatternsSyllable Type Example % Frequency of

OccurrenceClosed fan tas tic 43.3Open si lent 28.9VCe base ment 6.7Vowel team (diphthongs)

mois ture 9.5

r-controlled cir cum stance 10.2Final Stable sta tion 1.4

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Syllable Division Patterns

VC/CV bas/ket

V/CVVC/V

fu/turesev/en

VC/CCV en/try

VC/CCCV con/struct

V/V li/on

© 2005 Wirthman Consulting 2nd Annual Reading First Conference Program-Specific Professional Development

Strategy for Syllabication

“Spot and dot” the vowels

Connect the dots

Look at the number of consonants between the vowels

If 3 or 4 – break after the first consonant

If 2 – break between the consonants

If 1 – break before the consonant, if it doesn’t sound right, move over one letter

If 2 vowels break between vowels

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Syllabication Video

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Phonics:


Fluency:


Vocabulary:


Comprehension:

Focus: Descriptive/Fig Lang #8

Text Selection:

Gr. 3 Passage


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Understanding Literary Devices:Skill Focus Lesson for Comprehension

Tell students what they will learnShow them your thinkingUse the language of Assessment Use Task CardsFCAT 2.0 Elementary Vocabulary ( Other Ways to Say….Chart)Use Graphic Organizer/Chart when Appropriate

FCAT 2.0 Elementary Vocabulary

Figurative Language

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The student will identify and interpret the author’s use of figurative language and determine how it impacts meaning!

Other Ways to Say…

Simile, metaphor, personification, characteristic, describe, compare, mean, applies, hyperbole

Figurative LanguageSkill Focus Lesson

CanoeingThe river water, smooth as glass, stretches on ahead,

I might almost be asleep,

Floating on a cloud, drifting lazily down the river.

But suddenly a roar; rapids are all around me.

The calm river, now furious, thrashes like an angry animal.

Now, my paddle slices through the boiling water like a knife,

And I lead my canoe back into still waters.

CanoeingThe river water, smooth as glass,

stretches on ahead,







Mood: The feeling or atmosphere the writer creates for the reader…

Imagery- Language that appeals to one or more of the five senses. It consists of descriptive words and phrases that recreate sensory experiences that help the reader imagine exactly what is being described.

connotation, details, imagery, figurative language, foreshadowing, setting and rhythm help establish a mood.

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Descriptive LanguageSkill Focus Lesson

CanoeingThe river water, smooth as glass, stretches on ahead,







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Guided ReadingFollows a skill-based lesson so that students have the opportunity to apply the taught skill in connected textWith more advanced readers, this can include “pushing” students to higher levels of comprehensionInstructional-level text: little books, chapter books, articles, passages, etc.

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A 15-20 Minute Guided Reading Lesson Framework - Narrative

Preparing to Read/Story Introduction

Building BackgroundDiscuss GenreDeveloping Key Vocabulary

Strategy/Skill ReviewCorrelated to Data/Skill Focus Lesson based on group need(s)

Guided Preview/Text Exploration

Picture walkPreview pictures/text features & PredictSet purpose for reading: focus on a strategy or comprehension skill

Reading the TextStudents read whole text or selected part on their own using soft voices (not choral or round robin)teacher monitors their application of strategiesStudents read or reread textUse Reciprocal Teaching strategies

Revisiting the TextCheck, confirm or revise predictionsDiscussion (Comprehension Check)Celebrate the use of good reader behaviorsReturn to the text for mini lessons using graphic organizersAddress benchmark skill

Tools to Assist with Clarifying

VC/CV bas/ket

V/CVVC/V

fu/turesev/en

VC/CCV en/try

VC/CCCV con/struct

V/V li/on

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Movie in Your Head? Picture

It!

Picture Notes

Margin Notes

Remember our Focus…

Figurative Language

Imagery- Language that appeals to one or more of the five senses. It consists of descriptive words and phrases that recreate sensory experiences that help the reader imagine exactly what is being described.

Mood: The feeling or atmosphere the writer creates for the reader…

connotation, details, imagery, figurative language, foreshadowing, setting and rhythm help establish a mood.

Descriptive Language

Follow Up Questions using the TASK CARDS

1. How is the author comparing jewels to stars?

2. Read this sentence from the story:

There was only a stale crust of bread, like

a stick of wood, and some sour milk.

Why does the author compare the crust of bread to a stick of wood?

3. Read the quotation.

“However, her eyes fell on the almost bare cupboard in her little kitchen. It seemed to laugh at the old woman.”

The quotation is an example of __________.

4. Read these sentence from the story.

The woman didn’t know what to do. She sobbed uncontrollably.

What mood does the author create by writing

that the woman sobbed uncontrollably?

Independent Centers for Box 3 + 5 Group

At the Independent Centers the students are receiving additional practice on skills that need reinforcement based on data and have been previously taught.

ActiveEngaging

Tiered

TLC Classroom Library Computer Word Work

Syllabication

Descriptive/Figurative Language

Search for figurative language & phrases to add to chart

Select five multi-syllabic open and closed syllable words, divide into syllable, & read to a buddy

Success Maker

Ticket to Read

Reading Plus

FCRR Syllable Activities

Exit Slip

3 – Things about differentiated instruction that stuck with you after today.

2 – Things you will go back and implement immediately.

1 – Question still rolling around in your mind.

Remember,

if you want your seeds to bloomyou need to dig deep,provide the nutrients and tender loving

carethat is necessaryand over a period of time,just wait,and watch your hard workbloomto make a difference.

