cfa 2.0 design template for 3-5 tanner williams elementary...

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© 2015 Corwin. Permission to copy CFA 2.0 design template for school and district use only. Revised by MM 6/2016

CFA 2.0 Design Template for 3-5 Tanner Williams Elementary School

Grade and Content Area

4th Grade Reading

Time Frame (Unit + Bridge*) *Remember Bridge Days are days built in to remediate.

August 15th – September 2nd; Bridge days September 6th & 7th

Priority Standards

RL 4.2 Determine a theme of a story, drama, or poem from details in a text; summarize the text. RI 4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

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Supporting Standards

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.3 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). RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a Grade 4 topic or subject area.

Other Standards RF.4.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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Priority Standards (Unwrapped) Capitalize and Bold: VERBS/SKILLS Underline: Nouns/Concepts

RL 4.2 DETERMINE a theme of a story, drama, or poem from details in a text; SUMMARIZE the text. RI 4.2 DETERMINE the main idea of a text and EXPLAIN how it is supported by key details; SUMMARIZE the text.

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“Unwrapped” Priority Standards: Concepts

“Unwrapped” Priority Standards: SKILLS

Levels of Cognitive Rigor

Bloom’s (1-6) DOK (1-4) Find a theme of a story, drama, or poem from details in a text

DETERMINE

Apply 2

Summarize a text

SUMMARIZE Comprehend 2

Key Ideas

EXPLAIN Comprehend 2

Main Idea

DETERMINE Apply 2

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Big Ideas for the Unit (This helps me….)

Using details from a text will help me to determine the theme of a story. Summarizing text will help me to comprehend the story. Finding key ideas in a story will help me to support and explain the main idea of a story.

STUDENT SUCCESS CRITERIA Essential Questions

Respond correctly with your Big Ideas to the unit’s Essential Questions:

“Unwrapped” Priority Standards Demonstrate your ability to do each of the following;

written in a student friendly manner(one idea is to write as “I Can” statements)

Unit Vocabulary Define and use these unit vocabulary terms

appropriately:

How can details help to determine the theme of a story?

I can determine the theme of a story. • theme • summarize • main idea • explain • support • determine • key ideas

How can I summarize a story to help me comprehend it?

I can summarize a story.

How do you locate key ideas in a story?

I can find key ideas in a story and use them to explain and support the main idea.

How could you explain and support the main idea of a story using key ideas?

I can explain and support the main idea of a story.

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QUICK PROGRESS CHECKS MATCHED TO LEARNING PROGRESSIONS

SKILLS

Enabling Knowledge “I CAN”

Activities (List activities that will be

done during learning progressions.)

Quick Progress Checks (List activities that will be done to assess progress.)

DETERMINE I can determine the theme of a story TW model how to find theme by reading stories to students and discussing the theme. TW provide guided practice with students as they read paragraphs/passages and have to choose the correct theme. TSW read text together and SW independently identify the theme. SW independently read a text and determine the theme.

T will read a short paragraph with S. T will display a T chart with two options for the theme. S will place their name under their choice for the correct theme of the passage.

SUMMARIZE I can summarize a story TW model how to summarize a story by reading a story and summarizing it. TW provide guided practice by reading a story with them and having students choose the correct summary and explaining why the wrong summaries are incorrect. SW independently choose a

T will read a short paragraph with S. T will display a T chart with two options for a summary of the story. S will place their name under their choice for the correct summary of the paragraph.

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correct summary from a story read with the T. SW independently read a story and provide a correct summary of the story.

DETERMINE I can determine key ideas in a story TW model finding key ideas by reading a story with S, stopping to highlight key ideas. SW read a story and T will give them a list of ideas from the story, S will have to choose the key ideas. SW create a multi-fold on a story that they are independently reading and each fold will have a key idea from the story.

T will read a story with S. S will be given a slip of paper with a list of ideas from the story. S will highlight the key ideas and turn in their slip of paper.

Explain I can explain the main idea of a story

TW model finding the main idea of a story by reading stories with the S and modeling finding main idea using key ideas to support it. TW provide guided practice by reading a story with S and providing S with a list of key ideas and S will determine the main idea. SW independently read a story and explain the main idea and how the key details of the story support the main idea.

T and S will read a story together. TW post 3 main ideas on a chart and S will place their name under their correct choice for the main idea of the story.

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POST CFA ASSESSMENT: Directions: Read each passage and answer the questions that follow.

(Priority RL 4.2 Ri 4.2 Supporting RL 4.1, 4.3 Ri 4.1, 4.3)

Passage Number 1

Brainy Birds By Cynthia Berger

What's the world's smartest bird? Most scientists say it's the common raven. One sign of ravens' brain power is their adaptability. That means that they can change their behavior to solve new problems.

For example, if they can't find one kind of favorite food, they learn to eat something else. In fact, they eat almost any food they can get their beaks on. Their foods include small animals, fruit, seeds, eggs, garbage, and dead meat. And because they eat so many different foods, they can live in lots of different places around the world: deserts, mountains, forests, cities, and even the cold Arctic.

