A Focus on ReadingPart II

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Part II Pacing Guides... a focus on Reading

Common Core Four ELA Components

Integration Across Three Units

Reading a Foundation for Writing

Reading Skills and Text Structure

English Language Proficiency

Depths of Knowledge

SPEAKING LISTENING

LANGUAGE

WRITING

READING

Four ELA Components

Reading Literature2

2

Reading Literature1

1

Reading Literature3

3

Reading Literature4

4Unit 1 Unit 2 Unit 3

Unit 4 Unit 5 Unit 6

Unit 1 Unit 2 Unit 3

Unit 4 Unit 5 Unit 6

Unit 1 Unit 2 Unit 3

Unit 4 Unit 5 Unit 6

Unit 1 Unit 2 Unit 3

Unit 4 Unit 5 Unit 6

Unit 4 Unit 5 Unit 6

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ELA Pacing Guide Model

Speaking and ListeningLanguage

Writing

ReadingReading

Writing

READING SETS THE PACESTANDARDS

Reading Sets the Pace

READING

WRITING

LANGUAGE

SPEAKING -LISTENING

Unit 4 Unit 5 Unit 6

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I Read first and second-hand accounts to describe differences and draw conclusions about how point of view affects understanding.

RI.4.6Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Compare student writing examples of those written from firsthand (primary) and secondhand (secondary) accounts. Draw conclusions of how point of view affects understanding (supports ELP standard). Connect to past and current texts the class has studied.

I Read to interpret, by comparing and contrasting, contributions of visual, oral or quantitative information.

RI.4.7Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Compare and contrast how visual, oral or quantitative information contribute to textual understanding (supports ELP standard).Discuss how visual presentations are incorporated into informational writing

I Read informational text and can describe the overall structure.

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text (supports ELP standard). Teacher models an informational text graphic organizer to examine a text’s topic.

CONNECTIONS ACROSS THREE READING STANDARDS

Teacher models topic on a cause and effect using a graphic

organizer RI.4.5

Information is interpreted on the graphic organizer RI.4.7

Students compare topic accounts RI.4.6.

I Read first and second-hand accounts to describe differences and draw conclusions about how point of view affects understanding.

RI.4.6Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Compare student writing examples of those written from firsthand (primary) and secondhand (secondary) accounts. Draw conclusions of how point of view affects understanding (supports ELP standard). Connect to past and current texts the class has studied.

I Read to interpret, by comparing and contrasting, contributions of visual, oral or quantitative information.

RI.4.7Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Compare and contrast how visual, oral or quantitative information contribute to textual understanding (supports ELP standard).Discuss how visual presentations are incorporated into informational writing

I Read informational text and can describe the overall structure.

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text (supports ELP standard). Teacher models an informational text graphic organizer to examine a text’s topic.

1. The teacher selects one topic or theme that will support the reading standards and continue throughout all three units of study.

2. The teacher selects texts (stimuli) that match text structure (s) that will support the reading standards and continue throughout all three units of study

CONNECTIONS WITH TOPIC AND TEXT

I Read first and second-hand accounts to describe differences and draw conclusions about how point of view affects understanding.RI.4.6Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Compare student writing examples of those written from firsthand (primary) and secondhand (secondary) accounts. Draw conclusions of how point of view affects understanding (supports ELP standard). Connect to past and current texts the class has studied.

I Read informational text and can describe the overall structure.

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text (supports ELP standard). Teacher models an informational text graphic organizer to examine a text’s topic.

Write to introduce a topic and group related information.

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.2a Introduce a topic clearly and group related information (supports ELP standard) in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Discuss informational texts (reports, letters, speeches, response essays, narratives, etc...). Based on RI.4.5 structures, complete a graphic organizer on a studied text.

I Plan to develop a topic with facts, definitions, details and quotes. I compare facts with antonyms and synonyms to clarify meaning.

W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. L.4.5c Demonstrate an understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).Model how antonyms and synonyms can be used to clarify topic facts, definitions and details by contrast (supports ELP standard).