Digging Deeper With

Differentiation

HANDOUTS

Recommended Data Analysis/ Group Roster Grades 3-5 BOX 1 Group: ___________________________ Starting Date:______________________

Name:

Lexile Grade

Equivalent

Interim Over-

All

CC

B/A

A/S

MM

AP/P

MI

C/E

TS

T/T

C/C

SS

D/F

TF/L

TF/I

V/R

Overall Instructional Reading Level: Focus

Phonics Fluency Vocabulary/Comprehension Letter-Sound

Correspondence Consonant Blends and

Digraphs Variant Vowels Syllable Patterns Structural Analysis

Consonant Letter Names (upper and lower case) Consonant Letter Sounds (/d/, /t/, /m/, /f/, /r/) Vowel Letter Names (upper and lowercase) Short and Long Vowel Sounds (/a/, /e/, /ii/, /o/, /u/) Hard and Soft c and g (city, cup, giant, gate) Multiple Sounds of x and s (excite, mix, e xit, runs)

Consonant Digraphs (sh, th, wh, ch, ph) Consonant Blends (st-, bl-, str-, gr-, -nt, -mp, -nd) Silent Letters/Oddities (mb, kn, lk, qu)

Vowel Diagraphs (ea, igh, ue, oo, ie) Diphthongs (oi, oy, ou, ow)

Closed (cat, tent, picnic) Open (he, hi, baby) VCe (Silent e) (tape, like, compare) R controlled (car, for, stir, her) Vowel Team (sail, seem, eight, look) Final Stable (maple, picture, station)

Compound Words (cowboy, cupcake) Inflectional Suffixes (-s, -es, -ine, -ed) Prefixes (pre-, re-, un-, dis-) Base and Root Words (read, ject, post) Derivational Suffixes (-ian, -ity, -ible/able) Chameleon Prefixes (in-, ad-, ob-)

High Frequency Words (Regular and Irregular)

Rate: Grade 3 ORF Goal: End of Year: 129+ wpm Grade 4 ORF Goal: End of Year: 118+ wpm Grade 5 ORF Goal: End of Year: 124+ wpm Accuracy: (words correct) Independent 95-100% Instructional 90-94% Frustration 0-89% Expression: ___ Intonation ___ Prosody

Vocabulary: CC = Context Clues B/A = Base/Affixes A/S = Antonyms/Synonyms MM = Multiple Meaning Comprehension: AP/P = Author’s Purpose/Perspective MI = Main Idea/ Relevant Details Chronological Order Conclusions/Inference C/E = Cause/Effect TS = Text Structure T/T = Topic/Theme C/C = Compare/Contrast SS = Story Structure D/F = Descriptive/Figurative Language TF/L = Text Features Literary TF/I = Text Features Informational V/R = Validity & Reliability

Resources Phonics: ___ High Frequency Words Work ___ Word Family (Onset/Rime) Work ___ Making Words Focusing on Spelling Patterns ___ Word Sorts Focusing on Spelling Patterns ___ Affix Structures ___ Spectrum of a Word ___ Spot & Dot Multisyllabic Words ___ FCRR Activities

Fluency : __ Rasinski 1st 100 Phrases List __ Rasinski 2nd 100 Phrases List __ Rasinski 3rd Phrases 100 List __ Repeated Readings of Connected Text (time & chart) __ FCRR Activities : *Read/Reread Common Syllables *Read/Reread Affixes __ Quickreads __ Reader’s Theater

Vocabulary: CC = Context Clues Chart B/A = Common Morpheme Chart, Spectrum of a Word A/S = Concept Definition Map, Word Array MM = Context Clues Chart, Multiple Meaning Graphic Organizer ** Use Task Cards to Write Questions & Answers

Comprehension: (Reciprocal Teaching Procedure) AP/P = Author’s Purpose Chart MI = Two Column Notes, Main Idea Table, Gist, Summary Pyramid, Timeline, Sequence Chain, Powernotes C/E = Two Column Chart, Cause/Effect Chain TS = Text Structure Chart, One Sentence Summaries T/T = Topic/Theme Definitions C/C = Venn Diagram, Content Frame SS = Story Map, Story Arch, Author’s Toolbox for Brining a Character to Life, Somebody/Wanted/But/So, Split Open Mind, Turning Point Graphic D/F = Mood Words, Tools Authors Use: Literary Devices & Figurative Language TF/L = Text Features Chart TF/I = Text Features Chart V/R = Two Column Notes: Conclusion/Support ** Use Task Cards to Write Questions & Answers

Genre Focus: __ Literary __ Informational __ Poetry

Recommended Data Analysis/ Group Roster Grades 3-5 BOX 2 & 4 Group: ___________________________ Starting Date:______________________

Name:

Lexile Grade

Equivalent

Interim Over-

All

CC

B/A

A/S

MM

AP/P

MI

C/E

TS

T/T

C/C

SS

D/F

TF/L

TF/I

V/R



















Name:

Lexile Grade

Equivalent

Interim Over-

All

CC

B/A

A/S

MM

AP/P

MI

C/E

TS

T/T

C/C

SS

D/F

TF/L

TF/I

V/R


















Class Status Report 2/1/2011 1:32 PM

District: Dade School: Calendar: District-Wide

dGrae: 5th Grade

Teacher: Class:

Student(s): School Year: Assessment Period: All 2010-2011 2

Assessment Type: BS/PMT T Task: All Score Type:

