Transcript CSCOPEII 12-9
6
th
Grade CSCOPE Overview
ELAR
3 rd Nine Weeks [email protected]
MISSION: Teach so that students learn to their maximum potential Vision: Through the implementation of a full, innovative, rigorous, comprehensive education program, KISD will provide superior learning opportunities so that upon graduation, students are prepared for success in the workforce and/or in higher education
UBD
Understanding by Design
Red-line TEKS for the 3 rd 9 Weeks: 6.19(D) make inferences about text and use textual evidence to support understanding 6.19(F) make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence 6.19(E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts
Vertical Alignment Study
Grade Level and Content/Course__________ Strand:__________________________
TEKS COGNITIVE SPECIFICITY CONTENT TITLE Differences in Cognitive Specificity Differences in Content Specificity GRADE LEVEL TEKS BEFORE 5.19 (D) MY LANE
6.19 (D)
GRADE LEVEL TEKS AFTER 7.19 (D) I – Introduced in my grade level T – Transformed in my grade level
IFD Red-line TEKS with Specificity
6.19(D) make inferences about text and use textual evidence to support understanding Make INFERENCES ABOUT TEXT Including but not limited to: Use information from text Use background knowledge/experience Use TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING Including, but not limited to: Title Headings Cover Illustrations Photos Charts, graphs, tables Plot Facts/details Inference:
connecting bits of information to make a logical guess. Readers make inferences by making generalizations, predictions, and drawing conclusions.
Prediction: a conclusion about the future Generalization: a conclusion about a group of persons, places, or things Conclusion:
a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information.
Textual Evidence: specific details or facts found in text that support what is inferred
IFD Red-line TEKS with Specificity
6.19(E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts Summarize, Paraphrase, Synthesize TEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER WITHIN A TEXT AND ACROSS TEXTS Summary includes, but is not limited to: Brief, coherent sentences that communicate the key information (short paragraph) A main idea (the central meaning) Main character(s) in fiction Important details that come before the conflict, during the conflict, and important details after the conflict in fiction Must remain true to the author's interpretation and emphasis Focus on what the author is saying Summarize
: to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source.
Paraphrase
: restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or information without evaluation or interpretation.
Synthesize:
to combine elements and parts to form a coherent whole
IFD Red-line TEKS with Specificity
6.19(F) make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence. Make CONNECTIONS BETWEEN AND ACROSS MULTIPLE TEXTS OF VARIOUS GENRES AND PROVIDE TEXTUAL EVIDENCE Including, but not limited to: Thematic links Author analysis Personal Connections World Connections Thematic links:
a logical connection made between or among texts that share similar themes
Author analysis: a process that connects the author's logical relationship to the text he/she wrote (e.g., perspective, purpose)
Performance Indicators
• Read about an issue on the same topic presented in at least two formats (e.g., speech, newspaper, magazine news cast, website, etc.). Create a graphic organizer (e.g., T-Chart, Venn diagram, etc.) to compare and contrast the author’s purpose, perspective, and persuasive techniques. In a small group, discuss and critique the effectiveness of the persuasive techniques based on audience, purpose, and message. (6.Fig19D,E,F, 6.9A; 6.10B; 6.11A,B; 6.13A,B,C)
Test item
Anchor Chart
Content Objective Key Academic Vocabulary Guiding Questions Key Understandings
Resources
What activities/strategies meet the specificity of the TEKS?
What activities/strategies will enable students to be successful on the performance indicator?
What activities/strategies will enable students to be successful on multiple choice assessments?
Provided by Region 4 ESC
Improved Student Achievement Curriculum Written Curriculum (TEKS)
Identified Standards
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Comprehension Components
Making Connections
Questioning
Visualizing/Sensory Images Inferring Determining Importance Synthesizing Monitoring for Meaning or Fix-up Strategies Fix- up Strategies
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B O O K I N T H E
Right There Answer is found in one sentence in the text or a primary source document
Think and Search Need to look in different sentences in the book or look in other documents 17
Author and You To answer the question use the information in the text or primary source with specific details and background information
On Your Own Answer comes from your knowledge of the subject matter
I N M Y H E A D
Bloom’s Taxonomy
Creating Evaluating Analyzing Applying Understanding Remembering
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Bloom’s Taxonomy
Levels of Bloom’s Taxonomy…
Remembering: Can the student recall or remember the information?