I Edit my informational writing consulting references for spelling. I use relative pronouns and adverbs correctly.

L.4.2d Spell grade-appropriate words correctly, consulting references as needed. o L.4.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). Many language “rules” require short mini lessons.

I Read to interpret, by comparing and contrasting, contributions of visual, oral or quantitative information.

RI.4.7Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Compare and contrast how visual, oral or quantitative information contribute to textual understanding (supports ELP standard).Discuss how visual presentations are incorporated into informational writing

WHY ARE THE READING CONNECTIONS IMPORTANT?

Selecting Text and Topic Planning Template

Integrating the Reading Standards into all Three Units of StudyQuarter 2 Informational Text Instructional Decisions

For English Language Arts Integration

Texts/Stimuli: Selected texts for the three informational units of study should have one consistent text structure. Students locate evidence to support claims and conclusions (SBAC Content Specifications 2012) using the clear and evident text structure in the primary text exemplar for close reading. Text Exemplars and Sample Performance Tasks

Text Structure(s) and Graphic OrganizerText Structures

Cause and Effect supports standard RI.4.5 and can be integrated into all three units of study.

Read Aloud Hurricanes!, Gail GibbonsPrimary Text Exemplar for Close Reading Hurricanes by Patricia Lauber

Exemplar Text Complexity Level Medium to High 4-5 grade band

Additional Comparative Texts Oral Histories from Louisiana HurricanesTopic/Theme: The theme or topic for the three informational units of study in this quarter should have one consistent theme or topic. There are enough materials/texts to support the development of the theme or topic in reading and writing.

Topic or Theme Hurricanes and their effects supports standard RI.4.6 with first and secondhand accounts, and can be integrated into all three units of study.

Other Focus Students will compare visual, oral or quantitative information about the hurricanes in a final composition. This supports standard RI.4.7 and can be integrated into all three units of study.

SELECTING TOPIC AND TEXT

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) ...

The Standard

Cause and Effect

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) ...

The Embedded Text Structure

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) ...

The Embedded Skill

COMPREHENSION SKILLS: AN EXTENSION OF TEXT STRUCTURES EMBEDDED IN THE LANGUAGE OF THE STANDARD.

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) ...

RI.4.7 Interpret information presented visually, orally, or quantitatively ...

RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic ...

Text Structures Match Comprehension Skills

Genre Informational Text Structure Written in Cause and Effect Structure

Graphic Organizer Cause Effect 2-Column Graph DOK Assessment Level: 2Asking students to solve problems in a new situation by applying understanding of locating or describing overall text structure.

Standard: RI.4.5Comprehension Skill Text Organization

MATCHING TEXT FOR INSTRUCTION

ENGLISH LANGUAGE PROFICIENCYENGLISH LANGUAGE PROFICIENCY

ENGLISH LANGUAGE PROFICIENCYStandard RI.4.1

Standard RI.4.2

Standard RI.4.3

Standard RI.4.4

Standard RI.4.5

DEPTH OF KNOWLEDGE

Selecting Texts and Topics Planning Template

Integrating the Reading Standards into all Three Units of StudyQuarter ___ Informational Text Instructional Decisions

For English Language Arts Integration

Texts/Stimuli: Selected texts for the three informational units of study should have one consistent text structure. Students locate evidence to support claims and conclusions (SBAC Content Specifications 2012) using the clear and evident text structure in the primary text exemplar for close reading. Text Exemplars and Sample Performance Tasks

Text Structure (s) and Graphic Organizer Text Structures

Read Aloud

Primary Text Exemplar for Close Reading

Exemplar Text Complexity Level

Additional Comparative Texts

Topic/Theme: The theme or topic for the three informational units of study in this quarter should have one consistent theme or topic. There are enough materials/texts to support the development of the theme or topic in reading and writing.