Percentile Rank

Click Here to Print this Report

Show Legend

RC Maze Word

Analysis RC

Class List FCAT

Success Probability

Score Detail

RC Percentile

Rank

Maze Percentile

Rank

Word Analysis

Percentile Rank

Lexile ® Measure Lexile ® Range

Reporting Categories

10% 22nd 18th 2nd 765L 665L - 815L

1 L 2 L 3 L

4 N/A 1

19% 1st 3rd 1st 370L 270L - 420L

1 L 2 L 3 L

4 N/A 2

20% 2nd 15th 24th 490L 390L - 540L

1 N/A 2 L

3 N/A 4 N/A

3

25% 5th 9th 15th 570L 470L - 620L

1 L 2 L 3 H

4 N/A 4

31% 2nd 76th 6th 465L 365L - 515L

1 N/A 2 L

3 N/A 4 N/A

5

34% 2nd 11th 39th 485L 385L - 535L

1 L 2 H 3 L

4 N/A 6

https://pmrn.fcrr.org/PMRNWeb/PMRN/(S(weoseo55oomdj0553eqbocm5))/Reports/Class/K2StatusReport.aspx?hVeD8SVDh0iFsL26QIzEhEBJzVTIWSX2CJs0oqGC+hk=&report_date=2%2f1%2f2011+1%3a32%3a20+PM##javascript:__doPostBack('ctl00$cphMainContent$lbLegend','')javascript:__doPostBack('ctl00$cphMainContent$rpt312StatusReport$ctl00$lbRCHeader','')javascript:__doPostBack('ctl00$cphMainContent$rpt312StatusReport$ctl00$lbMazeHeader','')javascript:__doPostBack('ctl00$cphMainContent$rpt312StatusReport$ctl00$lbWAHeader','')javascript:__doPostBack('ctl00$cphMainContent$rpt312StatusReport$ctl00$lbWAHeader','')javascript:__doPostBack('ctl00$cphMainContent$rpt312StatusReport$ctl00$lbRCLexile','')javascript:__doPostBack('ctl00$cphMainContent$rpt312StatusReport$ctl00$lbClassList','')javascript:__doPostBack('ctl00$cphMainContent$rpt312StatusReport$ctl00$lbFCAT','')javascript:__doPostBack('ctl00$cphMainContent$rpt312StatusReport$ctl00$lbFCAT','')javascript:__doPostBack('ctl00$cphMainContent$rpt312StatusReport$ctl00$lbFCAT','')javascript:__doPostBack('ctl00$cphMainContent$rpt312StatusReport$ctl00$lbRC','')javascript:__doPostBack('ctl00$cphMainContent$rpt312StatusReport$ctl00$lbRC','')javascript:__doPostBack('ctl00$cphMainContent$rpt312StatusReport$ctl00$lbRC','')javascript:__doPostBack('ctl00$cphMainContent$rpt312StatusReport$ctl00$lbMaze','')javascript:__doPostBack('ctl00$cphMainContent$rpt312StatusReport$ctl00$lbMaze','')javascript:__doPostBack('ctl00$cphMainContent$rpt312StatusReport$ctl00$lbMaze','')javascript:__doPostBack('ctl00$cphMainContent$rpt312StatusReport$ctl00$lbWordAnalysis','')javascript:__doPostBack('ctl00$cphMainContent$rpt312StatusReport$ctl00$lbWordAnalysis','')javascript:__doPostBack('ctl00$cphMainContent$rpt312StatusReport$ctl00$lbWordAnalysis','')javascript:__doPostBack('ctl00$cphMainContent$rpt312StatusReport$ctl00$lbWordAnalysis','')javascript:__doPostBack('ctl00$cphMainContent$rpt312StatusReport$ctl00$lbLexileScore','')javascript:__doPostBack('ctl00$cphMainContent$rpt312StatusReport$ctl00$lbLexileScore','')javascript:__doPostBack('ctl00$cphMainContent$rpt312StatusReport$ctl00$lbLexileRange','')

55% 9th 20th 15th 640L 540L - 690L

1 L 2 L 3 L

4 N/A 7

56% 3rd 29th 2nd 520L 420L - 570L

1 L 2 L

3 N/A 4 N/A

8

57% 16th 18th 5th 710L 610L - 760L

1 L 2 L 3 L

4 N/A 9

66% 31st 40th 21st 825L 725L - 875L

1 L 2 M 3 L

4 N/A 10

69% 1st 31st 8th 405L 305L - 455L

1 N/A 2 H

3 N/A 4 N/A

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73% 14th 49th 13th 695L 595L - 745L

1 L 2 L 3 H

4 N/A 12

77% 5th 53rd 49th 575L 475L - 625L

1 L 2 L 3 H

4 N/A 13

78% 11th 62nd 2nd 655L 555L - 705L

1 L 2 L 3 M

4 N/A 14

90% 17th 22nd 39th 715L 615L - 765L

1 L 2 L

3 N/A 4 L

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94% 64th 81st 83rd 1020L 920L - 1070L

1 M 2 M 3 M

4 N/A 16

96% 35th 78th 39th 850L 750L - 900L

1 L 2 L 3 H

4 N/A 17

97% 58th 92nd 24th 980L 880L - 1030L

1 M 2 M 3 M 4 H

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97% 24th 43rd 28th 775L 675L - 825L

1 L 2 L 3 L

4 N/A 19

98% 31st 50th 52nd 825L 725L - 875L

1 L 2 H 3 L

4 N/A 20

98% 14th 44th 15th 695L 595L - 745L

1 L 2 L 3 H

4 N/A 21

Lexile* Grade Level Conversion Chart

Lexile Rating

Educational Grade-Level

Lexile Rating

Educational Grade-Level

25 1.1 675 3.9 50 1.1 700 4.1 75 1.2 725 4.3 100 1.2 750 4.5 125 1.3 775 4.7 150 1.3 800 5.0 175 1.4 825 5.2 200 1.5 850 5.5 225 1.6 875 5.8 250 1.6 900 6.0 275 1.7 925 6.4 300 1.8 950 6.7 325 1.9 975 7.0 350 2.0 1000 7.4 375 2.1 1025 7.8 400 2.2 1050 8.2 425 2.3 1075 8.6 450 2.5 1100 9.0 475 2.6 1125 9.5 500 2.7 1150 10.0 525 2.9 1175 10.5 550 3.0 1200 11.0 575 3.2 1225 11.6 600 3.3 1250 12.2 625 3.5 1275 12.8 650 3.7 1300 13.5

This conversion chart is based on educational levels from the published “Lexile Framework” chart. A smoothed curve was fit through the grade-level points indicated here, and regression analysis provided the equations:

Lexile=500Ln(Grade Level) or, the counterpart GradeLevel=e0.002(Lexile) The resulting regression equation was then used to calculate the educational grade-levels in the above table. A separate study of over 700 titles confirmed that their Accelerated Reader© (Advantage Learning’s reading management software) reading levels and Lexile ratings are correlated, and that regression analysis on published Accelerated Reader and Lexile reading levels produces a very similar conversion equation. * “Lexile” and “Lexile Framework” are trademarks of Metametrics, Inc. ©Advantage Learning Systems, Inc.

