expand learning competencies - depaul university

Expand Learning

Competencies

2017-2018 Progress Resources

Polk Bros. Foundation Center for Urban Education Teacher.depaul.edu

Focus OrganizeÖExpandProgress

CenterforUrbanEducationÓ2017 2

Contents Part 1. Social Emotional Development Priorities p. 3 Part 2. Develop Thinking Competencies

across the Curriculum p. 17 Part 3. Solve the Math Problem p. 25 Part 4. Strengthen Science Learning p. 37 Part 5. Design Clear Learning Progress p. 47 Part 6. Assess Formatively to Advance p. 71 Reading Resources p. 77

Fiction:Page78Nonfiction:Page97

This guide, lesson planners, and more resources are posted on teacher.depaul.edu.



Part 1. Connect SEL and Core Competencies.



What does Common Core require?

Clear and careful thinking about more complex texts and math problems that challenge students more than the previous curriculum did. Strategic thinking as students analyze complex situations in every subject. Clear and focused communication as students respond to tasks that require them to construct responses to more rigorous questions and apply concepts, skills, and strategies in more challenging contexts.

Ateachgrade,complexityincreasesasrigorrises: ComplexityofText/Context ComplexityofTask ComplexityofConcepts



Challenges require Competencies This picture/map shows Chicago in 1831. View of Chicago in 1831 by Barber and Howe, 1865. Source: http://commons.wikimedia.org/wiki/File:Chicago_1831_Barber_1865p286.jpg

What competencies did 1831 pioneers need to meet the Chicago challenges?



Whatdoourstudentsneedtodevelopandstrengthentomeettoday’schallenges?

SELandCoreAcademicCompetencies



YoucantakeSELacrossthecurriculum,acrossthequarters.

ChallengesandChoices

CausesandEffects

ChallengesandPersistence

Connections

Literature:Whatchoicesdocharactersmake?Whateffectsdotheyhave?Writing:Whatchoicesdowritersmaketohelpreadersunderstandtheirideas?SocialStudies:Whatchoicesdopeoplemake?Whatcausesthemtomakethem?Whateffectsdotheyhave?Science:Whatchoicesdoscientistsmakewhentheyexperiment?Math:Howdoyouchoosethebestanswer?Arts:Analyzethencreateart/music/dramathatcommunicatesaboutchoices.

Literature:Howdocharacterschangeinastory?Howdoesthewriterhelpyouunderstandthat?Writing:Howdowritershelpreadersunderstandhowcharacterschange?SocialStudies:Whatchangeshavepeoplemade?Whatcausedthem?Whateffectshavetheyhad?Science:Howdoscientistsstudyvariables?Math:Whatchangeswhenyou_(add,multiply..)Arts:Analyzethencreateart/music/dramathatcommunicatesaboutchange.

Literature:Whatchallengescharactersface?Whatlessonscanwelearnfromtheirresponses?Writing:Howdowritershelppeopleunderstandaboutchallenges?SocialStudies:Howhavepeopleovercomechallengesinthepast—and/ortoday?Science:Howdoscientistsmeetchallenges?Math:Whatstrategiesenableyoutomeetmathchallenges?Arts:Analyzethencreateart/music/dramathatcommunicatesaboutchallenge.

Literature:Howdodifferentwriterscommunicateaboutthesametheme?Writing:Writetocommunicateaboutathemefroma“mentor”text.SocialStudies:Howishistorypartoftoday?Science:Whatcareersapplythescienceyoulearn?Math:Makemathreal—explainhowthemathyoulearnispartofrealproblemsolving.Arts:Createart/music/dramathatrepresentsthesamethemeasastoryorpoem.

SEL:Whatisimportanttothinkaboutwhenmakingachoice?

SEL:WhatchangesdoIwanttomake?

SEL:HowdoImeetchallenges?

SEL:Whataremyschool,family,andschoolconnections?



SELisforEVERYday.Whatcharactertraitsaremostimportanttoourclassroomcommunity?

careful helpful cooperative



Personalizelearningfromthebeginning:MakeaLiteracySurveytoLearnWhatYourStudentsLike.You can complete this survey in a few different ways. Students can write their answers and then cut out the rectangles and make a bar graph. Students can interview each other. Students can fill in the boxes and give you the page to keep now and then take the same survey in a few months to see how their ideas change. PreK-1st grade students can give their responses orally or draw pictures. 1. Whatisyourfavoritekindofbooktoread?

2. Whatisyourfavoritestory?

3. WhatisyourfavoriteTVshow?

4. WhatdoyoulikeaboutthatTVshow?

5. Whatdoyouliketowrite? 6. Whatdoyouwanttolearnmoreabout?animals,countries,famouspeople,music,sports,oranothertopic?



TakeaMathInterestSurveytoshowYOUareinterestedinwhatthestudentsthinkaboutmath.

1. Whatisanimportantmathskill?2. Whatisagoodwaytolearnmath?3. Whatkindofmathisdifficult?4. Whatkindofmathiseasy?5. Whatdoyoulikeaboutmath?6. Whatdon’tyoulikeaboutmath?

Putyouranswersintheboxes.Yourteachercanorganizethisasaproject—yourclasscanmakeabargraphifyoucuttheboxesandsortthemwithotherstudents.1

2

3

4

5

6



YoucanconnectcharactertraitstoliteratureANDlife!ReadingLiteratureCCSSR2—analyzethedevelopmentofathemeRL3—developmentofcharactersRL5—writer’schoices(craftandstructure)LITERACYTERMS:GENRE;infer;trait;motive;author;communicate;resolution;plot;setting;summarize;narrator

q Takereadinginterestsurvey.

Pre-assess—YoucanuseagraphicorganizerwithANYstorytofigureoutwhatstudentscando.INTEGRATEWRITING:q Profileyourself—whatare

yourpositivetraits?q Writetosupportyour

choiceofyourmostpositivetraitwithanexample.

q Describeandanalyzecharacter,setting,plot,motiveanddrawconclusionsaboutmotives,reasonsforactions,resolutionofaproblem.

q Summarizethestory.Analyzehowtheauthorcommunicatesthecharactersthroughdialogueandactionsandthenarrator.

q Identifythemessage—andhowthewriter’schoicesofcharactersandactionsandthenarrator’svoicehelptocommunicateit.

INTEGRATEWRITINGq Writeaboutabriefnarrative

aboutapositivedecisionyoumadewhenfacingachallenge.Explainhowitrepresents“grit”ordetermination.Includedialogue.

Homework:WatchaTVprogram.Tellwhatyouthinkaretwodifferentcharacters’traits.Proveyouranswers.Giveanexampleofwhateachcharacterdoesthatshowsthetrait.



ChoicesshowTraitsCCSSR3—analyze traits. List choices that two characters or people make. Tell what trait that choice shows. Character or Person: _________________________________________ Choice Trait it Shows

Character or Person: _________________________________________ Choice Trait it Shows

What is a choice YOU have made that shows a good trait you have? Choice Trait it Shows



YoucanintegrateSELandassessment—Exampleofawaytoclarifyandexpandprogressthat

integratesSELwithacademiclearning.

This Week’s Progress These are four kinds of progress I made this week. 1

2

3

4

These are some words that tell about how I learned them. ___working together ___following directions ___being careful ___ thinking clearly __ _________________________________ This is a word that describes me: __________________________________.

Focus OrganizeÖ ExpandProgress


ChooseProverbsthatwillInspirePersistenceStudentscanillustratetheirfavoritesaying,writeastorythatitwouldbethethemefor,or….

1. The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy.(Dr. Martin Luther King, Jr.)

2. The greatest mistake a man can make is to be afraid of making one.(Elbert Hubbard)

3. Every safe boundary was once an unknown frontier. (Portugal)4. Only he that has traveled the road knows where the holes are deep. (China)5. Go as far as you can see, and when you get there you'll see further. (Iran)6. Be not afraid of going slowly; be afraid only of standing still. (China)7. To a quick question give a slow answer. (Italy)8. There are no secrets to success. It is the result of preparation, hard work, and

learning from failure. (Colin Powell)9. Mediocrity is climbing molehills without sweating. (Iceland)10. Bear with sorrows and look for happiness. (France)11. Worry is like a rocking chair. It will give you something to do but won't get you

anywhere. (American)12. Hope for the best, but prepare for the worst. (English)13. The future belongs to those who believe in their dreams. (Eleanor Roosevelt)14. Everyone is the age of her heart. (Guatemala)15. All good things to know are difficult to learn. (Greece)16. Fall seven times, stand up eight. (Japan)17. Beginning is easy; continuing is hard. (Japan)18. All things at first appear difficult. (China)19. A fall into a ditch makes you wiser. (China)20. If the wind will not serve, take to the oars. (Latin)21. Where there’s a will there’s a way. (Eastern and Central Africa)22. Everyone is the age of her heart. (Guatemala)23. The man who removes a mountain begins by carrying away small stones. (China)24. Life is a promise; fulfill it. (Mother Teresa)25. You must be the change you wish to see in the world. (Mahatma Gandhi)26. You already possess everything necessary to become great. (Crow)27. The future depends on what we do in the present. (Mahatma Gandhi)28. One of these days is none of these days. (Traditional)29. Success is a journey, not a destination. (Arthur Ashe)30. Don't let yesterday use up too much of today. (Cherokee)



SELandCoreCurriculum--CONNECTIONSPLAN:HowwillIintegrateSocialEmotionalDevelopmentandCoreLearningProgress?__incorporateactivitiesthatinvolveanalyzinghowactionsshowtraits—infiction,history,orcurrentevents__emphasizeclassroomtraitsaswellasrules__havestudentsillustrateclassroomtraits__developpersistencebychunkingtaskssothatstudentscompleteonepartatatime__emphasizecollaborationbyorganizingcollaborativelearningactivities__increaseempathybyguidingstudentstoanalyzeapersonorcharacter’ssituation__developdecision-makingcompetencebystructuringchoice-makingwithin

activities—forexample,havingstudentschoosewhethertowriteaparagraphorapoem.

______



Part2.DevelopTHINKINGcompetenciesacrossthecurriculum



READINGandWRITINGdevelopTHINKING!

Common Core Literacy Standards: A Concise Listing The following statements list the focuses of each of the Reading and Writing standards. Reading Standards Ideas and Information

1. Read carefully to figure out what the text says, then infer with evidence. 2. Figure out the central idea (nonfiction) or theme (literature) 3. Analyze relationships—among characters, plot (fiction), among ideas (nonfiction)

Craft and Structure

4. What are the important words and what do they mean in this context? 5. What choices did the writer make—techniques, components, structure? 6. What is the writer’s purpose?