The size of a raven's brain may help explain why the bird is so smart. It has a large brain compared to its body size. For example, a chicken weighs twice as much as a raven. But its brain is only one fifth as heavy as the raven's brain.

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Quork-quork-quork! Oo-oo. Rap-rap-rap. Kek-kek-kek. Honk honk! Ravens make lots of different sounds. Scientists have counted as many as 80 different sounds. Ravens can copy sounds, too. One raven learned to imitate all the dogs in a neighborhood. They can also imitate other kinds of birds, the sound of falling water, human speech, motorcycles, and even the ringing of the bell on an ice cream truck. Copying sounds may not be a sign of smarts, but it sure makes ravens interesting to have around!

Ravens play more than most other birds, and this may be a sign of intelligence. They seem to have tons of fun just flying around. They especially like to roll over in the air. They also fly in rollercoaster patterns and in swooping loop-the-loops.

Ravens like to swing, but they don't need a swing set to do it. They lean backward off a perch and swing upside down by their feet just for the fun of it. They even swing by their beaks from branches!

Ravens often save food in the top of a rotting stump, in a clump of tall grass, or in a hole dug in dirt or snow. With their excellent memories, they have no trouble finding their meals later on. What's more, ravens watch where other ravens hide food—and then they steal it.

Sometimes a raven can be too clever. A scientist named Konrad Lorenz kept a raven named Ralph to study it. One day; Ralph picked up some wet laundry that had fallen off Dr. Lorenz's clothesline. The scientist rewarded the helpful bird with food. Big mistake. After that, Ralph showered the scientist with wet laundry from all the neighborhood clotheslines! A raven may look plain—but oh, what a brain!

SELECTED-RESPONSE SECTION with ANSWER KEY

1. In the passage, the author uses the word adaptability to describe a raven’s brain power. What does the word adaptability mean?

a. How smart the raven is compared to other birds.

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b. How strong the raven is compared to other animals. c. They can change their behavior easily to meet their needs. d. The can eat fruit, seeds, and eggs while some birds only eat berries.

2. What is the main idea of the following paragraph? Ravens play more than most other birds, and this may be a sign of intelligence. They seem to have tons of fun just flying around. They especially like to roll over in the air. They also fly in rollercoaster patterns and in swooping loop-the-loops. a. Ravens like to roll over in the air. b. A possible sign of a raven’s intelligence is that it plays. c. They fly in rollercoaster patterns. d. Ravens have tons of fun just flying around.

3. Which would be the best summary of the passage? a. Ravens are among the world’s smartest animals. They have the ability to adapt their behavior

easily to fit their needs. They often do tricks, like imitating sounds they hear in their environments and seem to understand the world around them.

b. Ravens are the world’s smartest bird because they like to play. They will bring laundry to people if they receive treats. They can often be found playing and steal other animal’s food.

c. Ravens are sneaky and like to play all day. Scientists think that they are so smart because the brains are so

large compared to other animals.

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d. Ravens can make as many as 80 different sounds. They can imitate all of the dogs in an entire neighborhood. They can also learn to receive treats for their behavior. One raven even brought a scientists everyone’s laundry.

SHORT-CONSTRUCTED RESPONSE SECTION with SCORING GUIDE

4. If you could create a new title for this passage, what would it be? Explain how your title would show the main idea. In your response, use 2 or more details from the article to support your explanation. _____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

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Scoring Guide

Score Criteria

3 Includes created title that matches the theme and gives 2 details to support the student’s thinking.

2 Includes a title that matches the theme, but only includes on detail to support thinking.

1 Includes a title that matches the theme, but no details to support the theme.

0 Response completely incorrect or blank

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Passage Number 2

Root Beer and Banana By Sarah Sullivan

It's summer on the river, when the air's as thick as soup and you can smell tar melting on the roof. Sun's too hot for climbing trees and we've already fished our limit.

"C’mon, Squirt," Granddaddy says, giving me a wink. "Time to stop by Mister Mac's."

Rolling over gravel to the hard road, we drive past Tolliver's Farm Supply and Glenda's Antiques to Mister Mac's General Store.

I can hardly wait to get inside.

Mister Mac's ceiling fan stirs the heat while the ice-cream freezer hums its steady tune.

Cold air hits my face when I slide the door open. I stare at the colors on the paper wrappers, orange, cherry, and grape—but the best flavors are hidden underneath.

Banana or root beer?

Root beer or banana?

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Which one will I choose?

I go outside to think it over, leaving Granddaddy and Mister Mac to swap stories—who moved, who got married, who has a baby coming—the way old friends do.

Watching Main Street shimmer under the noonday sun, I see a girl waving from the shade of an old willow tree.

"What's your name?" she asks.

"Molly," I say. "But my granddaddy calls me Squirt."

She has bright yellow patches on her dress with zigzag stitching so they look like shiny suns.

"My name's Miracle," she says. "On account of the doctor said Mama couldn't have any more after my brothers, but I came anyway."