Understanding :
Can the student explain ideas or concepts?
Applying: Can the student use the information in a new way?
Analyzing:
Can the student distinguish between the different parts?
Evaluating: Can the student justify a stand or decision?
Creating:
Can the student create new product or point of view?
• • • • • • •
define duplicate list memorize recall repeat state
• • • • • • • • • • • cl
assify describe discuss explain identify locate recognize report select translate paraphrase
• • • • • • • • • • • •
choose demonstrate dramatize employ illustrate interpret operate schedule sketch solve use write
• • • • • • • • • • •
appraise compare contrast criticize differentiate discriminate distinguish examine experiment question test.
• • • • • • • •
appraise argue defend judge select support value evaluate
• assemble • construct • create • design • develop • formulate • write
Launching Sequence
(
systematic, explicit instruction teacher modeling guided practice independent practice assessing progress and adjusting instruction
Gradual Release Model
• • • • • explicit, systematic instruction model and demonstrate strategies guided practice independent practice monitor and assess student progress Provided by Region 4 ESC 22
Example for Inferring
Launching Sequence:
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Inferring Concrete Experience:
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an interesting shoe Sensory Exercise:
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old magazine ads with missing pieces Wordless Picture Books: Time for Text
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Zoom! by Istvan Banyai
Gets kids talking about inferring…
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“What I like in a good author isn’t what he says, but what he whispers.”
• Logan P. Smith, essayist
Most successful strategies
Predicting Questioning Visualizing Summarizing Monitoring Connecting Inferring Using Text Structure
Before Reading
Before Reading Strategies: Previewing Making predictions Setting a goal Accessing background knowledge
(White 178)
Before Reading Activities: Picture walk Text features stroll KWL charts Important words Prediction papers I Wonder
During/After Reading
(White 183-202) During/After Reading Strategies: Monitoring understanding Using fix-up strategies Visualizing Questioning Inferring Summarizing Making connections Using text structure During/After Reading Activities: Sketch it Where did that come from?
Read a handful and retell Question-Answer Relationship (QAR) Roll and Ask Retelling cards Somewhere, Sometime, Somebody Retell ERT
During/After Reading
Graphic Organizers
• • • • • • • • • •
Main Idea Summarize Sequence of Events Read for Detail Draw Conclusions Make Inferences Cause/Effect Compare/Contrast Problem/Solution Analyze character, setting, or plot
Research-Based Questioning Strategies
Provided by Region 4 ESC 29
Inference Anchor Chart
FROM THE
(Text-Based Responses)
IN MY HEAD WHAT I TEXT CONCLUDE Direct quotes, details, or events from the text What I already know through my experience or background knowledge Conclusions that I can draw from what is in the text and what I already know
Textual Clues + Background Knowledge = Inferencing TC+ BK= I Provided by Region 4 ESC 30
Inference Anchor Chart
It says… I say… And so…
Types of Evidence
Specific Synopsi s Paraphras e Direct Quotation
Types of Evidence: Direct Quotation
What?
• • •
verbatim words phrases parts of sentences from the text
When? •
author’s exact words are necessary and will add depth, precision, or reliability to the response
Provided by Region 4 ESC 33
Types of Evidence: Paraphrase
What?
• restatement of author’s words preserving the main ideas and key details
When?
• ideas could be clarified or original word choice is irrelevant Provided by Region 4 ESC 34
Types of Evidence: Specific Synopsis What? • a focused choice of linked portions • not a plot summary When?
• several portions are needed to serve as textual evidence
Provided by Region 4 ESC 35
Pairing Works
Genres/Forms to consider in pairing works Films/ “Movies” Television Show Songs Poems Research Findings Web Pages Magazine Articles
Provided by Region 4 ESC
Artwork
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Community Commitments
Phrase questions and comments for the benefit of the group.
Understand that those who work, learn.
Recognize that everyone has expertise.
Challenge ideas.
Look for solutions, not blame.
Activities
Brown Bag Blast Receipt Round-up Postcard Persuasion Picture Book Perfect