LEVEL 4 ASSESSMENT PASSAGE

Marsupials

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A marsupial is a type of mammal. Unlike other mammals,

marsupials have pouches. They carry their babies in their pouches. Most

of the marsupials in the world live in Australia.

Kangaroos are marsupials. They have strong back legs and can jump

long distances . Kangaroos have strong tails. Their tail is used for balance.

The red kangaroo can grow to be about seven feet tall. They can weigh

more than 200 pounds. They move fast. Sometimes, they travel at 40

miles per hour.

Another Australian marsupial is the koala bear. The koalas live in

trees. They have thick, gray fur, a black nose, and no tail. Koalas look

very cuddly. They eat only leaves from a gum tree. The leaves are juicy.

Koalas do not drink water.

Wombats are also marsupials . They are Australian rodents.

Wombats live in holes in the ground. They sleep during the day and come

out at night. Wombats ' diet consists of grass and plant roots.

Opossums are the only marsupials that live outside Australia.

Opossums look like large rats. They have long faces and tails. Opossums

eat eggs, fruit, insects, and small animals. When they are scared, they

fall to the ground and pretend to be dead. This is how the term "playing

possum" originated.

Total Words Read __ _

- Errors __ _

= CWPM 62 T h e Six·Minuce S olution; A Reeding F luency Program (Intermed iate Levell c 2007 Sopris \VC'SI Educational S£>rvJC<'S. All rigtlls rtservC'd.

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Fluency Reading Comprehension

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Sequencing Graphic Organizer

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Third (Next, Then) I

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Ccmbne your detais nto sentences. Then wnte your sentences n order_ Be~ . "'i . Gr~d Endng to create a svrrmaryof the story.

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Which Words Do I Teach? Practice Identifying Tier 2 and 3 Vocabulary for Instruction

Grades 4-5

Read the two passages for this grade band below, one informational and one literary.

Highlight tier 2 words you'd teach for this passage in yellow. Remember, these are words likely to

appear across many different types of texts- academic vocabulary, such as relative or vary.

Highlight tier 3 words you'd teach for this passage in

photosynthesis or legislature.

These are domain-specific words, such as

Note at the bottom of the page which words would require more time and attention versus less

time and attention for students to learn. Jot a few thoughts about why. Is the word abst ract or

concrete? Does it have multiple meanings? Is it part of a word family?

Passage 1- lnformational:

Simon, S. (2006). Volcanoes. New York: HarperCollins.

Excerpt

In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes . They still don't know all the answers, but they know much about how a volcano works .

Our planet is made up of many layers of rock. The top layers of solid rock are called the crust . Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten , rock is called magma. Volcanoes are formed when magma pushes its way up through the crack in the Earth 's crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava.

Notes:

More Time & Attention Less Time & Attention

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Model Response

Which Words Do I Teach? Practice Identifying Tier 2 and 3 Vocabulary for Instruction

Grades 4-5

Passage 1 - Informational:

Simon, S. (2006). Volcanoes. New York: HarperCollins.

Excerpt

In early times, no one knew how formed or why they spouted red-hot rock . In modern times, scientists began to study They still don't

know all the answers, but they know much about how a works. Our planet is made up of many layers of rock. The top layers of solid rock are called the Deep beneath the crust is the where it is so hot that some rock melts. The melted, or rock is called formed when pushes its way up through the crack in the Earth's This is called a eruption. When pours forth on the surface, it is called

Commentary:

This passage contains ll 5 words with eleven tier two words and phrases that might cause problems to some students in this band, though not all are equally likely to do so. It contains six different tier three words related to volcanoes and earth science, highlighted in blue. Let's start with the tier three words.

As noted in the introduction, tier three words often repeat. Except for mantle, each of these words repeats at least once; volcano repeats four times, or five if volcanic is counted. The text often provides the reader with generous support in determining the meaning of these words, as with molted and magma in sentence seven : "The melted or molten rock is called magma." Both molten and magma are defined by the context. The same is true for crust, mantle and lava. It is clear that in order to comprehend this passage all of these tier three words need to be understood, but the text itself offers much support for building this understanding. This is often the case with tier three words.

There are also tier two words necessary to understanding the passage. The most direct would likely be layers in sentence 4. An understanding of layers is necessary to fully grasp and visualize the structure of the crust: "The top layers of

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solid rock are called the crust." Perhaps equally important would be spouted in sentence 1 and pours forth in the last sentence, needed to help visualize the action of a volcano. Pours forth helps define eruption, too. The same is true of surface in the last sentence.