Descriptive/Figurative Text Feat – Literary Text Feat – Info Validity/Reliability

Aver 1 13 8 6 18 4 14 A 7 16 20 10 2 5 19 12 15 21 17 B 9 11

Context Clues Base/Affixes Antonym/Synonym Multiple Meaning Author’s Pur/Pers Aver 1 13 8 6 18 4 14 A 7 16 20 10 2 5 19 12 15 21 17 B 9 11

Aver 1 13 8 6 18 4 14 A 7 16 20 10 2 5 19 12 15 21

Main Idea Cause/Effect Text Structure Topic/Theme Compare/Contrast Story Structure

17 B 9 11

Tools Authors Use: Literary Devices and

Figurative Language

OnomatopoeiaOnomatopoeiaOnomatopoeiaOnomatopoeia

A single word that sounds like

the thing to which it refers

Six burgers were sizzling on

the grill.

Simile

A form of comparison in which

one thing is compared to

another unlike thing by using

the words “like” or “as”

My brother is as good

as gold.

PersonificationPersonificationPersonificationPersonification

Speaking of something that is

not human as if it had human

abilities and human reactions

My bed was calling me.

Metaphor

A form of comparison that

directly compares two unlike

things with the same quality

My baby sister is a doll.

HyperboleHyperboleHyperboleHyperbole

A great exaggeration used to

emphasize a point, and is

usually for expressive or

comic effect

An apple a day keeps the

doctor away.

Alliteration The repetition of a single letter

or in a combination of letters

She sells seashells by the

seashore.

Sensory Details

Touch

Taste

Sight

Smell

Sound

NGSSS Interim Assessment Test –Form B Item Analysis‐Grade5 Winter 2011 # Content Focus Genre Question Stem

Vocabulary 20 Analyze words in text Story Read this sentence. “INSERT SENTENCE”. What does the word _____ mean? 23 Affixes Story Read this sentence. “INSERT SENTENCE”. If base word means _____, what does base word + suffix

mean in the sentence above? 24 Antonyms Story Read this sentence. “INSERT SENTENCE”. Which word most nearly means the OPPOSITE of ____? 25 Multiple Meaning Story Read this sentence. “INSERT SENTENCE”. Which sentence uses the word ___ the same way as it is used

in the sentence above? 30 Synonym Poetry What does the word _____ mean? 36 Multiple Meaning Poetry Read these lines form the poem. “INSERT LINES” Which sentence uses the word ___ as used in the lines

above? 39 Context Clues Story Read these sentences. “INSERT SENTENCES”. What does the word ______ mean? 40 Synonyms Story Which two words from the passage have similar meanings? 41 Context Clues Story Read this sentence from the passage. “INSERT SENTENCE”. What does the ____ MOST nearly mean in

the sentence above? 43 Base words Story Read this sentence from the passage. “INSERT SENTENCE”. Which word has the SAME base word as

_______? 49 Multiple Meaning Article Read the sentence. “INSERT SENTENCE.” Which BEST defines ______ as it is used in the sentence? 55 Antonyms Article Read the sentence. “INSERT SENTENCE”. Which word is the OPPOSITE of ____ ? 62 Latin Roots Article Read the sentence. “INSERT SENTENCE.” The word ______ comes from the Latin root _____, which

MOST LIKELY means _______? 63 Affixes Article Read the quotation. “INSERT SENTENCE.” What does the suffix __ mean in _______? 65 Antonyms Article Read this sentence. “INSERT SENTENCE”. Which word most nearly means the OPPOSITE of ____?

Author’s Purpose/Perspective 4 Author’s purpose Lit. Nonfiction (Bio.) Why did the author include information about _____ and _____ ? 11 Author’s perspective Lit. Nonfiction (Bio.) With which statement about _____ would the author MOST LIKELY agree? 18 Author’s purpose Story Why does the author use (language) in the story? 38 Author’s purpose Story Why did the author write the story “______”? 48 Author’s Purpose Article Read the sentence from the article. “INSERT SENTENCE” Why did the author include this sentence?

Main Idea/Detail 2 Chronological Order Lit. Nonfiction (Bio.) Which event happens FIRST in the article? 5 Main Idea Lit. Nonfiction (Bio.) What is this article MOSTLY about? 6 Main Idea Lit. Nonfiction (Bio.) After reading the article, the reader knows that _____. 18 Relevant Supporting Details Article _______ are people who______. 22 Relevant Supporting Details Story There is enough information in the story to know that _____. 56 Relevant Supporting Details Article What is unique about ________? 61 Relevant Supporting Details Article Which ______ would most likely help _____?

MDCPS – Division of Language Arts/Reading, Winter 2011


Elements of Story Structure 17 Problem/conflict Story What is _____’s problem in the story?

21 Character Development Story _____ believes that _______ is _____ because _____.

31 Character Development Poetry How do _____’s actions change in the poem?

35 Plot Development Poem What happens to the _____ in the poem?

42 Plot development Story How does _______ help solve his Problem?

Cause & Effect 1 Effect Lit. Nonfiction (Bio.) What happened as a result of _____? 15 Cause Story Why does ______ wear___________ instead of ______? 34 Cause Poetry According to the poem, _____ can be changed by _____. 46 Effect Story The people of ______ bought ____ to help ______

Text Structure/Organizational Patterns 26 Text Structure Story How does the speaker MOSTLY explain the ____ of ____? 37 Text Structure Poetry Which stanza from the poem BEST describes the difficulties of seeing beneath the surface of the water? 44 Text Structure Story Which statement lets the reader know how the author organized the passage? 54 Text Structure Article Which statement lets the reader know how the author MAINLY organized the passage? 66 Text Structure Article The author organized ____ by_______.

