Grade 7 TEXT INTRODUCTIONS AND PROCEDURES

Sharing background knowledge: • Read the title and the text prompt. • Students talk in pairs or triads. Then follow up with a whole

class/group discussion. • Keep the sharing to less than 20 minutes.

After sharing: • Teacher reads the questions on the student response sheet

aloud to the group. Text Prompts: Ancient Olympics* This text is about extreme sports in ancient Olympics. Based on the title and your background knowledge, what are you wondering or thinking about? What do you know about the Olympics and extreme sports? Why are some sports called extreme? Egypt’s Extraordinary Female Pharaoh* This text is about a female pharaoh in ancient Egypt. Based on the title and your background knowledge, what are you wondering or thinking about? What do you know about ancient Egypt and its Pharaohs? The Tanning Debate* This text is about tanning and whether or not it is good for you. Based on the title and your background knowledge, what are you wondering or thinking about? What do you know about tanning and sun exposure? Let’s Dance!* This text is about Aboriginal dances, both traditional and modern. Based on the title and your background knowledge, what are you wondering or thinking about? What do you know about Aboriginal dances? *After the text prompt discussion, remind students who have significant background knowledge on a topic to reference the information in THIS text when answering the assessment questions.

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Let’s Dance! Selection 4 *All over the world, people dance in times of celebration and to have fun. Dancing is an important part of Aboriginal cultures. Dances are used to communicate with the spirit world. They can bring healing and good luck. Dances are also used to tell traditional stories. They are symbols of tradition and pride. Some dances are sacred, such as the Sun Dance performed by several First Nations peoples, including the Cree and Siksika. Only people who are involved in this ceremony may see this dance. Hoop Dance Have you ever tried to hula hoop? If so, you’ll probably agree that it’s not easy. Now, imagine balancing 25 hoops. Believe it or not, some hoop dancers can do this! Hoop dancing is a First Nations dance. Dancers move the hoops with their arms, legs, and torsos. The patterns made with the hoops often look like symbols or animals as dancers tell stories using both the hoops and movement.*

Let's Dance by Jessica Athlueetuk © Rubicon Publishing Inc., 2012 (Student copy for Oral Running Record)

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Oral Running Record

Name ____________________ Date ___________ Grade 7

Before starting tell the student: While you are reading this, be aware of any strategies you use. I will be asking you to tell me about them when you are done reading.

Word Count: 157 Let's Dance by Jessica Athlueetuk © Rubicon Publishing Inc., 2012

Let’s Dance! Selection 4 Errors SC

*All over the world, people dance in times of celebration and to have

fun. Dancing is an important part of Aboriginal cultures. Dances are

used to communicate with the spirit world. They can bring healing

and good luck. Dances are also used to tell traditional stories. They

are symbols of tradition and pride.

Some dances are sacred, such as the Sun Dance performed by

several First Nations peoples, including the Cree and Siksika. Only

people who are involved in this ceremony may see this dance.

Hoop Dance

Have you ever tried to hula hoop? If so, you’ll probably agree that it’s

not easy. Now, imagine balancing 25 hoops. Believe it or not, some

hoop dancers can do this!

Hoop dancing is a First Nations dance. Dancers move the hoops with

their arms, legs, and torsos. The patterns made with the hoops often

look like symbols or animals as dancers tell stories using both the

hoops and movement.

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Oral Reading Assessment Summary Sheet

Name __________________ Date __________ Grade ___ Selection ___

Circle the percentage and miscues.