Topic or Theme

Other Focus

Gradients in Complexity: Informational Texts

Simple Texts Somewhat Complex Texts

Complex Texts Very Complex Texts

Layout

Consistent placement of text, regular word and line spacing, often large plain font

May have longer passages of uninterrupted text, often plain font

Longer passages of uninterrupted text may include columns or other variations in layout, often smaller more elaborate font

Very long passages of uninterrupted text that may include columns or other variations in layout, often small densely packed print

Graphics and pictures that directly support and help interpret the written text

Graphs, pictures, tables, charts that directly support the text

Essential integrated graphics, tables, charts, formula (necessary to make meaning of text)

Extensive, intricate, essential integrated tables, charts, formulas necessary to make meaning of text

Simple indexes, glossaries Indexes, glossaries, occasional quotes, references

Quotes, concluding appendices, indexes, glossaries, bibliography

Abstracts, footnotes, citations and detailed indexes, appendices, bibliography

Supportive signposting and enhancements

Reduced signposting and enhancements

Minimal signposting and/or enhancements Integrated signposting conforming to disciplinary formats. No enhancements

Purpose and Meaning

A single or simple purpose conveying clear or factual information

Purpose involves conveying a range of more detailed information

Purpose includes explaining or interpreting information

Purpose may include examining/evaluating complex, sometimes theoretical and contested information

Meaning is clear, concrete with a narrow focus

Meaning is more involved with a broader focus

Meaning includes more complex concepts and a higher level of detail

Meaning is intricate, with abstract theoretical elements

Structure

The organization of the text is clear or chronological and/or easy to predict

The organization of the text may include a thesis or reasoned explanation in addition to facts

The organization of the text may contain multiple pathways, more than one thesis and/or several genres

The organization of the text is intricate or specialized for a particular discipline

Connections among events or ideas are explicit and clear.

Connections among events or ideas are sometimes implicit or subtle.

Connections among events or ideas are often implicit or subtle

Connections among events or ideas are implicit or subtle throughout the text.

One mode of communication is evident

May include different modes of communication

Includes smaller sections that utilize different modes of communication of varying complexity

Includes sustained sections that utilize different modes of communication and/or hybrid or non-linear texts

Language Features

Mainly simple sentences Simple and compound sentences with some more complex constructions

Many complex sentences with increased subordinate phrases and clauses or transition words

Mainly complex sentences, often containing multiple concepts

Simple language style, sometimes with narrative elements

Increased objective style and passive constructions with higher factual content

Objective/passive style with higher conceptual content and increasing nominalization

Specialized disciplinary style with dense conceptual content and high nominalization

Vocabulary is mostly familiar Vocabulary includes some unfamiliar, context-dependent words

Includes much academic vocabulary and some domain specific (content) vocabulary

Includes extensive academic and domain specific (content) vocabulary

Knowledge Demands

Information

General topic is familiar, with details known by reader

General topic is familiar, with some details new to reader

General topic is somewhat familiar but with many details unknown to reader

General topic is mostly unfamiliar with most details unknown to reader

Simple, concrete ideas Both simple and more complicated, abstract ideas

A range of recognizable ideas and challenging abstract concepts

Many new ideas and/or complex, challenging, abstract and theoretical concepts

Source: Local Assessment Toolkit: Tools for examining text complexity @ updated 2010 (Karin Hess and Sheeana Hevery. Permission to reproduce is given when authorship is fully cited.khess@ncies.org

Gradients in Complexity: Literary Texts

Simple Texts Somewhat Complex Texts Complex Texts Very Complex Texts

Layout

Consistent placement of text, regular word and line spacing, often large plain font

May have longer passages of uninterrupted text, often plain font

Longer passages of uninterrupted text may include columns or other variations in layout, often smaller more elaborate font

Very long passages of uninterrupted text that may include columns or other variations in layout, often small densely packed print

Extensive illustrations that directly support and help interpret the written text

A range of illustrations that support selected parts of the text

A few illustrations that support the text Minimal illustrations that support the text