Integration of Ideas and Information

7. Integrate ideas and information from different kinds of sources 8. Evaluate the strength of evidence for a position (only for nonfiction) 9. Compare and contrast different presentations of the same topic or theme or

different texts by same writer. Writing Standards Text Types and Purposes: 1. Argumentative 2. Explanatory 3. Narrative

Research to Build and Present Knowledge

7. Research to respond to a focus question. 8. Integrate information from different kinds of sources. 9. Support research and analysis with evidence. Production and Distribution of Writing 4. Make it coherent and clear—well organized. 5. Plan it then revise it. 6. Use technology to “publish” it

For the complete standards, go to http://www.corestandards.org.



READ CLEARLY and COMPREHENSIVELY. Use literacy “thinking frames” so students can figure out the next story, learn about the next topic.

COMMONSTRATEGIESTOINTERPRETANYSTORYHowdoyouinterpretastory?è Identifyimportantevents.è Analyzeactionstoinfercharacters’traits.è Analyzeplottoinfertheme.è Identifywaysthewriterhelpsyouunderstandthestory.

COMMONQUESTIONSFORANYHISTORY,STORY,orEVENT>Whatchallengesdidpeopleface?>Whatchoicesdidpeoplemake?>Whattraitsdothosechoicesshow?>Whateffectsdidthosechoiceshave?

CORESTRATEGIESTOLEARNWHENYOUREADNONFICTIONè Previewthetextandgraphics.è Learnideasthroughexamples.è Identifythestructureofthetext.è Figureoutthecentralidea.è Inferthewriter’spointofview.



Read,thenWRITEtolearnmore!WritingTasksthatconnecttextsreadtotextswritten. Read: What does the sentence say? Write a clear sentence Read: Figure out what different kinds of sentences say. How does a writer use punctuation, adjectives, and verbs? Write different kinds of sentences How do I use punctuation, adjectives, and verbs to communicate clearly? Read: Figure out what a paragraph explains Organize and write a paragraph that explains Read: Figure out how a nonfiction writer structures an explanation of a topic to make the central idea and main ideas clear with examples. Write: Organize and draft an explanation of a topic. Then improve it. Read: Figure out how the fiction writer uses the parts of a story to tell the theme. Write: Organize and draft a narrative. Then improve it. Read: Figure out how the nonfiction writer uses the parts of a science sequence to make the central idea clear and support it with main ideas and examples? Write: Organize and draft a science narrative. Then improve it. Read: Figure out how the nonfiction writer uses the parts of a history to make the central idea clear and support it with main ideas and examples? Write: Organize and draft a science narrative. Then improve it. Read: How does a writer support a position? How well does the writer structure the passage and use evidence to support that position? Write: Organize and draft a persuasive text. Putitalltogether:

1. Start with the “mentor” text. 2. Analyze the writer’s craft. 3. Then write your own.



Thequarterplanemphasizesreadingcomprehensively—developingskillsasstudentsreadcompletely.The following standards-based questions ask you to think thoroughly about any story. Choose a story. Choose a question. Answer it with evidence from the story. Then choose and answer other questions. You can read collaboratively, too—each student answers a different question, then share your ideas. What happens? Why? Where does it Who are the happen? people? What kind of place What are their traits? is It? How do the people How does it end? feel about each other? What do you think How do you know? happens next? What problems or How do the people obstacles do feel at the start? the people How can you How do the overcome? figure that out? people feel at the How? end? Why do you think so?

CREATE! After you read the story, think more! • Write a preview for the story—tell why someone should read it. • Illustrate the story. Draw pictures showing important events that support the theme. • Write a letter that someone in the story might have written. • Choose or write music that the characters would like. • Create a collage showing how the parts fit together to communicate the theme. • Tell about what might have happened before the story started. • Add a character to the story. • Turn it into a play. > List the events and characters. Note the characters’ traits. > Figure out the message or theme of the story. Then write the dialogue.



GraphicOrganizersaretheBRIDGEfromTextReadtoTextWritten

Classify to Clarify

Category Category

Summarize what your chart shows.

Compare and Contrast Write to explain important differences and similarities.

Sequence Important Events Analyze Causes cause effect cause Infer Effects

Write to explain your diagram.

Organize parts of a story. Theme Explain how the writer develops the theme.

Support Inferences Facts Inference Write to support your inference.

Infer and Support Ideas Explain how the writer communicates the main idea.

fact

MainIdea

factfact



My Strategic Plan to Guide Clear Thinking __I’ll use core questions to guide students to think through any story or history. __I’ll ask students to explain what they learn and how they learned it. __I’ll change nonfiction reading to LEARNING by reading about a topic. __I’ll emphasize strategic reading so that students exercise skills as they apply the strategies. __Students will write about what they learn—in booklets, poems, other

formats. __Students will write based on “mentor” texts—the next chapter in a story. __Students sometimes will choose the format they feel most confident to use so that they focus on the meaning. __Students will create “Big Books” and displays that explain what they learn from reading nonfiction. __Use graphic organizers to guide students to analyze. __ __ __ __ __



Part 3: Solve this math problem:

Math is Forgettable.



One solution: The Math Mix Researchconfirmsthatifthemathcurriculumincludes“frequentcumulativereview”thatenablesstudentstoretaingreatermathcompetence.Amongsourcessupportingthis“mix”isthereport“AssistingStudentsStrugglingwithMathematics”oftheWhatWorksClearinghouse,IESPracticeGuide,USDepartmentofEducation.Thischartisincludedtoorganizeplanningfornewmathcontentandinclusionofmathlearnedearlierintheschoolyearinactivitiessuchas:learningcenters;“bellringers”;homework,art,science,socialscience--Integratingmathintoscienceandsocialsciencemakesmathmoremeaningful.MathPracticeStandardsshouldbeemphasized—particularlystandard1:Makesenseofproblemsandpersevereinsolvingthem.Weekof NewMath Math“Mix”—ContenttoRevisit

HomeworkEssential:Studentsneedtotakehomeanexampleofhowtosolveproblems—thatteachersprepareorthattheypreparesotheycanpracticecorrectly.Dailykindsofassessment:__glossary__journal__myownexample__changetheproblem,solveit____________________________________________________Weeklykindsofassessment:__solveproblem,explainpatternsandstrategies__writemathbooklet__makemyown“anchorchart”__make“mathpath”—stepstosolution______________________________________________



Solve the Math Homework Problem! Studentstaketheirownguideplustheproblemstosolve.MyOwnMathGuide

Skill:_______________________________Problem:Stepstosolveit. Solvetheproblemhere.

Isolvedit!



Usegraphicorganizerstoclarifylearning.CONNECTMATHANDLITERACY.Word WhatItMeans—explaininyourownwordsorputanexample.



Usegraphicorganizerstoclarifylearning.

Iknowmynumbersfromto. CCSSMathPracticeStandard2.Reasonabstractlyandquantitatively.ThisGraphicOrganizercanbeusedtoassessifcompletedindependently,orasalearningguide.Directions:Teacherstellstudentswhichnumberstowriteonthechart.Itcanbeindividualizedbasedondifferentlevelsofstudentknowledgeofnumbers.Thenstudentswritethosenumbersandtheirnamesanddrawcirclestoshowthem.Itcanbeusedtocheckonknowledgeofnumberpatternssuchasaddingby10soreven,odd.Forlargernumbersstudentsusedifferentsymbols.Forexample,circlestandsfor10s,linestandsfor1s.Number Word Drawsymbolstoshowhowmanythisnumbermeans.

Exceed:Writeasentenceusingoneofthesenumbers.________________________________________________________________



Usegraphicorganizerstoclarifylearning.Icansolveawordproblemstrategically!CommonCoreMathPracticeStandard1:Makesenseofproblemsandpersevereinsolvingthem.NotetoTeachers:Thisorganizerisdesignedtoguideastudent.Italsoisaninstantassessment.Ifstudentscannotcompletesteps1,2,or3,theteacherlearnswhatthekindsofhelpthestudentneedstocomprehendawordproblemanddecidewhichstrategiesandskillstouse.Whatisthequestionaskingmetofigureout?

HowwillIsolveit?

WhatinformationdoIneedtosolveit?

Yourteacherwilltellyouhowtotakethenextstep.Youmaycompleteitbyyourselfor…

pairandshare—worktogetherwithanotherstudenttosolveitorpairtocompare—solveityourselfthencompareyourworkwithanotherstudent’s



Usegraphicorganizerstoclarifylearning. Math Problem Solver TheProblem—Whatwillyoufigureout?YourStrategy TheSolution Answer:



DISPLAYlearning--ExampleofaMathexhibit

GeometryisEverywhere!Drawornamerealobjects--examplesyouseethatusegeometry.Shape Example Shape Example rectangle

square

triangle

(Another shape.)

circle

(Another shape.)

PLUSDesignsomethingthatusesalloftheseshapes—aplayground,abuilding,a…



Connect Math to Science and Social Science What’s a topic you’ll teach this year? How can you connect it to math? __collect data __analyze data __graph data __make up math problems __ _________________________________________



It’s Your Money! CCSS Math Practice Standard 1. Make sense of problems and solve them persistently.

Choose a job from the table on the next page. Figure out your weekly wage. Make a budget for one week. If you get to the bottom line and have spent too much money, go back and change some of the numbers. You live at home, so you do not pay rent. Budget Category Cost How Much Money I Have Entertainment

Lunch

Haircuts

Clothes

Transportation

Books

Other Things:

Surprise! You need to save $100 a week to get ready to buy furniture when you move out of your home. If you need to, change your budget. Another surprise! Your family decides you should pay $75 a week to help pay for the costs of living there. Change your budget to add that weekly cost.