Theme/Topic 12 Topic Lit. Nonfiction (Bio.) Which topic is cover in the biography? 27 Theme Story What is a positive result of the speaker seeing _____ in ____? 29 Topic Poetry What is the MAIN topic of the poem? 57 Theme Article What is a positive result of __________‘s work?

Compare/Contrast

7 Contrast Lit. Nonfiction (Bio.) How are _____‘s and _____ ‘s dreams DIFFERENT? 10 Compare Lit. Nonfiction (Bio.) How are the books _____ and _____ SIMILAR to_____ ? 14 Contrast Story How is the setting DIFFERENT at the beginning of the story?

16 Compare Story How are ____‘s feelings about each of _____ SIMILAR? 32 Compare Poetry Why is _____ compared to _____ ? 33 Contrast Poetry How does the setting change in the poem? 50 Compare Article Why does _____ compare _____ to _____?



Descriptive, Idiomatic & Figurative Language

19 Figurative Language Story Read the sentence. “INSERT SENTENCE.” The phrase, _____ from the sentence means _____.

58 Figurative Language Article Read the quotation. “INSERT SENTENCE.” The quotation is an example of _______.

59 Figurative Language Article Read the quotation. “INSERT SENTENCE.” The quotation is an example of _______. TEXT FEATURES in Literary Text

3 Text Features Lit. Non‐Fiction Bio. The photograph at the beginning of the biography is important because it _________.

8 Text Features Lit. Non‐Fiction Bio. What does the photograph of _____ help the reader understand?

13 Text Features Lit. Non‐Fiction Bio. Which sentence from the biography BEST describes the drawing?

28 Text Features Lit. Non‐Fiction Bio. Which Sentence from the passage BEST describes the illustration?

45 Text Features Story How does the illustration help the reader BETTER understand the information in the passage?

TEXT FEATURE in Informational Text

9 Locate, Interpret, Organize Lit. Nonfiction (Bio.) According to the photograph and the article, _____.

51 Locate, Interpret, Organize Article Based on the illustration and the article, _____.

52 Text Features Article What is the purpose of the photograph of the _____ ? Validity & Reliability

53 Validity & Reliability Article Which excerpt from the passage BEST emphasizes _______? 60 Validity & Reliability Article According to the information in the article, what is the MOST valid argument for _____? 64 Validity & Reliability Article Which statement BEST supports the idea that ______ have an enormous effect _______? 67 Validity & Reliability Article The information in the article could best be used for_____.


TEACHER-LED CENTER/ DIFFERENTIATED SMALL-GROUP PLAN: Grades: 3-5 Beginning Date _________________________

GUIDED READING/ COMPREHENSION STRATEGY LESSON SKILL-FOCUS LESSON BEFORE DURING AFTER Gr

oup:

____

____

_

• Phonics: FOCUS: _____________________#___

• Fluency FOCUS: _____________________#___

• Vocabulary FOCUS: _____________________#___

• Comprehension FOCUS: _____________________#___ Te

xt S

elect

ion:

Introduce Text/ Purpose • Activate Prior Knowledge • Build Background • Develop Key Vocabulary • Preview Text Features • Discuss Genre (Literary, Informational, Poetry) • Make Predictions • Retell or Summarize Previous Section

Read Text What How?

• Adjust Prediction • Clarify • Question • Visualize • Summarize

Sections • Assist Reader

• Shared • Echo • Buddy • Independent • Other *(No choral or round robin reading)

Closure/Revisit Text • Confirm/ Revise Prediction/ Discuss • Clarify/ Discuss • Question/ Discuss • Visualize/ Discuss • Summarize Whole Selection/ Discuss • Complete Graphic Organizer #___ • Written Response/ Share/ Revise • Address Ongoing/Primary Benchmarks • Return to Text for Minilesson

Grou

p:__

____

___

• Phonics:

FOCUS: _____________________#___ • Fluency

FOCUS: _____________________#___ • Vocabulary

FOCUS: _____________________#___ • Comprehension

FOCUS: _____________________#___ Text

Sele

ctio

n:

• Activate Prior Knowledge • Build Background • Develop Key Vocabulary • Preview Text Features • Discuss Genre (Literary, Informational, Poetry) • Make Predictions • Retell or Summarize Previous Section

What How? • Adjust Prediction • Clarify • Question • Visualize • Summarize



• Confirm/ Revise Prediction/ Discuss • Clarify/ Discuss • Question/ Discuss • Visualize/ Discuss • Summarize Whole Selection/ Discuss • Complete Graphic Organizer #___ • Written Response/ Share/ Revise • Address Ongoing/Primary Benchmarks • Return to Text for Minilesson

Grou

p:__

____

____

• Phonics:

FOCUS: _____________________#___ • Fluency



FOCUS: _____________________#___ Text

Sele

ctio

n:






Grou

p:__

____

___

• Phonics:

FOCUS: _____________________#___ • Fluency



FOCUS: _____________________#___ Text

Sele

ctio

n:






Phonics: 1. High Frequency Words Work 2. Word Family (Onset/Rime) Work 3. Making Words Focusing on Spelling Patterns 4. Word Sorts Focusing on Spelling Patterns 5. Affix Structures 6. Spectrum of a Word 7. Spot & Dot Multisyllabic Words 8. FCRR Activities