"I got some money," Miracle says. "Wanna see?" She opens up her palm and shows me a nickel. "I found it lying on the road," she says. I'm gonna buy something with it."

"What are you gonna buy?" I ask.

"One of those ice pops," Miracle says.

Ice pops cost a dime, but I don't say anything.

C'mon," Miracle says. "I'll show you where they are."

She leads me to the freezer and reaches inside. "I want root beer," she says. "Which one's that?"

I fish out the ice pop with the brown wrapper and hand it over.

"What's it going to be, Squirt?" Granddaddy asks.

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"Banana and root beer," I tell him. He gives me a look. I know what it means.

"Miracle needs one too," I explain

"Miracle?" he asks.

"She's my new friend," I tell him.

"Pleased to meet you, little lady," he says.

"I live on Tucker's Creek," Miracle says. "Do you know where that is?"

"I sure do," he tells her.

"I'm gonna buy my ice pop with this," Miracle says. "I found it lying on the road."

"Well now," Granddaddy says, "which flavor's for you?"

"Root beer," she tells him.

"And banana for me, please," I say.

Miracle holds out her nickel.

"That's all right," Granddaddy tells her. "This one's on me."

"Thanks, Mister," Miracle says. She tucks her money away.

I give Granddaddy's hand a big squeeze.

The screen door makes a lazy moan when Miracle pushes it open. Mister Mac's bird dog raises his head to see if we have anything for him, but we tell him ice pops aren't for dogs.

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"Would you like to trade halves?" I ask her. "You can have half of my banana, and I'll have half of your root beer."

"That is a good idea," she says. "That way we get a taste of both."

So I help her break her ice pop and she helps me with mine. And we sit together under the shade of the old willow tree, eating root beer and banana, banana and root beer, and swapping stories the way old friends do.

SELECTED-RESPONSE QUESTIONS (MULTIPLE-CHOICE ONLY) with ANSWER KEY

5. Think about the theme of the story. Which detail would be most important to include in a summary of the story? a. Mr. Mac owns a dog. b. Molly's nickname is Squirt. c. Miracle has older brothers. d. Granddaddy pays for their ice pops

6. Which of these questions is NOT answered by details and events in the story?

a. Why does Miracle probably not know the cost of an ice pop? b. Where does Miracle live? c. What kind of friendship do Granddaddy and Mr. Mac have? d. What kind of dog does Mr. Mac own?

(Students may think that B. could be the answer based on the passage not explicitly saying that Miracle lived in town, but we have to assume she does because she knows about the ice pops in the store and is walking around alone. However, it is not clear how old she is, if she has a disability, or even if she has ever bought an

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ice pop by herself before, so it is assumed that A. is the answer because the passage gives few clues as to why she doesn’t know the cost.)

7. Why do you think Granddaddy doesn’t accept Miracle’s nickel as payment for the ice pop? a. He doesn’t like when people pay with nickels. He only likes dimes. b. He realizes she is new in town and wants to become her friend. c. He knows she does not have enough to pay for the pop. d. He always gives away free ice pops to his granddaughter’s friends.

SHORT CONSTRUCTED RESPONSE SECTION with SCORING GUIDE

8. Read the following sentence from the passage.

Explain what the theme of the story is and how this sentence helps to support that theme?

________________________________________________________________________________________________

________________________________________________________________________________________________

And we sit together under the shade of the old willow tree, eating root beer and banana, banana and root beer, and swapping stories the way old friends do.

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Scoring Guide

Score Criteria

3 Correctly identifies the theme and explains how the sentence supports the theme.

2 Correctly identifies the theme, but does not explain.

1 Does not identify the correct theme, but does include support for the theme they chose.

0 Answer is completely incorrect or blank

EXTENDED-RESPONSE SECTION with SCORING GUIDE

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9. When thinking about the two passages, Brainy Birds and Root Beer and Banana, list 2 or more details for each passage that you think the author included to support the passage. Would the passage have been as well written or as easy to understand without those details? Explain.

• List the main idea of Brainy Birds. • Give two or more examples of supporting sentences the author used. • List the theme of Root Beer and Banana. • Give two or more examples of supporting sentences the author used. • Include and explanation about whether the passage would have been as good without those supporting details.

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

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Scoring Guide

Score Criteria

4 All parts of the question have been answered, the theme/main idea are listed with 2 or more details have been given as support. There is an explanation about whether the passage would have been as strong without the details.

3 All parts of the questions have been answered and 2 details have been given as support.

2 Only the theme/main idea are listed. There are no supporting sentences. The question is answered.

1 One or both of the themes are listed only. No support, no answered question.

0 Blank or completely incorrect.

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ESSENTIAL QUESTIONS WITH SCORING GUIDE

4 2.0 out of 2 points 3 1.5 out of 2 points 2 1.0 out of 2 points 1 0.5 out of 2 points

10. How can details help to determine the theme of a story? _____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

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11. How can I summarize a story to help me comprehend it?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

12. How do you locate key ideas in a story?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

cfa 2.0 design template for 3-5 tanner williams elementary...

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