ChicagoJobsCCSSR1Competence:Locateinformationinadatatable.MathPracticeStandard4—Modelwithmathematics.ThefirstcolumnlistsjustasmallnumberofthejobsintheChicagoarea.ThesecondcolumnliststhenumberofjobsintheChicagoareaineachfield.Thethirdcolumnliststhehourlywage.Ifyoudon’tfindajobyouwantonthislist,lookatthecompletelistathttp://www.bls.gov/oes/current/oes_16974.htm#%284%29CareerArea NumberofJobs HourlyWageComputerProgrammers 16,480 $36.41SoftwareDevelopers,Applications 21,170 $40.82WebDevelopers 2,610 $31.89ComputerUserSupportSpecialists 13,790 $25.25ComputerNetworkSupportSpecialists 4,290 $30.58Architects, 3,140 $35.12LandscapeArchitects 230 $25.77Surveyors 750 $30.08AerospaceEngineers 230 $45.84ElectricalEngineers 3,220 $43.03EnvironmentalEngineers 820 $38.70ArchitecturalandCivilDrafters 2,390 $21.81ElectricalandElectronicsDrafters 420 $28.44EnvironmentalEngineeringTechnicians 360 $26.21SurveyingandMappingTechnicians 630 $23.90FoodScientistsandTechnologists 410 $33.08SoilandPlantScientists 460 $32.42Microbiologists 160 $40.66Chemists 1,700 $34.97MaterialsScientists 210 $36.66SurveyResearchers 830 $27.26UrbanandRegionalPlanners 360 $36.87Geographers 80 $43.97AgriculturalandFoodScienceTechnicians 370 $20.99ForensicScienceTechnicians 320 $38.85Educational,Guidance,School,andVocationalCounselors 5,930 $31.51MentalHealthCounselors 2,950 $22.85Child,Family,andSchoolSocialWorkers 9,430 $26.42HealthcareSocialWorkers 2,760 $24.42HealthEducators 1,190 $25.63Architects 3,140 $35.12SocialandHumanServiceAssistants 5,750 $14.17CommunityHealthWorkers 1,870 $18.31Clergy 1,180 $20.04Lawyers 23,310 $65.83JudicialLawClerks 420 $25.82Arbitrators,Mediators,andConciliators 200 $36.78ParalegalsandLegalAssistants 10,470 $24.10Dancers 420 $19.31Choreographers 40 $24.20



How will I expand math progress? With parents and families: __Students take their own problem solving guides home. __Parents get math practice facts of the month. __I feature the “math website” of the week/month. __Students play math games. __ ____________________________________________ In my curriculum: __I include math in science. __I incorporate math in social science. __Students create “co-anchor” charts so their pictures and examples show what to do. __Students solve a problem, then pair to compare, then REPAIR. __Students play math games at centers. __Students explain the math they learn in booklets and displays. __ ____________________________________________



Part4.STRENGTHENSCIENCELEARNING



The NGSS Opportunity: Science = Thinking. What do the Next Generation Science Standards require?

• Clear and careful thinking with concepts about each discipline of science.

• Strategic thinking as students analyze complex situations

• Clear and focused communication as students respond to tasks

that require them to construct responses to more rigorous questions and apply concepts, skills, and strategies in more challenging contexts.



HowwillNextGenerationScienceStandardschangescienceeducation?It’saboutTHINKING! A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas THE THREE DIMENSIONS OF THE FRAMEWORK ScientificandEngineeringPractices1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

It’s about LEARNING by READING, DOING, and COMMUNICATING!



Crosscutting Concepts of Science—NGSS— apply to every part of science.

• Patterns • Cause and effect: Mechanism and explanation • Scale, proportion, and quantity • Systems and system models • Energy and matter: Flows, cycles, and conservation • Structure and function • Stability and change

Source: A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas http://www.nap.edu/catalog.php?record_id=13165



Analyze Animals

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QWERYUI Concept: Structure and Function Find an animal you like.

• What is a structure that helps it move? • How does the shape of that structure help it—why is that structure the

shape it is? Find an animal that looks very different from the first animal.

• What structure helps it move? • How does the shape of that structure help it—why is that structure the

shape it is? Think more:

• What is a vehicle people use to travel? • What structures did engineers use to enable it to move? • How do the shapes of those structures help it to me?



Connect Science and Reading to Learn.

Learning about Animals CCSSR2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.NextGenerationScienceCross-CuttingConcept:StructureandFunction

Animals are wonderful. If you look closely at how they live you will find surprises. Watching animals is a job that scientists do. It is called making observations. They have learned a lot about animals.

Scientists learned about tiny animals. They have studied insects. They found that some insects have tools they use to live. They learned about the sawfly. The sawfly is just one animal they have studied.

Imagine what the sawfly is like. It is a fly but not like many others. They call it the sawfly because it has a kind of saw. It's not a real saw, but it looks like one, and it works like one. It is part of the sawfly. The sawfly uses the saw to make places where the eggs will be safe. It saws at plants to make a place to hide the eggs.

Some insects have tools that work just like scissors. The poppy-bee is one of them. It is a bee that makes its home in wood. This bee has a drilling tool, too. It uses the tool to dig into old wood.

Scientists observe birds to learn about them. They have seen birds use their bills to get what they need. So their bills are like tools. Some birds use their bills to cut into wood. They have sharp bills that can cut a hole in a tree. They drill the hole to get inside the tree where insects live. Then they eat them.

Every animal is amazing. Even dogs and cats can surprise you. The more you look at animals the more you will learn. Nature is full of surprises. Every part of every animal has a purpose. Scientists learn more about them every day. EXPLAINWHATYOULEARNED1.Underlinethemostimportantinformationineachparagraph.2.Writeashortsummarythattellswhatthepassageexplains.Includeonlythemostimportantinformation.

Startyoursummarythisway:Themainideaofthepassageis_________________________________________.Hereisinformationthathelpsyouunderstandthatidea.Thenfinishthesummary.Includetheinformationthathelpsexplainthemainidea.

Exceed!Makeyourreportabookletorexhibitwithpicturesordiagramswithcaptions.



AnimalScienceCCSSR2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas. AsIthinkbackaboutmyhighschooldays,IrealizethatIgotmystartonmycareerthen.Mybiologyteacherwasshowingpicturesofanimals.Assheshowedthem,sheasked:whatdonoticeabouteachanimal?Listthreepartsyousee.Describethesizeandshapeofeach.Thenshesaid,eachofthesehasapurpose. Sheexplainedstructureandfunction.Thestructure—theshapeofananimal’spartsenablestheanimaltolive.Sheexplainedthatifyoulookatananimal’searsyoumightthinkyoucanguesswhytheyarethatsizeandshape.Thenyouneedtoobservetheanimaltoconfirmyourguess.Forexample,youmightthinkthatanelephanthaslargeearstohearbetter.Butthat’snotthereasonforthatlargestructure.What’sthereasonforthelargeearflapselephantshave?We’llfigurethatoutattheZoo. Onourfieldtrip,Iwatchedelephants.Inoticedtheyflappedtheirearsalot.Itwas90degreesthatday.Isawthemcoolingthemselves—that’swhatIfiguredout.Theyflappedtheirearstogetcooler.LaterIresearchedelephantsontheInternet.Ifoundthattheyhavealotofbloodvesselsintheirears.Whentheyflaptheirears,theaircoolstheblood.Thatbloodgoesthroughtheircirculatorysystemintotheirbodiesandhelpscooltheelephant.Thatlargestructurehelpsthemliveinahotclimate.Ilearnedthatobservationisaveryimportantsteptodrawingconclusionsinscience. Next,Iobservedsquirrelsinourneighborhood.Idiscoveredanotherstructureandfunctionrelationship.Theyhavelongfurrytails.Atfirst,Iinferredthatthetailsaretheretohelpthemclimb,butIdidn’tseethemusingtheirtailstohangontothebranchesoftrees.Theyusedtheirfeetforthat—Isawthattheyusetheirclawstograbthebranches.Sothatstructurehelpsthemclimb.Butwhydotheyhavethosetails?TheywavedthembackandforthasIwatched,butIdidnotseethemusingthetailstohangontoanything.ThenIresearchedthesquirrels.Ifoundthatsquirrelsmovethemtobalancethemselvesastheyrushupanddownandacrossthetrees. Imadebetterguessesaboutbirdfeet.Ofcourse,duckshavewebbedfeettoswim.ButthenInoticedthatwoodpeckershavetheirtoessettwoinfrontandtwoinback,whilemosthavefourinfrontandoneinback.Iguessedthattheyhadtheirtoesthatwaysotheygotmoretraction,theycouldholdontobranchesmorestrongly.Theyneedthatsupportbecausetheyareusingtheirbillstodrillintothetree.IcheckedmyguessaboutthefunctionofthatstructureontheInternet,andIfoundIwascorrect. Today,Iamascienceresearcher.Rightnow,I’minBrazil,learningmoreaboutendangeredspecies.IstillusethestrategiesIlearnedinhighschool.YoucanfindmydiscoveriesontheInternet.Thisisanonfictionpassage.Ithasonebigidea,andeachparagraphhelpsexplainit.Eachparagraphtellsasub-topic,partoflearningaboutthetopicofthepassage.Re-readeachparagraph.Afteryoureadeachone,underlinewhatyouthinkthemostimportantinformationinitis.Thenonanotherpagemakealist.Listtheideaeachparagraphexplains.Forexample,paragraph2usesinformationaboutelephantstohelpyoulearnthatscientistsneedtoobserve,notjustmakeguesses.Thenreadyourlist:whatdoesthewriterwantyoutounderstand?Thatisthemainideaorcentralidea—thattheinformationandrelatedideassupport.



Whatimportantideasdidyoulearnaboutanimals?Idea Example

Applythoseideas.Inventananimalthatlivesonanotherplanet.It’sawarmandwateryplace.

Explainhowithasadaptedtoliveonthatplanet.Writeabouttheanimal.Includeeachoftheideasyoulearnedtoexplainhowitlives.



SsTREAMITScienceSocialScienceMathTechnologyReadingYou’llusescience,technology,reading,engineering,art,andmathtodesignagreatnew…birdhouse,bridge,playground,park,car—anythingyouwanttodesign.Choosesomethingyou’dliketodesign._______________________________________Listwhatyouwantittolooklikeandthepartsyou’llinclude.Readaboutthiskindofthing—usetheInternettofindexamples.Lookatyourlistandaddmoretoitbasedonwhatyouread.Thendesignit—makeablueprint.Gofarther—makeamodel!



HowwillIincreasesciencethinkingprogress?__Focusonideas.__AskstudentsaBIGquestiontheywillfocusonastheyread,do,and

reportlearning.Students…__makescience“alphabet”booklets__illustratescienceglossaries__analyzedata__designinventions__buildmodels__exhibitwhattheylearn__writetheirownsciencebooklets__presentsciencedemonstrations__visitonlinesciencesiteandreportwhattheylearn__watchascienceprogramonTVandreportwhattheylearn__ ____________________________________________ __ ____________________________________________ __ ____________________________________________



Part 5. Design Clear Learning Sequences Make practical plans that structure thinking progressively as students focus on the destinations.



GROW PLANNER for NONFICTION LEARNERS

Topic: ___________________________________________ BIG Idea: _____________________________________________ State the idea you want students to use to analyze the information they find. It should be a transferrable idea—an idea they can use to analyze the current topic and apply to other topics. FOCUS Question: _____________________________________________________ Restate the idea as a question—as a focus for collecting, organizing, and analyzing information related to the BIG idea.