Fluency: 1. Rasinski 1st 100 Phrase List 2. Rasinski 2nd 100 Phrase List 3. Rasinski 3rd 100 Phrase List 4. Repeated Readings of Connected Text 5. FCRR Activities: Read/reread Common Syllables Read/reread Affixes 6. Quickreads 7. Reader’s Theater

Vocabulary: 1. CC = Context Clues Chart 2. B/A = Common Morpheme Chart, Spectrum of a Word 3. A/S = Concept Definition Map, Word Array 4. MM = Context Clues Chart, Multiple Meaning Graphic Organizer 5. Use Task Cards to Write Questions & Answers 6. Explicitly Teach Benchmark Vocabulary & Language

Comprehension: 1. AP/P: = Author’s Purpose Chart 2. MI = Two Column Notes, Main Idea Table, Gist, Summary Pyramid, Timeline, Sequence Chain, Powernotes 3. C/E = Two Column Chart, Cause/Effect Chain 4. TS = Text Structure Chart, One Sentence Summaries 5. T/T = Topic/ Theme Definitions 6. C/C = Venn Diagram, Content Frame 7. SS = Story Map, Story Arch, Author’s Toolbox for Brining a Character to Life, Somebody/Wanted/But/So, Split Open Mind, Turning Point Graphic 8. D/F = Mood Words, Tools Authors Use: Literary Devices & Figurative Language 9. TF/L = Text Features Chart 10. TF/I = Text Features Chart 11. V/R = Two Column Notes: Conclusion/Support 12. Use Task Cards to Write Questions & Answers

Understanding Validity & Reliability Chart

Conclusion

Support OR

Evidence

For what can this information BEST be used?

OR How does the information

help the reader?

MDCPS – Division of Language Arts/Reading, Feb 2011

FCAT 2.0 Elementary Vocabulary Other Ways to Say . . .

Curriculum & Instruction‐Division of Language Arts/Reading, December 2010

Vocabulary

(LA.3-5.1.6.3, 1.6.7, 1.6.8, 1.6.9) same base word opposite root mean Latin root phrase Greek root describe prefix why use suffix feeling created pair character doing when

Author’s Purpose/Perspective (LA.3-5. 1.7.2)

Perspective Purpose mean mean purpose most likely describe persuade most important explain inform agree give facts entertain statement demonstrate show excerpt teach compare author story passage thinks article poem in order

Main Idea (LA.3-5.1.7.3)

Main Idea

summary lesson retell moral portion passage good title essential message primary topic central idea most important

Relevant Details

relevant details support idea which what when where

Conclusions Inferences

conclusions imply infer might happen if

Chronological Order

just before between right after events (leading up to)

first steps to last portion

Cause/Effect (LA.3-5.1.7.4)

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

Text Structure/Organizational Patterns (LA.3-5.1.7.5)

description mostly explain compare/contrast list sequence problem/solution argument/support cause/effect author includes begins repeats ends better understand easier organize

passage /story article/flyer biography poem(s) statement heading section

Theme/Topic (LA.3-5.1.7.6)

Theme Topic theme topic main main lesson covered learned subject positive support result information

FCAT 2.0 Elementary Vocabulary Other Ways to Say . . .

Curriculum & Instruction‐Division of Language Arts/Reading, December 2010

Compare/ Contrast (LA.3-5.1.7.7)

Compare Contrast

alike similar similarities both common compare

different difference(s)

change before/after beginning end

Elements of Story Structure (LA.3-5.2.1.2)

Plot Development Character Development Point of View

MAIN problem problem resolution solved/resolved lead to indicates events plans face (verb) indicates setting

describe character bother feels change attitude opinion

Descriptive, Idiomatic & Figurative Language

(LA.3-5.2.1.7) Descriptive Language Figurative Language mood (weariness, gloomy) simile feeling metaphor create personification imagery characteristic sensory details describe setting compare alliteration mean applies hyperbole

Text Features in Literary Text (LA.3-5.2.2.1)

illustration purpose to show section titled important passage likely to find

Locate/Interpret/Organize Information & Text Features

in Informational Text (LA.3-5.6.1.1)

titles bullets subtitles footnotes heading lines subheadings numbers charts check marks graphs tell diagrams located illustrations better understand captions maps purpose keys/legends listed text boxes located

Validity & Reliability (LA.5.6.2.2)

titles subtitles captions maps keys/legends stanzas

*Grade 5 only

supports sound greatest benefit argument evidence reasons behind credible reliable MOST VALID dependable convincing BEST be used

Understanding Literary Devices LA.3-5.2.1.7 Identify and explain an author’s use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects.

See It! Name It! Explain It!

Scoring with Reciprocal Teaching

Title: Predict Use your head to think about the title and the pictures. What do you think the passage will be about?

Preview the text features (circle the ones you find) and use it to help make your prediction.

Text Features: I predict this story /article /poem (circle) is going to be about… Title _______________________________________________________________________ Subtitle/ Headings Illustration/Drawing _______________________________________________________________________ Photograph/ Picture Caption ______________________________________________________________________ Map Chart Revised prediction…________________________________________________ Graph Diagram ______________________________________________________________________ Bold Words Footnote _______________________________________________________________________ _______________________________________________________________________

Clarify Are you confused? Is there a word or phrase you don’t understand?

Are you pronouncing the word correctly? Sound it out again by chunking. Use words parts to help you figure out the meaning. Reread the whole sentence and use the context clues to help you figure out the meaning. Watch out for multiple meaning words. Analyze those context clues AGAIN! Find the sentence in the passage and reread the whole paragraph.

Words/ Phrases

I’m Confused About Meaning Hint/ Clues

that MAY Help Me

Context Clues:

• Definition • Synonym or

Restatement • Antonym or Contrast • Comparison • Example • List or Series • Cause & Effect • Description or

Inference Word Parts:

• Prefix • Suffix • Base Words • Root Words

Multiple Meanings

Visualize What are the play-by-play moves going on in your head?

What exactly do you see? (Quick sketch or bullet some words & phrases as notes.)