Supportive signposting and enhancements

Reduced signposting and enhancements

Minimal signposting and/or enhancements

Integrated signposting conforming to literary devices. No enhancements

Purpose and Meaning

Purpose usually stated explicitly in the title or in the beginning of the text

Purpose tends to be revealed early in the text, but may be conveyed with some subtlety

Purpose is implicit and may be revealed over the entirety of the text

Purpose implicit or subtle, is sometimes ambiguous and revealed over the entirety of the text

One level of meaning More than one level of meaning, with levels clearly distinguished from each other

Several levels of meaning that may be difficult to identify/separate

Several levels and competing elements of meaning that are difficult to identify/separate and interpret

Theme is obvious and revealed early in the text

Theme is clear and revealed early in the text, but may be conveyed with some subtlety

Theme may be implicit or subtle, is sometimes ambiguous and may be revealed over the entirety of the text

Theme is implicit or subtle, is often ambiguous, and is revealed over the entirety of the text

Structure

The organization of the text is clear, chronological and/or easy to predict

The organization of the text may have additional characters, two or more storylines and is occasionally difficult to predict

The organization of the text may include, subplots, time shifts and more complex characters

The organization of the text is intricate with regard to elements such as narrative viewpoint, time shifts, multiple characters, storylines and detail

Connections among events or ideas are explicit and clear.

Connections among events or ideas are sometimes implicit or subtle.

Connections among events or ideas are often implicit or subtle

Connections among events or ideas are implicit or subtle throughout the text.

One mode of communication is evident

May include different modes of communication

Includes smaller sections that utilize different modes of communication of varying complexity

Includes sustained sections that utilize different modes of communication and/or hybrid or non-linear texts

Language Features

The organization of the text may include, subplots, time shifts and more complex characters

Simple and compound sentences with some more complex constructions

Many complex sentences with increased subordinate phrases and clauses

Many complex sentences, often containing intricate detail or concepts

Simple, literal language Mainly literal, common language Some figurative or literary language Much figurative or literary language such as metaphor, analogy, and connotative language

Vocabulary is mostly familiar Some unfamiliar vocabulary Includes much academic vocabulary and some domain specific (content) vocabulary

Includes extensive academic and domain specific (content) vocabulary, and possibly archaic language

Knowledge Demands

Fiction

Little assumed personal experience or cultural knowledge

Some assumed personal experience and/or cultural knowledge

Much assumed personal experience and/or cultural knowledge

Extensive, demanding, assumed personal experience and/or cultural knowledge

Simple ideas Both simple and more complicated ideas

A range of recognizable ideas and challenging concepts

Many new ideas and/or complex, challenging concepts

Source: Local Assessment Toolkit: Tools for examining text complexity @ updated 2010 (Karin Hess and Sheeana Hevery. Permission to reproduce is given when authorship is fully cited.khess@ncies.or

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Text Structures Matching Comprehension Skills

Cause and Effect Cause and Effect Sub-Categories Cause and Effect

Predicting OutcomesPredictionInference Inferences

Drawing ConclusionsDrawing Conclusions

Sequence Sequence Sub-Categories Sequencing

Main Idea and Details Main IdeaNote TakingFollowing Directions

Story StructureText OrganizationSummarizing Summarizing

Compare and Contrast

Compare and Contrast Sub-Categories Compare and Contrast

Fantasy and RealismFact and Opinion Facts and Opinions Supporting FactsAnalyzing *

Description Description Sub-Categories

GeneralizationsCategorizeClassify

Reports Arranged by Categories

Problem and Solution

Problem and Solution Sub-Categories

EvaluatingPropagandaMaking JudgmentsAuthor’s Purpose Point of View

InterpretationHypothesis *

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Genre ________________ Structure ________________

Graphic Organizer ________________ DOK Assessment Level _____________

Instructional Comprehension Skill Planning Tool.

Standard:Comprehension Skill:

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Text Structures Possible Reading Genres

Cause and EffectCause/effect-The author delineates one or more causes and then describes the ensuing effects.