Goal EXPAND Knowledge

Learn: __________________________________________ Core Vocabulary (CCSSR4):

Read EXERCISE Skills

CCSSR1: Read closely, then infer with evidence CCSSR2: Identify important ideas CCSSR7: Integrate ideas and information from different kinds of sources Read/Listen to these Resources: __________________________________ ___________________________________________________________ ___________________________________________________________

Organize EXAMINE

Make a __glossary ___ list ___chart ___diagram __timeline __ __________________________________________________

Write EXPLAIN

CCSW 2—Explanatory/Informative Text Write __ sentences __ paragraph __ letter __ poem __booklet __ ____________________________________________ ___Draw pictures/symbols with captions

EXPAND: Synthesize/Create CCSSW7. Conduct short as well as more sustained research projects based on focused questions. __make an exhibit/display __dramatize __write a brochure ___present a lesson __ __________________________________________________________________



EXAMPLEGROWPLANNERforNONFICTIONLEARNERSTopic: Pioneers Cross-Cutting Concept: Challenge BIG Idea: Pioneers overcome challenges. FOCUS Question: What qualities enable pioneers to meet challenges successfully? Goal

Learn more about: the characteristics of pioneers Core Vocabulary: (CCSSR4) challenge collaboration persistence pioneer

Read CCSSR1, 2

CCSSR1: Read closely, then infer with evidence CCSSR2: Identify important ideas Read/Listen to histories of pioneers including primary sources.

Organize CCSSR3

Show what you learn. Make a picture picture glossary list chart diagram

Write, Illustrate

Explain (CCSW 2—Explanatory/Informative Text) Write sentences booklet pictures and captions constructed response

Synthesis: Create a play about pioneers of the past—or today.



StrategicLesson/LearningPlansA Lesson Plan is a Learning Plan when teachers guide students with the gradual release of responsibility across the week.

TheTeaching/LearningPath

MondayPreviewModelInterest

TuesdayModelandGUIDE

WednesdayGUIDEandgo

farther

ThursdayASSESSandClarify

FridayFixandFinishUP

TeacherModels

Studentsbegin.

Teacherassessesandpreparesformoreprogress.

TeacherLeads

Studentsgofarther.


Teacherguides

Studentsgo“deeper”


Students

demonstrate/apply

Teacherclarifiesandrespondswithguidanceand

addedchallenge.

Teacherpreparesend-of-weekfix-up

andfinishUPactivities.

Studentscomplete

withindependence.

Teacherguidesstudentsneeding

additionaldevelopment.

Studentswho“Meet”on

ThursdaymovetoExceed!

Classclarifiestheweek’slearning

progress!

Templatesfortheseplannersandmoreexamplesoflessonplansandplannersarepostedathttp://teacher.depaul.edu/Lesson_Planning_Structures_and_Guides.html



.

LessonPlannerwithGradualReleaseofResponsibilityandStrategicIncreaseofCompetenceFOCUS:_________________________________________________________________________________________ACADEMICVOCABULARY(CCSSR4)_______________________________________________SOURCES(Listreadingmaterials,onlineresources,othermaterials):________________________________________________CommonCoreStandardEmphasized:___________________________________________Assessment:__constructedresponse__report__graphicorganizerandexplanation___________________________

MPREVIEW,Model,Interest TModelandGuide WGuideandGoFarther THAssess,Clarify,Advance FFix,Expand,FinishWellObjective: Objective: Objective: Objective:ImproveCompetence Objective:Independent

CompetenceIDOWEDOYOUDOCollaborativelyIndependently(assessment)

IDOWEDOYOUDOCollaborativelyIndependently(assessment)


FORMATIVEASSESSMENTYOUDOindependentlyIDOI’llclarifybasedonhowthey

respondtotheassessment.Endofclass—checkforsharedunderstanding.AdjustplanforFridaybasedonlearningstatus.

T:IDO/WEDOGuidestudentsneedingsupport—YouDo:ADVANCEDstudents:Studentswho“meet”moveto“exceed”CLASSSYNTHESIS—Howwe’llcompletetheweekwithsharedunderstanding

HomeLearningActivity:

HomeLearningActivity: HomeLearningActivity: HomeLearningActivity: HomeLearningActivity:



EXAMPLEOFGENERALLESSONPLANwithINTEGRATEDSPEAKINGANDLISTENINGCOMPETENCIES.FOCUS:_________________________________________________________________________________________ACADEMICVOCABULARY(CCSSR4)_____________________________________________________________________SOURCES(Listreadingmaterials,onlineresources,othermaterials):________________________________________________CommonCoreStandardEmphasized:___________________________________________Assessment:__constructedresponse__report__graphicorganizerandexplanation__presentation___________________________ PREVIEW,Model,Interest ModelandGuide GuideandGoFarther Assess,Clarify,Advance Fix,Expand,FinishWellObjective: Objective: Objective: Objective:ImproveCompetence Objective:IndependentCompetence

IDO—IdemonstratehowtoSL1—ListentolearnWEDO—SL1,23—confirmunderstanding,asking/answeringquestionsIguidestudentstoYOUDOCollaboratively—SL1—collaborativeconversations—listen,speakappropriatelyStudentsworkinpairsorgroupstoIndependently--assessmentToshowwhattheyknow/cando,eachstudentdoesthis

IDO—IdemonstratehowtoSL1—listentolearnWEDO—SL1,23—confirmunderstanding,asking/answeringquestionsIguidestudentstoYOUDOCollaboratively—SL1—collaborativeconversations—listen,speakappropriatelyStudentsworkinpairsorgroupstoIndependently--assessmentToshowwhattheyknow/cando,eachstudentdoesthis

IDO—IdemonstratehowtoSL1—listentolearnWEDO—SL1,23—confirmunderstanding,asking/answeringquestionsIguidestudentstoYOUDOCollaboratively—SL1—collaborativeconversations—listen,speakappropriatelyStudentsworkinpairsorgroupstoIndependently--assessmentToshowwhattheyknow/cando,eachstudentdoesthis

FORMATIVEASSESSMENTYOUDOindependently—completetheassessmentin10-15minutes.IDOIobservewhilestudentsareworkingandguideifneeded.Imayextendorshortenthetime.ThenIclarifywithexamplesandexplanationsthatIprovideand/orstudentsprovide.Endofclass—checkforsharedunderstanding—studentswriteorpresentorally(SL4)theirownexplanationsof“howto”.

T:IDOIGuidestudentsneedingsupport—tohelpthemIwill__guidethemtorevisetheirresponsetotheThursdayassessmentor__givethemasetofstepstofollowsotheycancompleteitmoreindependentlyorYouDo:ADVANCEDstudents:Studentswho“meet”moveto“exceed”__theyaddtoorrevisetheirThursdayassessmentor__maketheirownexamplesofthisweek’sfocusorCLASSSYNTHESIS—studentspresentSL4—explainwithdetails;speakclearly—SL6SL5:Usevisualsoraudiotopresent__classsetsupbulletinboardormakesownanchorcharts

HomeLearningActivity: HomeLearningActivity: HomeLearningActivity: HomeLearningActivity: HomeLearningActivity:



LiteratureLesson/LearningPlanwithCenters/GuidedGroupsbuiltin.CCSSR:____________________________________________________________________________Thisweek’sReadingMaterials:_________________________________________________________FocusSkill/Strategy:_________________________________________________________________FocusQuestion:Howdoyou__________________________________________________________AcademicVocabulary:____________________________________________________________Preview,Model,Interest ModelandGUIDE GUIDEandgofarther ASSESSandClarify Fix,finishUPObjective: Objective: Objective: Objective:ImproveCompetence Objective:IndependentCompetenceIDOWEDOGuidedYOUDOCollaborativelyinLearningCenters/PartnersIndependently(assessment)

IDOWEDOGuidedYOUDOCollaborativelyinLearningCenters/PartnersIndependently(assessment)

IDOWEDOGuidedYOUDOCollaborativelyinLearningCenters/PartnersIndependently(assessment)

FORMATIVEASSESSMENTYOUDOindependentlyIDOclarifybasedonhowthey

respondtotheassessment.Wedo:GuidedYoudo:LearningCenters/PartnersEndofclass—checkforsharedunderstanding.AdjustplanforFridaybasedonlearningstatus.

T:IDO/WEDOGuided--studentsneedingsupportYouDo:ADVANCEDstudents:who“meet”moveto“exceed”inlearningcenters/partnersorIndependentlyCLASSSYNTHESIS—Howwe’llcompletetheweekwithsharedunderstanding




HomeLearningActivity: HomeLearningActivity:

HowI’llsupportstudentsneedingguidance:q Thinkoutloud q Usegraphicorganizersq Peercoach q Reciprocalreadersq Uselesscomplextext q

HowI’llchallengestudentstoexceed:

q Studentsexpandthetext q Studentswrite—usingtextasmentortextq Studentsillustratewithcaptions q



LiteratureLesson/LearningPlanwithCenters/GuidedGroupsbuiltin--EXAMPLECCSSR:____________________________________________________________________________Thisweek’sReadingMaterials:_________________________________________________________FocusSkill/Strategy:_________________________________________________________________FocusQuestion:Howdoyou__________________________________________________________AcademicVocabulary:____________________________________________________________Preview,Model,Interest ModelandGUIDE GUIDEandgofarther ASSESSandClarify Fix,finishUPObjective: Objective: Objective: Objective:ImproveCompetence Objective:IndependentCompetence

Ido:Modeltheskill/strategywithcommontext.Wedo—guidedgroupsapplyskill/strategywithleveledtextsYoudoCollaboratively—duringguidedreadinggroup,otherstudentsworkcollaborativelyatliteracycenters,applyingthereadingskill/strategyoftheweekandbuildingvocabularyandwritingcompetence.IndependentlyIndependentworkisusedtoassessstatus.



Youdo—assessment—independentapplicationofskill/strategy.Ido—clarifyandexpandbasedonformativeassessment.Youdo—collaborativelyStudentsworkwithpartnertocompareresponsestoassessmentandshareideasaboutthereading.Teacherprovidesindividualsupportbasedonassessment.

TeacherguidesstudentsneedingsupportChallengeforstudentswho“meet”toexceed.ClassSynthesis:Whatdidyoulikeaboutthisweek’sreading?Whathavewelearnedaboutreading?

HomeLearningActivity: HomeLearningActivity:

HomeLearningActivity: HomeLearningActivity: HomeLearningActivity:

HowI’llsupportstudentsneedingguidance:q Thinkoutloud q Usegraphicorganizersq Peercoach q Reciprocalreadersq Uselesscomplextext q



EXAMPLEOFALITERATURELESSONPLAN:CharacterDevelopmentFOCUSQuestion:Howdoesthewriterhelpyouunderstandacharacter?ReadingMaterials:Anystory.AcademicVocabulary:characterdevelopment;trait;feeling;maincharacter;infer;analyzeCCSSRL1.Readclosely,makeinferenceswithevidence.CCSSRL3.Analyzecharacterdevelopment

PreviewModelInterest ModelandGUIDE GUIDEandgofarther ASSESSandClarify FinishwellObjective:Analyzerelationshipactionsandtraits.

Objective:Inferfeelingsofcharacters

Objective:Analyzecharacterdevelopment

Objective:Analyzecharacterindependently.