Completed: Whole Group Small Group

Partner Independent

(circle)

M-DCPS Division of Language Arts/Reading, Revised Feb. 2011

Question

Benchmarks: 1: Vocabulary

• Context • Basewords • Affixes • Roots (Gr. 5) • Antonyms • Synonyms • Multiple Meanings • Analyzing Words in

Text 2: Reading Application • Author’s Purpose • Author’s Perspective • Main Idea • Relevant Details • Conclusions/

Inferences • Chronological Order • Cause/Effect • Text Structure • Theme/Topic • Compare/Contrast

3. Literary Analysis • Plot Development • Character

Development • Character Point of

View • Setting • Problem/Solution • Descriptive Language • Figurative Language • Text Features

4. Informational Text/ Research Process

• Text Features • Locate, Interpret,

Organize Information • Validity & Reliability

Topic: Theme: Main Idea: What is it MOSTLY about?

Author’s Intent: (circle ONE)

Author’s Purpose: (Intent + Main Idea)

Author’s Perspective What is the author’s feelings/ thinking about the topic?_________

What is the proof/ evidence? • ________________ • ________________ • ________________ • ________________

What else would the author read about the topic?

Text Features: How do these Title help me? Subtitle/ Headings Illustration/Drawing Photograph/Picture Caption Map Chart Graph Diagram Bold Words Footnote

Question 1/ Benchmark:________________

Answer 1:


Answer 2:


Answer 3:

Summarize Look for clue words/ phrases to find the text structure. Text Structure: (circle)

Descriptive Problem/Solution

Chronological Order Compare/Contrast

Cause/Effect Argument/Support

Description: A is a kind of that . . . . Problem/Solution: wanted . . . but . . . so . . . . Sequence: begins with . . . continues with . . . and ends with… Compare/Contrast: X and Y are similar in that they both . . . but X . . . while Y . . . . Cause/Effect: happens because . . . OR causes . . . . Argument/Support: _(Evidence/information)_ from the article supports the conclusion that __________. OR The greatest benefit of _______ is… Write a summary: ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________

M-DCPS Division of Language Arts/Reading, Revised Feb. 2011

The Sausage A Folk Tale from Sweden

An old man and woman lived near a forest. Everyday the forest waited for the old man to start work with open arms. One day, the man was out working in the forest. The old woman heard a knock on the door. When she opened the door, she saw the most beautiful lady she had ever seen. The lady’s blue dress was made from silk as fine as a spider web. Her jewels were like stars. Behind her stood a great carriage pulled by four elegant white horses. The old woman curtseyed as low as she could and asked, “How can I help you?” The fine lady said, “I would like to borrow your best frying pan. My daughter is about to be married, and my servants need to prepare lots of food for the guests.” “I’d be glad to loan you my pan, “said the old woman. She gave it to her, and the fine lady went away. Two days later, the fine lady returned. The old woman was alone again. When the lady gave her back her pan, she said, “To pay you for the kind loan of your pan, I will give you three wishes.” Then the lady disappeared. The old woman didn’t even have time to thank her or ask her name. But her thoughts quickly turned to her three wishes. She began to daydream about what she and her husband might wish for. Certainly, she thought, they should wish for the biggest, nicest farm in the neighborhood. And they should also wish for a big box of money. The old woman shivered with joy at what their neighbors would think of them. However, her eyes fell on the almost bare cupboard in her little kitchen. It seemed to laugh at the old woman. She knew her husband would be home soon, and there was little to offer him for dinner. There was only a stale crust of bread, like a stick of wood, and some sour milk. The old woman remembered a large, juicy sausage she had seen in her neighbor’s kitchen earlier that day. She thought about her poor husband, working like an ox in

the forest. “Oh,” she said, “I wish I had that sausage right here, so I could fix it for my husband when he comes home.” In the twinkling of an eye, her neighbor’s sausage appeared on her kitchen table. She was just about to put the sausage in her frying pan when her husband came in the cottage. “Look,” she cried, “at this delicious sausage! A lady borrowed my frying pan the other day. When she returned it, she gave me three wishes. Now you much help me think of things to wish for because you are so clever. I know what she said is true because this sausage appeared on the table the moment I wished for it.” Her husband looked very angry. “Are you telling me that you wished for a sausage, when you could have wished for anything in the world?” he cried. I wish that sausage was stuck on your nose for making such a silly wish.” In an instant, the sausage was sticking out of the old woman’s face, where her nose had been. She began to scream and pull at the sausage. But the harder she pulled the more stuck it became. The woman didn’t know what to do. She sobbed uncontrollably. Between her sobs she said, “You say that I made a silly wish. I only wanted to give you something nice for dinner. Now look what your wish has done!” With a groan, the husband tried to pull the sausage off his wife’s face. But it was no use. They could not budge the sausage. At the same time, they realized that they had one wish left. What should they wish for? They could still have a nice farm or a big box of money. But what good would those things be if the wife had a big, juicy sausage instead of a nose? Now the man was crying too about what he had done in wishing the sausage on his wife’s face. He took his wife’s hand and said softly, “I wish that sausage were off your face, and you had your old nose back.” Faster than you could snap your fingers, the sausage was gone. The wife carefully felt her nose and breathed a huge sigh of relief. They both felt so happy that they forgot all about how poor and hungry they were.

1Division of Language Arts/Reading, Updated December 2010

VOCABULARY (LA.3-5.1.6.3, 1.6.7, 1.6.8, 1.6.9)

Context Read this sentence from the passage.

Copy sentence or phrase from passage here. What does the word mean? When (phrase containing assessed word) , it meant __________ .

Synonyms/Antonyms What word means the SAME as . Choose the word that means the OPPOSITE of .

