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ELA Elementary
October 25, 2013
Each teacher has a quote at their table from the article, Closing in on Close Reading.
Read your quote and be prepared to discuss it with other teachers.
Closing
in on Close Reading (Boyles, N.,
2013)
Find another teacher with your “Letter”
Share & Discuss
Find other teachers with your “Shape”
Share & Discuss
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Reading
Single and Paired Passages
Literary/Informational ratio follows Core
Listening
Short (1 min) passages: dialogue, discussion, etc.
Headphones—all content areas for text-to-speech
Language
Edit draft passage of student writing
Vocabulary
http://www.schools.utah.gov/assessment/Adaptive-Assessment-System/SAGEUpdateKFedits-(1).aspx
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Writing
Extended writing
Student writing will draw on information and evidence from
passages
•Two Compositions:
o •Informative/Explanatory
o •Opinion/Argument
http://www.schools.utah.gov/assessment/Adaptive-Assessment-System/SAGEUpdateKFedits-(1).aspx
8
To see and try more demo questions
http://demo.tds.airast.org/airassessment
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To view webinar and get additional info
http://ut.portal.airast.org/
DOK Level 1 – Recall & Reproduction
• Recall/locate facts, identify literary elements, define terms
DOK Level 2 – Skills & Concepts
• Summarize, categorize, text structure, compare/ contrast
DOK Level 3 – Strategic Thinking/Reasoning
• Connect ideas, inferences about themes, cite evidence, critique conclusions,
analyze interrelationships
DOK Level 4 – Extended Thinking
• Requires connections and extensions, high cognitive demands and complex
reasoning
2009 Karin K. Hess: Hess’ Cognitive Rigor Matrix: Permission to reproduce is given when authorship is fully cited (khess@nciea.org) For full article, go to www.nciea.org
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Reading, Listening, Language
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Variety of Item Types
Multiple Choice (one or more correct responses)
Selected Response
Drag and Drop
Hot Spot
Constructed Response
http://www.schools.utah.gov/assessment/Adaptive-Assessment-System/SAGEUpdateKFedits-(1).aspx
RL4 Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape
meaning or tone.
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1. Breakdown Standard RL4 or RI4
o Concept, Skills, Prerequisite Skills
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2. Brainstorm Teaching Ideas for 2nd Read
o What words and phrases are used in the text?
o What do they mean?
o How do they influence the text?
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3. Narrow Ideas to One Idea for Your Table
4. Share Table’s Idea with Large Group
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Additional Resources in Appendix A – Three Tiers of Vocabulary
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K-1--Students identify words and phrases within Molly Bang’s The
Paper Crane that appeal to the senses and suggest the feeling of
happiness experienced by the owner of the restaurant ( e.g.,
clapped, played, loved, overjoyed).
2-3—Students read Paul Fleishchman’s poem “Fireflies,”
determining the meaning of words and phrases in the poem,
particularly focusing on identifying his use of nonliteral language
(e.g., “light is the ink we use”) and talking about how it suggests
meaning.
4-5—Students determine the meaning of the metaphor of a cat in
Carl Sandbur’s poem “Fog” and contrast that figurative language
to the meaning of the simile in William Blake’s the Echoing
Green.”
 Simile
 Metaphor
 Personification
 Onomatopoeia
 Hyperbole
 Idiom
 Clichés
 busy
as a bee
 you are what you eat
 my teddy bear gave me a hug
 snap crackle pop
 skinny as a toothpick
 on the same page
 As if!
3rd Grade Standard
22
Vocabulary
Words
What I think it
means
Definition
23
RL5 Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text relate
to each other and the whole.
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1. Breakdown Standard RL5 or RI5
o Concept, Skills, Prerequisite Skills
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2. Brainstorm Teaching Ideas for 2nd Read
o How is the overall text structured?
o What makes this structure different from other structures?
o How does this structure influence the text?
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3. Narrow Ideas to One Idea for Your Table
4. Share Table’s Idea with Large Group
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Additional Resources in Appendix A – Text Complexity, pg. 6-7
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K-1—Students read two texts on the topic of pancakes and
distinguish between the text that is a storybook and the text
that is a poem.
2-3—Students describe the overall story structure of The
Thirteen Clocks by James Thurbeer, describing how the
interactions of the characters of the Duke and Princess
Saralinda introduce the beginning of the story and how the
suspenseful plot comes to an end.
4-5-- Students refer to the structural elements (e.g., verse,
rhythm, meter) of Ernest Lawrence Thayer’s “Casey at the
Bat” when analyzing the poem and contrasting the impact
and differences of those elements to a prose summary of
the poem.
Text Feature
– vs –
Text Structure
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Common Text Structures:
Narrative
Character(s)
Setting
Problem
Events
Resolution
Informational
Cause/Effect
Compare/Contrast
Descriptive
Chronology/Sequence
Problem/Solution
Question/Answer
A great activity to help your students practice how to site their
evidence in the text. It also helps students learn the parts of stories,
dramas, and poems. (e.g., chapters, scenes, and stanzas).
Turn to:
• Stone Soup
• 6th page
• 3rd paragraph
• Line 2
• 5th word
Answer is: ___________
REMEMBER: Text is more than just words. It includes any resource from written,
illustrations, audio, and video.
*Students need to understand that
every narrative has a problem and
solution.
*Plot is more than just beginning,
middle, and end.
*Students need to understand how
the parts of the story build upon
each other.
*Improve the graphic organizers you
use to help students dive deeper in
the text so they can gain greater
understanding .
Florida Center for Reading Research
Graphic Organizers
Learning Activities for text structures (narrative and expository/informational)
http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm
Uen.org
PreK-12 Education
Core Academy Resources
Elementary English Language Arts
2nd-3rd Grade: Day 2
RL6 Assess how point of view or purpose shapes the
content and style of a text.
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1. Breakdown Standard RL6 or RI6
o Concept, Skills, Prerequisite Skills
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2. Brainstorm Teaching Ideas for 2nd Read
o What point of view is being used?
o How is this different from another point of view on topic?
o How does this point of view influence the text?
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3. Narrow Ideas to One Idea for Your Table
4. Share Table’s Idea with Large Group
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K-1—Students identify the points at which different
characters are telling the story in the Finn Family
Moomintroll by Tove Jansson.
2-3—When discussing E. B. White’s book Charlotte’s Web,
students distinguish their own point of view regarding
Wilbur the Pig from that of Fern Arable as well as from that
of the narrator..
4-5-- Students describe how the narrator’s point of view in
Walter Farley’s The Black Stallion influences how events are
described and how the reader perceives the character of
Alexander Ramsay, Jr.
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Who is telling the story?
First Person – Told by someone inside the story, from
someone’s own experience
o (I, me, my, mine, we us, our, ours)
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Second Person – Telling someone how to do something or
giving advice
o (you, your, yours)
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Third Person – Told by someone outside the story, someone
else’s perspective. The author tells what someone else
sees, feels, thinks, and/or does.
o (he, she, him, her, his, hers, their, theirs, it, its)
http://www.youtube.com/watch?v=6OGMlrRSALY
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First Day Jitters
Nemo's First day
First Day Jitters
Nemo
Me
3rd Grade Sample
1st Read—Get the gist, focus on main
idea & details
2nd Read—Select one specific purpose
and specific part of text to focus on
Find
your group with the same
“animal”
Share one new idea or concept you
learned today
Share one idea you can use in your
classroom tomorrow