Objective:Increasecompetence

IDo:Readpartofstoryaloud.Thinkoutloudasyouread--Whoisanimportantcharacter?WhatdoIknowaboutthatcharacter?HowdoIfigureoutatrait?WeDo:Readanotherpartofthestory.Figureoutthetraitofanothercharacter.YouDo:Collaborate:Drawonecharacter,thengivepicturetoanotherstudent.Dialogue:Inferwhoispicturedandtellatraitthepictureshows.Independently:Listoneofyourowntraits.Tellhowyouractionsshowit.

IDo:Startastorychart—howdoIknowhowthemaincharacterfeelsduringthestory?Event HowIfeel

WeDo:Continuethechartwithinputfromstudents.YouDo:Collaborate:Completethechartforanothercharacter.Independently:Tellhowyoucanfigureoutacharacter’sfeelings.

IDo:Explainthatinmoststoriesthecentralcharacterchanges.Thecharacterlearnsalesson.Orthecharactermakesachoicethatchangeshis/herfuture.WeDo:ListChoicesthemaincharactermade.Whatdoesonechoiceshowabouthowthecharacterchangedorlearnedsomething?Analyzethelist:Whatdidthecharacterlearnorhowdidthecharacterchange?YouDoCollaborate:Writeaboutonechoicethecharactermade.Whatdiditleadto?Independently:Writeanotetothecharactertellingwhatyouthinkaboutonechoicethecharactermade.

YouDo:(Formativeassessment)Readashortstoryorpartofastory.Identifymaincharacterandinfertraitwithevidence.Identifyway(s)thecentralcharacterchanges.IDo:Checkandclarify,extendStudentsneedingsupport:Maketimelineofstory.AdvancedStudents:Listresponsestothequestion:howdoesawriterhelpyouunderstandacharacter?

TeacherGuidesStudentsneedingsupport:Weanalyzeanactualevent;listchoicesthepersonmade,inferwhattrait(s)thatshowedandwhatthepersonlearned.Thenindependentlyrevisitthestoryandcompletelistforadifferentcharacterinthatstory.INDEPENDENTAdvanced:Options:>Writeareflectionthatthecentralcharactermighthavewritten—whatIlearned.>Writethenextpartofthestory,showingthatthecharacterlearnedanimportantlesson.>Actoutanimportantpartofthestory.ClassSynthesis:Wholeclassdialogue:Howdoesawriterhelpyouunderstandacharacterinastory?

HomeLearningActivity:DrawacharacterfromTVwhohaspositivetraits.Showthetraitsinyourpicture.

HomeLearningActivity:Writeajournalofthecharacteratthepartofthestoryyouthinkisimportant.

HomeLearningActivity:Makeatwopartpicture—showhowthecharacterchanged.

HomeLearningActivity:Writealettertothewriterofthestory.Tellhowthewriterhelpedyouunderstandthestory.

HomeLearningActivity:WatchTVandthenwriteaboutthestory.Tellwhochanged,whyandhow.



MathLesson/LearningPlan weekof_______________________________Thisweek’sFocus:CoreMathVocabulary:Preview, Model, Interest Model and Guide Go Deeper Assess and Clarify Fix and Finish UP Objective:

Objective: Objective: Objective:ImproveCompetence Objective:IndependentCompetence

IDOWEDOYOUDOCollaborativelyIndependently(assessment)__Ihaveincludeddifferentiatedactivities



FORMATIVEASSESSMENTYOUDOindependentlyIDOI’llclarifybasedonhowtheyrespond

totheassessment.Endofclass—checkforsharedunderstanding.AdjustplanforFridaybasedonlearningstatus.

T:IDO/WEDOGuidestudentsneedingsupport—YouDo:ADVANCEDstudents:who“meet”moveto“exceed”CLASSSYNTHESIS—Howwe’llcompletetheweekwithsharedunderstanding





MathLesson/LearningPlanEXAMPLE weekof_______________________________Thisweek’sFocus:CoreMathVocabulary:Preview,Model,Interest ModelandGUIDE GUIDEandgofarther ASSESSandClarify Fix,finishwellObjective: Objective: Objective: Objective:Improvecompetence Objective:ExpandcompetenceIdo:Modelthestrategy/skillWedo—teacherguidesclassthensmallgroupsYoudoCollaborativelyworkonapplyingtheskill/strategyIndependentlyIndependentworkisusedtoassessstatus.

Ido:Modelthestrategy/skillWedo—teacherguidesclassthensmallgroupsYoudoCollaborativelyworkonapplyingtheskill/strategyIndependentlyIndependentworkisusedtoassessstatus.

Ido:Modelthestrategy/skillWedo—teacherguidesclassthensmallgroupsYoudoCollaborativelyworkonapplyingtheskill/strategyIndependentlyIndependentworkisusedtoassessstatus.

Youdo—assessment—independentapplicationofskill/strategy.Ido—clarifyandexpandbasedonformativeassessment.Youdo—collaborativelyStudentsworkwithpartnertocompareresponsestoassessment.Teacherprovidesindividualsupportbasedonassessment.

TeacherguidesstudentsneedingsupportChallengeforstudentswho“meet”toexceed.ClassSynthesis:Whatdidyoulikeabouttheactivitieswedidtolearnmoremaththisweek?Whathavewelearnedaboutmath?(Option—studentsco-construct“anchor”chart.

ÖHowIwillassess:c Studentsmaketheirownmathguide c Studentssolveproblemandexplainwhyandhow.c Studentsmakeupproblemsandincludesolutionguides. c

HowI’llsupportstudentsneedingguidance:

q Startwithsimplerproblem,buildinmorechallenges. q Modeldifferentwaystosolvesameproblemq Peercoach q Studentmodelsproblemsolvingq Learning“partner” q Useonlinemathresourceq Postapath—stepstofollow q

HowI’llchallengestudentstoexceed:

q Studentsmakemathguides. q Studentspresentmath“models”q Studentsmakeupproblemsandgivetoeachothertosolve. q Studentsmakepagesforindividualorclassmath“books”



SCIENCELESSONPLANWeekof_______________Topic:_________________________FOCUS/INQUIRYQUESTION_____________________________________________________CONTENTSTANDARD:_______________________________________________________________________________

ACADEMICVOCABULARY(CCSSR4)________________________________________________________________________________NGSSCross-CuttingConcept:__cause-effect;__structureandfunction;_systems;__stabilityandchange;__patterns_______________NGSSSciencePractice:__investigate__analyze/interpretdata_collect,communicateinformation__________________________Thisweek’sdemonstration,video,orexperiment:________________________________________________________________Thisweek’sREADING:________________________________________________________________Reading:Standards:__Readclosely,answerquestionswithEVIDENCE(CCSSR1);___Summarize;identifycentralidea,relatedideas(CCSSR2);___Integrateinformation,ideasfromdifferentsources(CCSSR7);__evaluateclaims(CCSSR8);______________________________________Writing:__explain(2);__narrate(3);research(7);__constructanargument(1);_________________________________Preview, Model, Interest Model and Guide Go Deeper Assess and Clarify Fix and Finish UP Objective: Objective: Objective: Objective:ImproveCompetence Objective:IndependentCompetence




FORMATIVEASSESSMENTYOUDOindependentlyIDOclarifybasedonhowtheyrespondto

theassessment.YouDo:CollaborativelyEndofclass—checkforsharedunderstanding.AdjustplanforFridaybasedonlearningstatus.

T:IDO/WEDOGuidestudentsneedingsupport—YouDo:ADVANCEDstudents:who“meet”moveto“exceed”CLASSSYNTHESIS—Howwe’llcompletetheweekwithsharedunderstanding





SCIENCELESSONPLANWeekof_______________Topic:_________________________FOCUS/INQUIRYQUESTION_____________________________________________________

CONTENTSTANDARD:_______________________________________________________________________________ACADEMICVOCABULARY(CCSSR4)________________________________________________________________________________NGSSCross-CuttingConcept:__cause-effect;__structureandfunction;_systems;__stabilityandchange;__patterns_______________NGSSSciencePractice:__investigate__analyze/interpretdata_collect,communicateinformation__________________________Thisweek’sdemonstration,video,orexperiment:______________________________________________________________________Thisweek’sREADING:________________________________________________________________Reading:Standards:__Readclosely,answerquestionswithEVIDENCE(CCSSR1);___Summarize;identifycentralidea,relatedideas(CCSSR2);___Integrateinformation,ideasfromdifferentsources(CCSSR7);__evaluateclaims(CCSSR8);______________________________________Writing:__explain(2);__narrate(3);__constructanargument(1);research(7);_________________________________Preview, Model, Interest Model and Guide Go Deeper Assess and Clarify Fix and Finish UP Objective: Objective: Objective: Objective:ImproveCompetence Objective:IndependentCompetence

Ido:Preview,askFOCUSQUESTIONorINQUIRYPROMPT;Showvideoordemonstratesciencetask.Wedo:Analyzethedemonstrationorvideo—teacherwillguidestudentsto_________________________Youdo:CollaborativelyStudentswill_______________IndependentlyEachstudentwill____________ÖCheckforunderstanding__pair/compare__learningreport__glossary_____________________

Ido:Demonstrateandthinkaloudhowto______________________Wedo:TeacherwillguidestudentstoYoudo:CollaborativelyStudentswill_______________IndependentlyEachstudentwill____________ÖCheckforunderstanding__pair/compare__learningreport__glossary_____________________

Ido:Demonstrateandthinkaloudhowto______________________Wedo:TeacherwillguidestudentstoYoudo:CollaborativelyStudentswill_______________IndependentlyEachstudentwill____________ÖCheckforunderstanding__pair/compare__learningreport__glossary_____________________

YOUDO:FormativeAssessment—studentswill__answerFOCUSquestion__completeconstructedresponsewithnewdocument______________________________ÖIDO--RESPONDtoassessment--clarify--thinkoutloud,givefeedbackonwaystomakegreaterprogress.Studentswhoneedsupportwill…_____________________________Studentswho“meet”willcollaboratively…__outlinebookletordisplay__makeup,exchangeHOTquestions______________________________Endofclass:Checkforsharedunderstanding.

IDO/WEDO:Studentsneedingsupportwill…________________________Studentswho“meet”willadvance--__constructexhibit__writechildren’sbook____________________Synthesis:Groupsorclassrespondsinwritingordisplay:>Whatidea(s)didwelearnaboutsciencethisweek?>WhatstrategiesdidwelearntoLEARNscience?