Both layers and surface are tier two words likely to appear in middle and high school academic texts, and thus would justify more intensive instruction, though neither is particularly abstract nor part of a word family. Additionally, a firm understanding of these words will support students when they appear in their metaphorical, and hence, more abstract forms in texts at later grades as in, "on the surface this would seem", and "layers of meaning".

Early times and modern times could be thought of as tier two phrases. They are tier two in that they could appear in a variety of historical, literary or science texts. It is reasonable that many students in this band will have only a vague notion of the meaning of either term. Though not essential to understanding this passage, their likely appearance in a variety of texts would argue for more intensive instruction of both terms.

Formed in sentences one and eight and red-hot in line one are easily explained quickly; formed with the more common synonym "made" and red-hot with illusions to fire first being yellow and then red as temperature increases.

There is at times uncertainty as to which definition fits certain words : why, for example, would erupted not be a tier three word in a passage on volcanoes? Erupted, though associated frequently with volcanoes, can be used in other cases : for example, skin erupting in hives, and teeth erupting from the gums.

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Kindergarten after finish

again just

agree with list

also many

any much

appropriate must

audience near

because only

before part

clue perform

copy place (v)

detail point

differ put

does self

even sort

every start

example such

explain

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1st Grade always next

argue observe

begin often

better opinion

between order

both organize

chart participate

consequence pass

describe predict

discover reason

discuss review

during seem

effect should

event since

explore still

far sure

few (n) those

finish thought

keep type of

left until

likely unusual

locate usual

main usually

maybe while

might experience

never

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2nc1 Grade above miss(ing)

ago model

apply object (n)

area plan

argument

arrange portion

behind possible

benefit prepare

category probably

characteristics prove

check purpose

clear rank

compare rare

complete ready

conclusion reduce

decide relate to

deep relationship

direct restate

enough results

ever reverse

explanation several

few (adj) solution

free Solve

important soon

impossible special

in common state (v)

interest though

interesting trait

introduce unique

item useful

less wonder

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3rd Grade although include

analyze information

anticipate investigate

cause justify

characterize label

claim maximum

class/classify minimum

collect occur

comparison organize

completely Place

conclude point out

constant prior

contrast process

create question

critical reason

defend recall

define regularly

determine request

disagree require/required

discuss research

draw (draw conclusion, respond

draw upon ... ) response

effect review

event sequence

evidence significant

exclude/include specific/specifically

former strategy

frequently structure

general, in general summarize

however support

identify various

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4th Grade abstract/concrete logical

academic maximize

alter minimize

assess modify

assume monitor

assumption notice

brief oppose/opposition

clarify optional

confirm original/originally

consider perhaps

consistent, consistently possibility

contradict possibly

current presume

currently previous/previously

develop produce

display propose

dispute reaction/react

distinguish between recent(ly)

effective(ly) refer

essential report

exaggerate represent

examine series

form/formation/format sign ifica nee

highlight standard

i nfl uence/infl uentia I state (as a verb)

inform suppose

information typical

informative typically

involve utilize

judge/judgment vary

likely version

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5th Grade accurate fundamental

additionally including

address (v) including

advantage/disadvantage infer/inference

analyze interact

arguably interaction

assert issue

available limited

citation negate

cite note (v)

complement object to (v)

complex overall

condition persuade

contradiction primary/primarily

contrary procedure

coordinate product

correspond properties

crucial quality

data reflect

debate restrict

discriminate restricted

drawback (benefit) result

eliminate significantly

emphasize source

encounter suggest

establish transition

evaluate ultimate(ly)

eventually valid

excess(ive)(ly) variation

expand volume

focus

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6th Grade according to due to

accuracy elaborate

additional eligible

advocate emphasis

analysis equip

appeal essentially

appropriately evidently

assemble

basically extended

characteristic (adj) extent

clarification fundamentally

collaborate genuine

common(ly) given

comparable justification

competent likel ihood

compile, compilation maintain

concur negativity

contend obvious(ly)

context positivity

contribute prevent

contribution productive

converse prompt (v)

credible require

debatable reveal

decline status

demonstrate strategic

despite subtle

development the following

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7th Grade affect (v) incorporate

articulate (v) indicate

aspects influence

assertive(ly) inquire

authority integrate

capture intense

clearly interpret

conceivable (inconceivable) isolate

conditional (unconditional) literal(ly)