Affixes/Base Words or Root Words Which word has the same base word as ? If (base word) means , what does base word + affix mean? Based on the prefix and base word what does______ mean? Which word has the SAME root as ?(grade 5 only) The origin of the word ++ is the Latin root meaning

to____. What does ++ mean?( grade 5 only) Multiple Meaning

Which sentence below uses the word the same way as the story/article?

Which sentence uses the word the same as it is used in the sentence above?

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

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

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

Why did the author write the article?

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

Why did the authors of and write these stories/articles? Author’s Perspective

What does the author mean when he/she writes ?

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

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

With which statement would the author most likely agree?

Explain what the author thinks is most important about .

MAIN IDEA (LA.3-5.1.7.3)

What is the MAIN IDEA of this story/passage/article? What is the most important lesson learns in the

story/passage? Why do you think this story/article has the title “ ”? What would be another good title for this story? Which sentence best tells what the passage is about? What is the essential message in the story/article? Which sentence from the article tells the author’s main message What is the primary topic of the article?

Which sentence gives the best summary? Which accomplishment/idea is the most valuable? Which statement best describes the lesson/moral of this

story?

CHRONOLOGICAL ORDER (LA.3-5.1.7.3)

What happened just BEFORE/AFTER ? What happened first, last, etc. …? What happens AFTER but BEFORE ? What happened between and ? What is the first step in ? Retell the events leading up to/following _______. Explain the steps for _______ and the reasons why.

According to the article, what happened first?


CAUSE & EFFECT (LA.3-5.1.7.4)

Cause What caused to ? What are the events that caused ? Why does a character (take a particular action) ? Why does decide to ? probably chooses over _____

because _______.

Effect What might happen if ? What were the results of (an event or action)? What effect did have on ? What is the effect of ?

RELEVANT SUPPORTING DETAILS (LA.3-5.1.7.3)

Which is a way to improve ? At the end of the story, where does go? Which detail from the article helps show how _______? Other relevant detail questions begin with:

o How? o What happened? o What caused?

******************************************************************* How does support the idea that

? Why does offer to

?

TEXT STRUCTURES/ ORGANIZATIONAL PATTERNS

(LA.3-5.1.7.5) *Identify the text structure an author uses and explain how it impacts meaning. (e.g., compare/contrast, cause/effect, chronological order, description)

Text Structure What information can be found under the

heading ? How does the author help readers BETTER unders

tand

? to make the information in Explain what the author does

easier to understand. How does the author mostly explain ?

aniz

Org ational Patterns The author organized the section to ______.

ts the reader know how the

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

e

Which statement below leauthor organized the passage?

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

hy d id the author include the description of ___ in tharticle/story? W

THEME/ TOPIC (LA.3-5.1.7.6)

* Identify themes or topics within a variety of text. Topic

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

Explain the topic of this passage.

Theme What is a positive result of in the passage?

What is the best lesson that can be learned from this

passage?

What is the theme of this passage?


NTRAST

C

COMPARE/ CO(LA.3-5.1.7.7)

ompare

How are and ALIKE? What are the SIMILARITIES between and ? What is the author comparing in the sentence above? Before and both . What do ___ and ___ have in common? How is both SIMILAR to and DIFFERENT

from ?

Contrast

How is DIFFERENT from ? What is one DIFFERENCE between and ? How is similar/ dissimilar to ? What are the DIFFERENCES between ____ and ____? How is the information in DIFFERENT

from ? How do change from BEFORE to

AFTER ? What advantage does _____ have over _____?

ELEMENTS OF STORY STRUCTURE (LA.3-5.2.1.2)

Plot Development/Problem/Resolution

What is the MAIN problem in the story? What problem did the character face? What happens when the character has a problem? How is the problem solved in the story? What in the story indicates that the problem is solved? What events lead to the resolution of the problem in

the story? _________ plans to by .

Character Development

What word/words best describe the character? Explain why the character is happy/sad? What happens that causes the character to change

from the beginning to the end of the story? Character Point of View

What is it about that bothers the character?

______’s attitude about ‘s opinion is _______. Which sentence first lets the reader know how the

character feels about______ _? DESCRIPTIVE, IDIOMATIC &

FIGURATIVE LANGUAGE (LA.3-5.2.1.7)

Descriptive Language What mood does the author create writing ? What mood does the author create by using the phrase

_____? Explain how an author creates a mood of .

(weariness/excitement/hopefulness) Figurative Language

How is the author comparing _____ to _____? Read the sentence from the passage.

Copy sentence that has figurative language. What characteristic applies to _______ and _______?

Why does the author compare (something) to (someone)?

What does it mean to ________? (Interpret an idiom in context)

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

author repeat ____________?

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

TEXT FEATURES In Literary Text (LA.3-5.2.2.1)

Which sentence from the story best describes the

illustration on page ___? The purpose of the illustration on page , is to

show the reader .

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

The illustrations are important to the passage because they .


LOCATE /INTERPRET /ORGANIZE

& TEXT FEATURES in Informational Text

INFORMATION

(LA.3-5.6.1.1)

Locate/Interpret/Organize Information

By reading the article and looking at the map, you can tell that and are located .

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

res

Text Featu

Under which heading would you MOST LIKELY find information on ?

Why are there lines and numbers on the picture of ?

r the word _____ _

How does the footnote fo help the

he reader better understand the information in the passage?

What is the purpose of the check marks used in tsection ? What is the purpose of the subheadings listed under

? What is th

beginning/

VALIDITY & RELIABILITY

cle best be

in

e purpose of the illustration at the end of the article?

(LA.5.6.2.2) *Grade 5 only

For what could the information in the arti

used?

What does the author use to support the

information the article?

What infor conclusio

mation from the article supports the n that ?

or’s opinion that

What are the reasons behind the auth

?

ID

Documents

Division of Language Arts/Reading February 18, 2011languageartsreading.dadeschools.net/pdf/ProfessionalDevelopment/2010... · Mood: The feeling or atmosphere the writer creates for