SocialScienceLesson/LearningPlanTopic:__________________________________FOCUSQUESTION:__________________________________________________________________ACADEMICVOCABULARY(CCSSRI4)____________________________________________________________________________SOURCES:________________________________________________________________CommonCorestandardsemphasized:Thisweek’sREADING:________________________________________________________________Reading:Standards:__Readclosely,answerquestionswithEVIDENCE(CCSSR1);___Summarize;identifycentralidea,relatedideas(CCSSR2);___Integrateinformation,ideasfromdifferentsources(CCSSR7);__evaluateclaims(CCSSR8);______________________________________Writing:__explain(2);__narrate(3);__constructanargument(1);research(7);_________________________________

PREVIEW,Model,Interest ModelandGuide GuideandGoFarther Assess,Clarify,Advance Fix,Expand,FinishWellObjective: Objective: Objective: Objective:ImproveCompetence Objective:IndependentCompetenceIDOWEDOYOUDOCollaborativelyIndependently(assessment)



FORMATIVEASSESSMENTYOUDOindependentlyIDOI’llclarifybasedonhow

theyrespondtotheassessment.

YouDo:CollaborativelyEndofclass—checkforsharedunderstanding.AdjustplanforFridaybasedonlearningstatus.

T:IDO/WEDOGuidestudentsneedingsupport—YouDo:ADVANCEDstudentswho“meet”moveto“exceed”CLASSSYNTHESIS—Howwe’llcompletetheweekwithsharedunderstanding

HomeLearningActivity: HomeLearningActivity: HomeLearningActivity: HomeLearningActivity: HomeLearningActivity:



SocialScienceLesson/LearningPlanwithExamplesTopic:__________________________________FOCUSQUESTION:__________________________________________________________________ACADEMICVOCABULARY(CCSSRI4)____________________________________________________________________________SOURCES:________________________________________________________________CommonCorestandardsemphasized:Thisweek’sREADING:________________________________________________________________Reading:Standards:__Readclosely,answerquestionswithEVIDENCE(CCSSR1);___Summarize;identifycentralidea,relatedideas(CCSSR2);___Integrateinformation,ideasfromdifferentsources(CCSSR7);__evaluateclaims(CCSSR8);______________________________________Writing:__explain(2);__narrate(3);__constructanargument(1);research(7);_________________________________

PREVIEW,Model,Interest ModelandGuide GuideandGoFarther Assess,Clarify,Advance Fix,Expand,FinishWellObjective: Objective: Objective: Objective:ImproveCompetence Objective:IndependentCompetenceIDO>IntroduceFocusQuestionWEDO:__previewtext__applystrategytolocaterelevantinformationYOUDOCollaboratively__Locate,listimportant

information__startglossaryofthis

week’swordsIndependently__startglossary__writelearningsummary

IDOModelhowto__________________WEDO:__Applythestrategy.__usestructureoftexttolocaterelevantinformationYOUDOCollaboratively:Readmoretolearnmore__readwithpartnertolocate

informationtosupportideas__illustratepage(s)__UsestructureofthetexttomaketheoutlinethattheauthormayhavefollowedIndependently:__writelearningsummary__continueglossary

IDOUsegraphicorganizertoshowhowtoorganizeideasandinformationaboutatopic.WEDO:StudentsprovideexamplesforthegraphicorganizerYOUDOCollaboratively:__completegraphicorganizer__writeexplanationbasedongraphicorganizer

Independently:__learningsummary__completeglossary

FormativeassessmentYOUDOindependently__writetheiranswertothefocusquestion,citingevidence

__Completeconstructedresponse

IDO--clarifybasedon

assessment.YouDo:__Studentsdemonstrate

howtheycompletedtheassessment

__Outlineabookletaboutthetopic—writethebookletonFriday

Independently:__useglossarytowrite__Pair/Compare

IDO/WEDOGuidestudentsneedingsupport—__makeoutlinewithstudentsthey

thenfollowtowriteaboutthetopic__usegraphicorganizertoclarifyideas

andrelevantinformationYouDo:ADVANCEDStudentswho“meet”moveto“exceed”__writebookletabouttopic__makedisplayaboutthetopic__makepresentation__dramatizeeventCLASSSYNTHESIS:Whatdidwelearnaboutreadingtolearn?Whatideasdidwelearn?



ONEWEEKLESSONPLANNERFORART/COMPUTER/DRAMA/LIBRARYWeekof_______________________________Topic/Theme________________________________________________________________________Thesamefocusappliestoallgrades;thecomplexityoftheactivitiesandresourcesincreasesinrigorfromgradetograde.CHOOSETHECOMMONCOREREADINGSTANDARDTOEMPHASIZE__2.Determinecentralideasorthemesandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.__3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.__4.Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.__5.Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerpartsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.__6.Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.__7.Integrateandevaluatecontentpresentedindiversemediaandformats,includingvisuallyandquantitatively,aswellasinwords.__9.Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeortocomparetheapproachestheauthorstake.Whereisstandard1?“Closereading”isthefirststeptoaccomplishstandards2through9,sostudentsalwaysapplythatcompetencewhenreading.

GradesK-2Activity Grades3-5GradeActivity Grades6-8ActivityObjective:TeacherModels:StudentsDo:Assessment:Analyzestudentresponses

Objective:TeacherModels:StudentsDo:Assessment:Analyzestudentresponses—emphasizeconcisereportingoflearningprogress.

Objective:TeacherModels:StudentsDo:Assessment:Analyzestudentresponses—emphasizeconcisereportingoflearningprogress.



MULTI-WEEKPLANNERFORART/COMPUTER/LIBRARY/DRAMAWeeksof_____________to________________Topic/Theme_____________________________________________CHOOSETHECOMMONCOREREADINGSTANDARD(S)TOEMPHASIZE__1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecificevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.__2.Determinecentralideasorthemesandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.__3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.__4.Interpretwordsandphrasesastheyareusedinatext,andanalyzehowspecificwordchoicesshapemeaningortone.__5.Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerpartsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.__6.Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.__7.Integrateandevaluatecontentpresentedindiversemediaandformats,includingvisuallyandquantitatively,aswellasinwords.__9.Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeortocomparetheapproachestheauthorstake.

Weekof Thisweek’sFocus PrimaryGradeActivity IntermediateGradeActivity UpperGradeActivity

TeacherModels:StudentsDo:












Recommended:FifthweekdevelopsSynthesis—Studentsconstructdisplays,booklets,orpresentationstoshareandexpandlearning.



MULTI-WEEKPLANNERFORPHYSICALEDUCATION Weeksof_____________to________________CHOOSETHELEARNINGCOMPETENCIESTOEMPHASIZE:__followingdirections__teamwork/collaboration__persistence__self-monitoring______________________________________________

Weekof PrimaryGradeActivity IntermediateGradeActivity UpperGradeActivity

FOCUS:TeacherModels:StudentsDo:













PolkBros.FoundationCenterforUrbanEducationÓ2015teacher.depaul.edu 67

CulminatelessonsandunitswithDISPLAYSTHATSHOWANDSHARELEAERNING.Turnthebulletinboardintoalearningexhibit!



Show Relationships

SetupScienceWord/IdeaConnectionExhibits—askstudentstoaddwordsandillustrationsandthentowriteasummarywiththesewords.ExamplesofScienceVocabularyWordWalls

ScientificMethod hypothesis experiment variableestimate conclusion data

ecosystem balance adaptation interdependencefoodchain foodwebwatercycle



Exhibit Example:

How do story writers help readers understand the

theme?

T H E M E A writer tells a story to support a theme. (CCSSR2)

The theme is the writer’s message. (CCSSR2)

Characters face problems. (CCSSR3)

Characters make choices in the story. (CCSSR3)

Writers use dialog to tell how characters feel. (CCSSR5)

Example Example Example Example Example

You figure out the theme from the plot.(CCSSR5)

The writer uses details to describe the setting. (CCSSR5)

The narrator helps readers understand the story. (CCSSR5)

Example Example Example Example Example



ChooseordesignaBIGquestionforyourexhibit.MATHHowdoyousolvemathproblems?Howdoyoumeasure?Howdopeopleuse___________________(insertpartofmath)?_______________________________________________________________SCIENCEHowdoscientistsanalyzedata?Howdostructuresenablethesefunctions?Howdoesthe_______________systemwork?_____________________________________________________________SOCIALSCIENCEHowhavepeoplechangedChicago?Howhavepeoplesolvedproblems?Whatvaluesareimportantin________________________?___________________________________________________________________LITERATUREHowdoyoufigureoutthethemeofastory?Howdowritershelpreadersunderstandcharacters?Whatstrategiesdothoughtfulreadersuse?___________________________________________________________________



Part6.AssessPositivelytoAdvanceProgressively



AssesstoAdvance:RespondtoExpandCompetenceForwardFeedbackisEssentialforFormativeAssessmentForwardFeedbackisSpecificfeedbackthat:ü Identifiesstrengthsü GuidesstudentstotakethenextstepEnablesstudentsto:ü Feelpositiveü Improvetheirworkü Clarifytheirthinkingü Gofarther!EXAMPLES

+Youranswertothefirstquestionisclearandcorrect.Ø Readthepassageagaintofindtheinformationyouneedtoanswerthesecondquestion.

+Youranswerisclose.

Ø Listthestepsyoutooktogetit—thencheckyourworktofigureouthowyoushouldchangeit.+Yourchartincludescorrectinformation.

Ø Gofarther—writeasummaryofwhatyourchartshows.+Youstartedtheextendedresponsewithaclearbeginning.

Ø Addmoreinformationfromthepassagethatsupportsyouranswer.+Youhavewrittenacompletesummary—alltheimportantparts.

Ø EXCEED!Writedirectionsforanotherstudent—explainhowtosummarize.

+Youhavecollectedimportantinformation.Ø Re-readthequestion.Makesureyouhavegotinformationyouneedtorespondcompletelyto

eachpartofthequestion.

+Youhaveincludedsomeinformationfromoneofthepassages.Ø Thequestionasksyoutousefactsfromthetwopassages.Underlineinformationinthesecond

passagethatcanhelpanswerthequestion.Thenaddaparagraphtoyouranswerusingthatinformation.

+Yourexperimentreporttellswhatyoudidveryclearly.Ø Explainwhatyoulearnedfromtheexperiment.



DifferentiateAssessmentDiversifyinstructionandassessmenttorespondtoindividuallearningneedsandstyles.

Teach Explicitly Assess Diversely Assessment if done independently WordKnowledgeT:Displaywordsandpicturesbypatternsandtopic

q Drawpicturestoshowwhatwordsmean.q Matchwords/picturespictures/words.q Chartwordpatterns.q Makealphabetchartorbook.q Writesentencewithword.q Choosewordtocompletesentence.q Make/completegrammarchartruleandexample.

Comprehension and Fluency

ReadingTransfer:T:Readto--model,readwith–guidestudentsS:Re-readtofindoutmore.PQROST:T:Preview;askBIGquestionS:Read,organize,show,tell

q Drawpicturesof:characters,setting,event.q Completegraphicorganizers:list,chart,time-line,sequencechart,

map,diagram,web.q Answermultiplechoicequestion;explainyourchoice.q Writeormatchsentencesthatdescribeorexplain_____.q Infercharacteristics,motives,prioractions,nextaction.q Summarize.q Identifythemainidea,giveexamples.q Dramatizethestoryorhistoryq Writethenextpart.q Writenotetoorfromsomeonewho“wasthere”.