Accuracy Independent (98-100%)

Instructional (95-97%)

Frustration (<95%) (use lower level text)

Percentage 100 99 98 97 96 95 94 93 92

Miscues 0 1-2 3 4-5 6 7-8 9 10-11 12-13

Strategy Use: Make a note if student pauses while reading. After reading, ask “When you paused here, what were you thinking?” (Teacher checks appropriate boxes below and/or writes notes.) Note: Proficient readers may not pause and strategy use may be subconscious. You do not need to do a running record on these students after the first diagnostic assessment. Learning to Read Strategies: I stop when meaning is lost I stop when it doesn’t sound right I stop when it doesn’t look right I look for little words inside bigger words I look for chunks I know I reread I skip, read on, and then go back I self-correct _________________________ _________________________

Reading Comprehension Strategies: I think about what I already know (Access Background Knowledge) I make connections I make a picture in my head (Visualize) I ask questions I find the important ideas I read between the lines (Infer) I change my thinking (Synthesize) I use text features _________________________

Teacher Notes: ______________________________________________________________________________

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Fluency halting

phrasing often not in meaningful groups; word-by-word

careful

phrasing for meaning is inconsistent

fluent

mix of short and longer phrases; uses punctuation

expressive

longer phrases; consistent use of punctuation

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Let’s Dance Selection 4 *All over the world, people dance in times of celebration and to have fun. Dancing is an important part of Aboriginal cultures. Dances are used to communicate with the spirit world. They can bring healing and good luck. Dances are also used to tell traditional stories. They are symbols of tradition and pride. Some dances are sacred, such as the Sun Dance performed by several First Nations peoples, including the Cree and Siksika. Only people who are involved in this ceremony may see this dance.

Hoop Dance Have you ever tried to hula hoop? If so, you’ll probably agree that it’s not easy. Now, imagine balancing 25 hoops. Believe it or not, some hoop dancers can do this! Hoop dancing is a First Nations dance. Dancers move the hoops with their arms, legs, and torsos. The patterns made with the hoops often look like symbols or animals as dancers tell stories using both the hoops and movement. * Hoop dancers wear colourful regalia. This might include ribbon shirts or pants, aprons, and moccasins with beautiful beadwork. Sometimes, they also wear headbands or headdresses.

Grass Dance The grass dance is a dance performed by many First Nations, although it is believed to have started with the northern Plains peoples. Some believe the dance began when scouts were preparing an area for a meeting or new camp, while others tell stories of a boy who could not walk. He was given the gift of dance through the first grass dance. Regalia worn for grass dances is quite different from that worn in other dances. Dancers wear a headdress called a roach, which is often made of porcupine hair and deer tail. The dancers’ clothing is covered in layers of fringes made of ribbon and yarn that sway like long grass during the dance. Ankle bells help dancers keep time to the music.

Let's Dance by Jessica Athlueetuk © Rubicon Publishing Inc., 2012

Photo SD22

Photo of a roach headdress by Ryan Bajan of R&L Roaches

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Jingle Dress Dance The jingle dress dance is believed to have come from the Abishnaabek. The most common story tells of a man who had a sick daughter. The man dreamed of the dress, and when his daughter danced in the jingle dress, she was healed. The jingle dress dance was once reserved for sacred healing ceremonies. In modern times, it is often performed at powwows. The jingle dress is covered in shells or metal cones that make a jingling sound when the dancer moves. Dancers often carry a fan made of eagle feathers. They may also wear a feather headpiece.

Modern Dance Traditional dances are still an important part of Aboriginal culture. However, there are also many modern Aboriginal dancers who do everything from lyrical to hip hop. Rulan Tangen Rulan Tangen’s mixed (Métis) cultural heritage includes First Nations of Papanga, Kainai, Hunka Lakota, Norweigian and French. She dances ballet, modern and traditional dances. Rulan is the director and choreographer for a contemporary dance company. It is called Dancing Earth. She also runs dance workshops for youth. She hopes to encourage young people to explore dancing.

Let's Dance by Jessica Athlueetuk © Rubicon Publishing Inc., 2012

Jingle Dress Dancer Photo Permission: Randi Robins

Photo: Joe McNally, of Rulan Tangen Permission: Rulan Tangen for Dancing Earth

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Let’s Dance!: STUDENT RESPONSE SHEET

Name ________________________ Date _______________ READ THE ENTIRE TEXT. THEN DO YOUR ANSWERS. 1. Using information from the section Grass Dance, give the main idea in your own words. Find 3 or more important details that support the main idea.