consideration maturity

consist of notorious

contradictory phase

correlate portray

credibility potential

criteria potentially

design preclude

determined prospect(ive)

differentiate recollection

draft (v) relate

establish reserve

exclusive resulting in

exercise, exercise (n) rigid

factor secure

feature strategic( ally)

generally subjective I objective

generate sufficient(ly)

illustrate supported by

impact unify

imply

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8th Grade

accordingly devise

accurately diminish

acquire disputable {indisputable)

adequate{ly) dynamic

allocate/allocation Employ

alternative equate

analytical ethic{ a I)

anticipation evident{ly)

applicable {inapplicable) exceedingly

approach exhibit, exhibition

articulate {adj) focal

assertion Inclined, inclination

assumptions inconceivable

authentic, authenticity indicative of

availability influential

capacity invariably

coherent {incoherent) marginal

complexity perception

conceivably plausible

concurrent Presume, presumption

consequently Requisite {prerequisite)

considerably specify

constitutes Speculate, speculation

consult, consultation subsequently

convey susceptible

correlation thereby

depict, depiction, depicted validity

detect vary/varied

determination virtual{ly

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9th /1 Qth Grade abdicate duration notion

albeit emerge notwithstanding

alternate enable nuance

ambiguous encounter orient

apparent(ly) enhance paradigm

approximately ensure parameter

arbitrary entity perceive

attain exceed persist(ent)

attribute exemplify plausibility

beneficial explicit(ly) plethora

capability extensive preliminary

cease facilitate presumably

cohesion feasible prohibit

coincide finite/infinite refine

colleagues fluctuate relevant/

commence forthcoming irrelevant

compensate given that reliable/reliability

compile hence resolve

comprehensive impede sequential

comprised of implicit(ly) signify

conceive incidental(ly) specifically

conform inclination subsequent

constrain incontrovertible subsidize

convene inevitable supplement(ary)

delineate inherent sustain

derive initiate tangible

despite integral undergo

deviate intrinsic varied

devote invoke verify

discrete manipulate

distort nevertheless

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11th/12th Grade abrogate frivolous reciprocal

acerbic hinder rescind

ameliorate hubris restraint

amend inane salient

arbitrarily incognito sought

archaic indispensable specificity

articulated infrastructure staggering

auspicious insulated subjugate

banal intangible substantial(ly)

calibrate itemize subtlety

capricious gist succinct

caveat juxtaposition suffice

connotative levity superfluous

consolidate lexicon symbiotic

conversely loquacious ubiquitous

deleterious milieu underlying

denote myopic assumption

didactic nefarious unilateral

disparaging obsequious usage

divulge offset usurp

dogmatic omnipotent vehement(ly)

eclectic pejorative vested

ephemeral periphery vilify

epiphany pertinent visceral

facetious posit whereas

finite predictability whereby

formulate predictor wrought with

fortuitous recapitulate

frivolity recede

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Marzano's Six Step Vocabulary Routine

Steps 1-4 should be brief - about 5 minutes per tenn

Templates Academic Vocabulary Log

1. Model pronunciation and spelling. Have students repeat and then add it to a vocabulary log.

2. Provide a student fri endly explanation, including analogies and/ or use in a sentence. Provide visuals, including your written explanation.

3. In partners, students add their own explanation.

4. Students create a non-linguistic representation of the term (symbol, icon, or sketch) in the log.

5. Students engage in structured activities to practice using the term in context. They add to their log notes as they expand on their knowledge of terms.

6. Students discuss the content and write using the new terms. (Provide sentence frames as needed). They add to their log notes as they expand on their knowledge o f terms.

Unit/Topic: 1. Term and 2.Teacher's explanation and 3. My explanation In my own words 4. Sketch, 5 and 6. Notes from activit ies/discussions; pronunciation examples diacram, symbol, deeper understandinc, more examples,

(ie. Meiosis a my picture or Icon applications, related concepts ...

!!!! sis)

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Academic Vocabulary Concept Map Organizer

Definition/Explanation Essential and symbol or sketch characteristics

Concept

Examples Non-examples • 0

. 0

. • 0

• 0

. 0

0

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Academic Vocabulary Concept Map Organizer II

Vocabulary Word:

Prefix & Meaning: Root:

Synonym or brief explanation~

Characteristics:

Student definition: (general meaning or for a specific context)

Examples: NON-examples: ,./ 0 ,./ 0 ,./ 0

Showing Sentence:

Illustration or symbol:

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