Strategic Reading

T:Thinkoutloud—explainthestrategiesyouuseasyouread

q Thinkoutloud.q Listwhat’simportantq Askyourselfquestionsasyoureadq Applythesamestrategytodifferentsectionsortexts.q Drawwhatyouread

Math

T:DemonstratemathT:Postvocabularyandexample/picture

q Drawtheproblemandsolutionq Actouttheproblemandsolutionq Writemath—examples,explanations,“MathPath”.q Makeupmathproblems.q Makemathglossary.q Writeamathguide

ContentKnowledgeT:Presenttopic,mainidea,vocabulary;S:Listen/look/readtolearninformationandunderstandideas

q Listimportantwords,addpictures.q Listinformationaboutonecategory.q Drawpicturesthatshowfactsaboutthistopic.q Completegraphicorganizers.q Givefactsthatsupportanidea.q Identifyorchooseanideathatfactssupport.q Writeand/ordrawaboutatopic.

Writing

T:Doa“writealoud”ü Focusononeformatatatime.ü Emphasizeonecriterionatatime.

q Workononekindofwritingatatime.q Focusononecriterionforgoodwritingatatime.q Editwritingforthatonefocus.q Illustrateyourownwriting.q Makepunctuationposters



HowwillyouRESPONDtoIncreaseStudentLearning?CPSTeachingFrameworkdomains:3dUsingAssessmentinInstruction3eresponsiveness—responsetostudentneeds—interventionandenrichment

PRIORITY RESPONSES:Waystohelpstudentswhoneedsupport.Howtoread

__students“peercoach”__studentexplainsthereadinginownwordsparagraphbyparagraph__studentdrawspicturestoshowthesituation__multiplechoicequestionswithjust2responses,thenexpandto3and4__studentscompletegraphicorganizer

Howtosolveamathproblem

__students“peercoach”__studentwritesguidetosolvingproblems__studentcorrectsaproblemsolvingexample__studentsworkinpairs__studentssolveproblemandexplainhow__studentswriteguidetosolvingproblems__studentscomplete“mathpath”__studentsdesignandplaymathgamedesignedtoincreaseknowledgeofmathfacts

Howtowrite

__focusononeelementofwritingatatime__studentsco-write__class/groupmakesoutline,thenstudentswritebasedonthatoutline__studentswritea“howto”writingguide__studentsusewriting“scaffold”__studentswriteguidetowriting__studentscorrectwritingwitherrors,editingthat,THENeditingtheirown

ContentArealearning

___studentscompletegraphicorganizer___studentswritebasedongraphicorganizer___studentsillustrateparagraphbyparagraph___studentsoutlineapassage___studentsfindinformationtosupportapositionorconclusion___studentscollaboratetowriteabookletaboutthetopic

Enrichment:Whatchallengewillyouadd?



TEACHERSAREPROBLEMSOLVERS!Eachproblemhasmorethanonesolution.Listtwodifferentwaystosolveit.PROBLEM WAYSTORESPOND



GraphicOrganizerAssessmentRubricTheGraphicOrganizerisamiddlestep—betweenthelearningandreportingthelearning.Usuallyagraphicorganizerispartofaprocess,itisawaytoorganizeinformation,anintermediatesteptomakingapresentationorwritingaboutatopicorsituation.Itmaybea“pre-writer”thatstudentsusetoorganizetheirwriting.Sostudentsshouldmeetthefollowingcriteriawhenmakingagraphicorganizer:

ü Isitcomplete?ü Isitcorrect?ü Isitclear?

Thefollowingrubricisdesignedforuseifthegraphicorganizeristhefinalassignment.Otherwise,itcanbeusedasachecklistformakingsurethattheorganizationiscompleteandusefulasstudentsbasetheirnextsteps—writingorpresenting—ontheinformationtheyhaveorganized.Recommended:Studentscanexceediftheyrevisetheirresponsestomeetthelevel4requirements.

SHOWCLEARTHINKING

Rating Requirements4

o Providesinformationforeachpartoftheorganizero Allinformationiscorrecto Givesorganizeratitle(ifitdoesnothaveone)o Writesabouttheorganizer—anexplanation,summary,or

applicationofwhattheorganizerpresents(complexityvarieswithgradelevel—fromsentencethroughextendedresponse)orconstructedresponsethatextendsorevaluatesthecontentofatext(ortexts)

o Citesthesourceoftheinformation

3

o Providesinformationforeachpartoftheorganizero Allinformationiscorrect

2

o Providesinformationformostpartsoftheorganizero Mostinformationiscorrect

1

o Providesinformationforpartoftheorganizero Someinformationiscorrect



ReadingResources

Fiction:Page78

Nonfiction:Page97



StartClearlytoReadaStoryClosely

CommonCoreReadingStandard1:Readclosely,thenmakeandsupportlogicalinferences.

Supportsstandard3—figureoutwhathappensinastory.WhoandWhereWhenyoustarttoreadastory,drawapicturethatshowstheplace.Thenaddoneortwocharacterswhoarepartofthestory.Predictwhatwillhappen.Thenreadtofindoutwhatthepeopledo.



PICTUREWORDBANK

AlignswithCCSSRpriority:Increaseacademicvocabulary

Wordsabout__________________________

WORD Showwhatitmeans.Drawapicture.

Writeasentencewithoneortwoofyourwords._____________________________________________________________________



StartClearly:Readthebeginningofastoryorhistorycarefully.CommonCoreReadingStandards1.Readclosely,thenmakeandsupportlogicalinferences.

5.Analyzethewriter’schoicesofinformation—whatdoesthewriterwantyoutounderstand?

Startbyreadingjustthefirstpart,thenthinkaboutwhatyouhaveread.Whatwastheplacelike?Lookcarefullyforinformationabouttheplace.Listinformationaboutthe

placeordrawtoshowithere.

Showortellwhathappenedatthebeginning.

Whatdoyouthinkhappenednext?___________________________________________________________________________________________________________Listtwodifferentpartsofthetextthathelpyoumakethatprediction._________________________________________________________________________________________________________________________________________Thenreadthenextpartofthestoryorhistory.Checkyourprediction.



ICanSequenceaStoryUsesequencetotellorretellastory

CCSSR1.Readcarefully/closelytoCCSSR3---sequenceeventsinastory(plot).Usethischarttotellastoryyoumakeuportoreportastoryyouread.

First

Then

Then

Then

Then

At the end

Thenwritewhatyouthinkaboutthestory.Whatdidyoulikeaboutit?Whatpartsofthestoryweremostimportant?



ICANCOMPREHENDASTORY:SEQUENCE

CCSSR1.Readcarefully/closelytoCCSSR3---sequenceeventsinastory(plot).Drawpicturestoshowwhathappened.Numbereachboxtotellthesequence.Putthepagenumberonwhichyoufoundtheevents.

EXCEEDOnanotherpageretellthestoryyourway.Adddetails.Adddialogue.



SMART CHART: CHARACTER TRAITS

Remember,acharactertraitishowapersonisallthetime—traitsdon’tchange.

Listthreemorecharactertraits.Thenwritethesynonymandtheantonymforeachone.

TRAIT SYNONYM ANTONYM

brave

wise

Analyze,thenInferwithevidence

CCSSR1Readcarefully/closelytofigureoutacharacter’straits(CCSSR3)

Writeaboutacharacterorpersonwhohasoneofthecharactertraitsinyourchart.Useexamplesofwhatthepersondoestoexplainhowyouknowthatcharacterorpersonhasthosetraits._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



SMART CHART: FEELINGS

Remember,afeelingiswhatapersonthinksatonetimeoranother.Itishowapersonfeelsbecause

somethinghappensorsomeonesayssomethingorbecausethepersonwantssomething.Feelings

change.

Listthreemorefeelings.Thenwritethesynonymandtheantonymforeachone.

FEELING SYNONYM ANTONYM

happy

angry

Analyze,thenInferwithevidence

CCSSR1—readcarefully,theninfercausesandeffects(CCSSR3)

Writeaboutpersonwhohasoneofthefeelingsinyourchart.Tellwhythepersonfeelsthatway.Explainwhatcausedthepersontofeelthatway.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



StoryReader:Ifigureoutwhatgoesoninastory.CCSSR1.Readcarefully/closelytofigureoutevents(CCSSR3)inastoryAsyoureadastory,notewhatyoulearnaboutthecharactersandevents.Notewhatyoulearnineachboxforeachparagraphorpage.

P.1P.2P.3P.4P.5

Whatdoyouthinkisthemostimportanteventsofarinthestory?_______________________________________________________________



Story Interpreter: Feelings CCSSR3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.Feelings are part of every story.

Think about one of the main characters in a story.

How does the character feel in different parts of the story?

Character:____________________________________

When Feeling WhytheCharacterFeelsthisWayAtthebeginning

Whensomethingimportanthappens

Attheend

Whatdoesthecharacterlearnfromwhathappensinthestory?_______________________________________________________Ifthecharacterchanges,explainhowandwhy.

How:_________________________________________________________Why:____________________________________________________________________________________________________________________



StoryReaderCCSSAnchorReadingStandard1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.SupportsCCSSR3—figureouttheplotandcharacters.Showtheplace.Namethreecharactersinthestory.Foreachone,tellonetrait.Explainwhyyouthinkthecharacterhasthattrait—basedonthestory.Character Trait Evidence

Whatwasanimportantevent?___________________________________________________________________Tellhowyouthinkthecharactersfeltaboutthatevent.Whydoyouthinktheyfeltthatway?



ExpandaStory:InferEvidence-BasedDialogueCommon Core Anchor Standard 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Story:__________________________________________________

Listthreedifferentcharacters.

1____________________2____________________3_____________________

INFERFEELINGS

Howdoyouinfereachonefelt?Explainyouranswerwithevidencefromthetext.

Person1felt_________________because__________________________________.



Writewhatyouthinkeachonemighthavesaidaboutwhathappened?

123



Icaninferthemoralormessageofafable.

CCSSR2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.Studentsusethemajorevents(CCSSR3)andwriter’schoicesofthepartsofthestory(CCSSR5)toconcludethetheme.

Draworbrieflytellthethreemostimportantpartsofthefable.

ThisiswhatIthinkthemoralis.______________________________________________________________________Thisiswhatthisfableshowsabouttheculture’svalues.____________________________________________________________________________________________________________________________________________Thisismyevidenceforthatconclusion.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



StoryPlannersLearntheWriter’sCraftCCSSW3—Planastorytocommunicatealesson.

Whatisthelessonofthestory?

___________________________________________________________________

Whatisthesettingofthestory?