2. Use your own words to explain what you think the underlined words mean in this text. regalia- roach- reserved-

Main Idea (in your own words)

Supporting Details (from text) •

•

•

•

•

Not Yet Meeting Minimally Moderately Fully Meeting Exceeding 1. Main idea and supporting details

-no main idea -details are missing or incorrect

-finds part of the main idea -identifies few relevant details

-finds main idea; states in own words -identifies 3 relevant details

-finds main idea; states in own words -identifies many relevant details; all of which are from the specified section

Not Yet Meeting Minimally Moderately Fully Meeting Exceeding 2. Word skills -definitions are

incorrect in this context

- definitions are mostly vague or incorrect in this context - student may use this word in a sentence

-definitions are mostly clear and correct in this context

-definitions are well-explained and correct in this context

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3. Explain a connection you made between this text and what you already know about this topic (text-to-self, text-to-text or text-to-world).

4. Why do you think the hoop dancers represent animals in their dances? Explain your thinking using information from the text.

5. What do you think the author really wants you to know about this text? Explain why you think this.

Not Yet Meeting Minimally Moderately Fully Meeting Exceeding 3. Connecting -unable to make a

connection to this text -makes a vague connection to this text

-explains a relevant connection to this text

-clearly explains a deep, relevant connection to this text

Not Yet Meeting Minimally Moderately Fully Meeting Exceeding 4. Inferring -unable to infer or

inference(s) is illogical - inference(s) is basic - lacks evidence from the text

-inference(s) is logical and supported with some evidence from the text

- inference(s) is insightful and supported with specific evidence from the text

Not Yet Meeting Minimally Moderately Fully Meeting Exceeding 5. Critical Literacy

-response illogical or not related to text

-literal response; lacks insight -no explanation

-response is beyond the text; shows some insight -limited explanation

-response links to bigger ideas/issues; insightful interpretation -detailed explanation

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Answer Key with Sample Student Responses Let’s Dance Grade: 7 Selection: 4

1. Using information from the section Grass Dance, give the main idea. Find 3 or more important details that support the main idea in your own words.

Grade 7: Selection 1 Question 1

Not Yet Meeting

Minimally Moderately Fully Meeting Exceeding

Main idea danceing dancers

I think the main idea is to tell stories

A Dance that First Nations perform.

A type of dance the first nation’s preformed.

The grass dance is another First Nations dance with it’s own unique storys and clothing.

Supporting details

- theres alot of diffent dance in The Aboriginal cultures like - hoop dance - grass dance - jingle dress dance - modern dance and Rulan Tangen

others – tell stories about a boy that can not walk but can dance

- Some people believe northern Plains created it. - FN’s say they started it - FN’s say a little boy that couldn’t walk was given the gift of dance - They wear roachs

- might have started in the northern plain’s - some think the dance started when scouts got an area ready for a meeting - some people tell stories of a boy who could not walk - they wore special clothes while preforming this dance

- Most first nations do the grass dance - the first nations believe that the grass dance was started by the northern plains people - in the grass dance people wore a headdress that was made of porcupine hair and they also wore fringed ribbon and yarn that swayed like grass. - the people also wore bells on their ankles to keep a writhim to the dance

2. Use your own words to explain what you think the underlined words mean in this text.

Grade 7: Selection 1 Question 2 Word Skills

Not Yet Meeting

Minimally Moderately Fully Meeting Exceeding

regalia a hea dress different kinds of clothing

it means clothing or decorations

Something that is worn, perhaps for a special purpose.

I think it means first nations clothes of their special costume for dancing and ceremonies.

roach on top of their head

it is like a hat

a aboriginal head dress

a headdress made of hair from porcupines and deer

a headdress that dancers wear that is often made of porcupine hair and deer tail.

reserved means sacred healing ceremonies

he reserved a table at a restaurant

to keep on hold until further use

to be saved for someone or something special

Only used for special occasions like ceremonies or powwows.

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3. Explain a connection you made between this text and what you already know about this topic (text-to-self, text-to-text or text-to-world).