______________________________________________________________

Whatistheproblemthestorywillusetoteachthislesson?

_____________________________________________________________________

Drawthreepersonswhowillbeinthestory.

SequencetheEvents.Drawortellhowitstartswhathappensnext,howitends.Thenwritethestory.Illustrateeachpart.



SequenceEventstoTracethePlot,WhichLeadstotheThemeCCSSR3and2---identifyimportantevents,thenfigureoutthethemeofastory.

ThisactivityisbaseddirectlyonaPARCCsample.NWEAalsoasksstudentsquestionsaboutsequenceofevents.Createasummarybyputtingthemostimportanteventsincorrectsequence.Youcanwriteordrawtotellwhathappens.First

Then

Then

Last

Thewriterusestheplottotellthetheme.

Whatisthelessonorthemeofthestory?

________________________________________________________PLUS:Writetoexplainhowtheauthorhelpsyouunderstandthethemethrough

thecharacters,narrator,otherpartsofthestory.



IdentifyandSupporttheThemeofaStoryCCSSR2—analyzethepartstofigureoutthetheme.

Thinkitthrough.Thethemeofastoryisawayofthinkingaboutthewholestory.Writewordsordrawpicturesthatshowimportantpartsofthestory.Thenwritethethemeinthemiddle.

themeAnalyze!Writetoexplainhowtheauthorhelpsyouunderstandthestory’stheme.Includedetailsfromthestorysuchasimportantevents,characters’choices,howthenarratorexplainswhathappens.PLUS:CompareandContrastStoriesCompareandcontrastthisstorytoanotherstorywithasimilartheme.Howdothetwoauthorscommunicatethesamethemeindifferentways?

AnalyzeandInferCausesCCSSR3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofa



text.WriteWhatYouThink__essay___story___fable___cartoon___editorial___diaryofapersoninvolved__________________________________________________________________

CAUSES TheChange



AnalyzeandInferEffectsCCSSR3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.WriteWhatYouThink__essay___story___fable___cartoon___editorial___diaryofapersoninvolved__________________________________________________________________

EFFECTSTheChange



WriteaPlaytoCommunicateaThemeofaStoryCCSSR5.Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerpartsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.Story:______________________________________________________Whathappened—listtheimportantevents.Howitstarts:__________________________________________________________Whathappensnext?____________________________________________________Howitends.___________________________________________________________What’sthetheme?_________________________________________________________________Whydoyouthinkthatisthetheme?Supportyouranswerwithevidencefromyourreading._______________________________________________________________________________________________________________________________________________________________________________________________________________Whoaretheimportantcharacters?Who Trait Action Whathappensbecauseof

thataction?



COMPREHENSIVE FICTION Assessment

1. Who is the main character?

2. What is one trait of this character?

3. How does the writer communicate that trait? 4.

5. What is ANOTHER trait of this character?

6. How does the writer communicate that trait?

7. What is the most important event in the story?

8. How does that event help you understand the characters?

9. What is the theme?

10. What events tell you that is the theme?



NONFICTIONREADINGRESOURCES



DrawPicturestoExpandVocabularyAlignswithCommonCoreAnchorReadingStandard4—expandacademicvocabulary.

TOPIC:_________________________________________________


Useyourpicturestomakeonebigpictureaboutthistopicoruseyourwordstowritesentencesaboutit.



CULTURE ALPHABET

Write letters in the first column. Then write a word that has to do with one culture or

many cultures. Then draw a picture. You can choose the letters or do the whole alphabet—add more pages if you will do A-Z.

LETTER WORD PICTURE

Writeasentencewithsomeofyourwords.



PictureaParagraphCCSSR2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.

Chooseapagetoread.

Chooseoneparagraphthat’sinteresting.

Everyparagraphtellsaboutanidea.

Drawapicturethatshowsthemainideayoulearnedfromtheparagraph.

Giveyourpictureandthatpagenumbertoanotherstudent.Seeiftheycanfindyourparagraph.



Drawwhatyouhear!CCSSR1—readcarefully,and2—what’sthebigidea?Studentslistentoteacherreadapassage.Thenre-readthetext.Studentschooseimportantinformationanddrawpicturestoshowthosepartsofthetopicfromthereading.Topic:_______________________________________________________________

Writeatitlethatfitsallthreeparts.___________________________________________________________________



Smart Chart: WORD BANK

CCSSR4.Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.

TOPIC:_________________________________________________


Writeanotherwordthattellsaboutthisword.(Itcouldbethiswordinanotherlanguage.)

Useyourwordstowriteaboutthetopic.Youcanaddanillustrationthatshowswhat’simportanttolearnaboutthetopic.



ContentLearningReporterCCSSR1—readcarefullytoidentifyimportantinformationandtermsandthensummarizewhatyouhavelearned

(CCSSR2)Topic:_______________________________________________________Whatare3importantwordsyouneedtoknowtounderstandthistopic?

Word WhatItMeans

Useagraphicorganizerordrawapicturetoshowanimportantideaaboutthetopic.

Writeasummaryparagraphaboutthetopic.Includethewordsyoulisted.Includeideasandinformationyoushowinyourpictureorgraphicorganizer.



ANALYZEHISTORY:Challenge,Choice,ChangesAnalyzerelationships(CCSSR3),theninfer(CCSSR1).Youcanusethisguidetoanalyzeanyhistory.Underlinethewordsthatstatethechallenge.Putacheckmarknexttothesentencethattellsthechoice.Drawapictureorwritetotellaboutthechange—beforethechange,afterit.Before the Change—What was happening?

After the Change--Effects

Whatvaluedoesthechoiceshowwasimportanttothepersonswhomadethatchoice?

___________________________________________

ThinkMore!Writeaboutthishistoryasifyouwerethere.üWhoareyou?(Inferapersonwhowouldhavebeenaffectedbythischoice.)

üWhat’simportanttoyou?(Inferyourvalues.)

üHowdoyoufeelaboutthischoiceandthechangesitledto?Explainwhyyoufeelthatway.



CentralIdeaConnectorCCSSR2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.

Putthecentralideainthecircle.

Putsupportingideasintheboxes.



Icanclassifyfactsandopinions.CCSSR1—readcarefullytoidentifyimportantinformationandtermsandthensummarizewhatyouhavelearned(CCSSR2)Putstatementsoffactsincolumn1andstatementsofopinionincolumn2.

Ifatextdoesnotincludeopinionsthentheopinioncolumnisblank.

ThesearefactsIfoundinthetext. TheseareopinionsIfoundinthetext.

Thisiswhatbiasmeans:____________________________________________________________________Thisisanexampleofbiasinthisreading:________________________________________________________________________________________________________________________________________



UseEvidencetoShowHowaWriterCommunicatesanIdeaCCSSR8—analyzehowawritersupportsaclaimYoucanusethistoanalyzeatextthatyoureadortoplanyourowntext.Claim:____________________________________________________________Examplestheauthorusedtosupportit. Howcouldthewritersupporttheclaimmore?_________________________________________________________________________________________________________________________________________________________________________



ICanAnalyzeCausesandEffectThisGraphicOrganizercanbeusedtoassessifcompletedindependently,orasalearningguide.

Completethisdiagramaboutasciencesituation.

Situation:_________________________________________________________

Intheboxeswritetwodifferentcausesofanimportantchangeoraction.Inthediamondwritethe

importantchangeoreffectofthosecauses.

Summarizewhatyourdiagramshows.



CONTRASTPOINTSOFVIEWCCSSR8.Delineateandevaluatetheargumentandspecificclaimsinatext,includingthevalidityofthereasoningaswellastherelevanceandsufficiencyoftheevidence.

Position 1 Position 2

Whichpositionhasstrongerevidence?________________________________________________Whydoyouthinkthat?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



AnswertheBIGQuestionwithCitedExamplesandEvidenceCCSSR1—readcloselytolearnideas(CCSSR2)

BIGquestion:Whatisanimportantideaabout____________________________

Collectideas,facts,examples.Youcanfindtheminyourclassnotes,frombooks,articles,andthe

Internet.

WhatIlearned WhereIFoundIt

Writeanideayoulearned.Supportitwithexamplesyoufound.___anextendedresponse___apageinatextbook___directions___areport___anarticle

_____________________________________________(anotherformat)



ComprehendaCulture

CCSSR3—analyzerelationships

CULTURE:_________________________________________________________

Listordrawinformationforeachcategory.

Place

Homes

Work

ThinkMore:Whatisanimportantvalueofthisculture?

Explainyourconclusion.Whydoyouthinkthatisanimportantvalue?



AnalyzeHistory

CCSSAnchorReadingStandard3—analyzerelationships.

TOPIC:_________________________________________________________

ORGANIZETOUNDERSTAND

People

Place

Challenges

Choices

Changes

ThinkMore:Whatisanimportantideayoulearnedaboutthishistory?Explainyouridea.Onanotherpageuseinformationyoufoundtosupportthatidea.



ThinkBIGCommonCoreAnchorReadingStandard2.Determinecentralideasorthemesofatext

andanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.

BIGIDEA:__________________________________________

ImportantWords

ImportantInformationShowyourideahereinadrawingorgraphicorganizer.Writeacaption:________________________________________________________



NONFICTIONANALYZER:TheWriter’sTechniquesCCSSR5:identifywriter’stechniques.Readanarticleandanalyzehowthewritercommunicatedtheideas.Whatstructuredidthewriteruse?__sequenceortimeorder__compareandcontrast__description__cause-effectHerearesometechniquesthatnonfictionwritersuse.PutXnexttothetechniquesthewriterused.Thenputthenameofthetechniquenexttotheplaceinthepassagewherethewriterusedit. allusion analogy anecdote

argument captions comparison and

contrast data debate

description dialogue examples

figurative language graph headings

humor illustrations imagery

narrative quotations sarcasm

satire sequence of events table

timeline titles and subtitles tone

Thenwriteaboutthearticleyouread.Explainhowthewriterhelpedyouunderstandthecentralideaormajorclaim.



Book-Writer/Exhibit-Maker FOCUS:Writethefocusofeachpartorpageinabook/partofanexhibit.TELL:Notewhatyouwillwriteabout.SHOW:Figureoutwhatpicture,photo,ordiagramwouldmakeyourideasclear.Nameitorsketchitinthebox.Usethisformat.Putitonanotherpageandplanyourbook/exhibittoincludeatleastthreeparts.

What’sImportanttoKnowaboutthisTopicFocus:___________WhatI’llexplain:WhatI’llshow

Focus:___________WhatI’llexplain:WhatI’llshow

Focus:___________WhatI’llexplain:WhatI’llshow

WritetheBook

Makeadraftofthebook.Adraftiswhatyouwritefirst.Thenyoureadwhatyouwrote.Thenyouwriteitagainmakingitbetter.Addtheillustrationsthen.

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