Grade 7: Selection 1 Question 3

Not Yet Meeting

Minimally Moderately Fully Meeting Exceeding

Connecting I seen a coyote last week in a feeld on the way to home

we did hoop danceing in the gym one year

I’ve read about hoop dancing online before and some of my family members have told me stories about it.

The dances reminded me of coles dances in touching spirit bear. in the book the dances also had stories behind them.

One year my class did hoop dancing for PE. It was very challenging and fun. We only got up to 3 hoops each but it was still pretty hard.

4. Why do you think the hoop dancers represent animals in their dances? Explain your thinking using information from the text.

Grade 7 Selection 1 Question 4

Not Yet Meeting

Minimally Moderately Fully Meeting Exceeding

Inferring Yes, they make animal shapes with the hoops.

because animals are a part of life.

the reason i think is because to lots of people animals are kind of like gods and they all have a story to tell.

Animals are very close to Aboriginal culture, like eagles and wolves. Also animals are shown in hoop dances to tell stories, animal shapes and movement are used in these stories.

Hoop Dancing Paragraph 2, Sentence 2 states patterns look like animals to tell stories. So I think animals are very important to their culture, so they respect the animals by honouring them with dances.

5. What do you think the author really wants you to know about this text? Explain why you think this.

Grade 7 Selection 1 Question 5

Not Yet Meeting

Minimally Moderately Fully Meeting Exceeding

Critical Literacy

you should try them sometime

the author wants you to know about why the first nations do these dances and why they are all made of stories

I think he/she is telling me about the variety of aboriginal dances and why they are used. Author is also telling me what they do in those dances and what they wear.

I think they want to tell us that there are many different aboriginal dances and they are used for different reasons and very cultural. I think this because each paragraph told me about a different aboriginal dance and what it was used for. I am basing my thinking off of what I thought was the main idea.

There is different ways to express yourself and dance is one of them. It is a special thing to aboriginal people. It’s not only for fun but a way of telling your life, things that you have learned. It is a gift so we need to embrace it.

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GRADE 7 RUBRIC: READING FOR INFORMATION Name ____________________ Term 1 Date: __________ Term 2 Date: __________ Term 3 Date: ___________

Selection _________ Selection __________ Selection __________ Not Yet

Meeting Minimally Moderately Fully Meeting Exceeding

1. Main idea and supporting details

no main idea

details are missing or incorrect

finds part of the main idea

identifies few relevant details

finds main idea; states in own words

identifies 3 relevant details

finds main idea; states in own words

identifies many relevant details; all of which are from the specified section

2. Word skills definitions are incorrect in any context

definitions are mostly vague or incorrect in this context

student may use the word in a sentence

definitions are mostly clear and correct in this context

definitions are well-explained and correct in this context

3. Connecting unable to make a connection to this text

makes a vague connection to this text

explains a relevant connection to this text

clearly explains a deep, relevant connection to this text

4. Inferring unable to infer or inference(s) is illogical

inference(s) is basic

lacks evidence from the text

inference(s) is logical and supported with some evidence from the text

inference(s) is insightful and supported with specific evidence from the text

5. Critical Literacy

response is illogical or not related to text

literal response; lacks insight

no explanation

response is beyond the text; shows some insight

limited explanation

response links to bigger ideas/issues; insightful interpretation

detailed explanation

Overall Assessment

Not Meeting

Minimal

Moderate

Fully

Exceeding

Implications for Teaching:

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GRADE 7 PLANNING SHEET Date__________________________ Category Fully Meeting INSTRUCTIONAL PLANS FOR THE CLASS, SMALL GROUP, OR

INDIVIDUAL 1. Main idea and supporting details

- finds main idea; states in own words - identifies 3 relevant details

2. Word skills - definitions are mostly clear and correct in this context

3. Connecting - explains a relevant connection to this text

4. Inferring -inference(s) is logical and supported with some evidence from the text

5. Critical Literacy

- response is beyond the text; shows some insight - limited explanation

Other implications for teaching

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