Sophisticated NarrativesRealistic FictionInformational TextEvent Building Stories

Fictional Narratives

SequenceThe author uses numerical or chronological order to list items or events.

MemoirsAutobiographicalFairy TalesFolk TalesStory SeriesHistorical Events

FantasyFablesMythsScience FictionRealistic FictionOral Histories

Compare and ContrastThe author compares and contrasts two or more similar events, topics, or objects.

Historic Non-Fiction & FictionScience Non-FictionSocial Studies Non-Fiction

DescriptionThe author describes a topic.

Informational Texts and BooksRiddle BooksPoemsProse

Problem and SolutionThe author poses a problem or question and then gives the answer.

Realistic FictionInformational WritingArgumentsScientific Reports and Research

Some Folk Tales

Text Structures Match Reading Genres

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Text Structures Graphic Organizers

Cause and Effect•Prediction•Inferences•Conclusions

WheelChain ProcessCause = EffectFishboneGoal-Reasons Web

Process-Cause-Effect

Sequence•Main idea and details•Note taking•Following directions•Story structure•Text organization•Summarizing

TimelineFlow ChartEvent DiagramsY-ChartLadder GraphGarden GateStory Maps

Star ChartCycle DiagramE-ChartTree ChartSandwich ChartTic-Tac-ToeSequence Chart

Compare and Contrast•Fact and opinion•fantasy and realism•Analyzing*

Venn DiagramT-ChartCompare/Contrast MatrixFact and Opinion ChartComparison Chart

Perspectives ChartDouble Bubble

Description•Generalizations•Categorize/classify•Arranging

ISP Chart (information - sources - page)Observation ChartSense ChartKWS Chart

Classification Chart

Problem and Solution•Propaganda•Evaluating•Judgments•Author’s purpose•Interpretation•Hypothesis

Spiral EffectsDecision Making DiagramProblem-Solution ChartPersuasion MapRanking ChartsIf-Then ChartsSynectics Organizers

Scientific Method ChartsDecision Making GraphicHistorical InvestigationInvention GraphicProblem Solving

Text Structures Matching Graphic Organizers

Graphic Organizers and Uses

Eduplace Graphic Organizers

Write Design Graphic Organizers

Marzano Graphic Organizers

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1 Recall and ReproductionKnowledge (recall new Bloom’s)

I am asking students to remember previously learned material by recalling facts, terms, concepts or answers.

Comprehension (understanding New Bloom’s)

I am asking students to show me understanding by organizing, comparing, giving descriptions and stating a main idea.

2 Skills and Concepts

Application

I am asking students to solve problems for new situations by applying learned knowledge, facts or rules in a different way.

3 Reasoning and Strategic Thinking

Analysis

I am asking students to examine and break apart information into parts by looking at motives, causes and relationships.

Evaluation

I am asking students to present and defend an opinion or make a judgment based on a set of criteria

4 Extended Thinking

Synthesis (creating New Bloom’s)

I am asking students to put information together in a different way by combining elements in a new pattern or proposing a different solution.

Assess comprehension skills at the standard’s Depth of Knowledge.

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Depth of Knowledge (DOK) Reading Standard Levels

Literary DOKs K 1 2 3 4 5 6 7 8 9-10 11-12

Standard 1 1 1 1 2 2 1 2 2 2 2 3

Standard 2 1 2 2 2 2 2 2 3 3 3 4

Standard 3 1 1 1 2 2 2 3 3 3 3 3

Standard 4 2 2 2 2 2 2 3 3 3 3 3

Standard 5 1 1 2 2 2 2 2 3 4 3 3

Standard 6 3 3 3 3 3 3 3 3 3 3 3

Standard 7 2 1 2 2 3 2 2 3 4 4 4

Standard 8 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Standard 9 3 3 4 4 4 4 4 4 4 4 4

Standard 10 Read and comprehend complex literary and informational texts independently and proficiently.

Informational DOKs K 1 2 3 4 5 6 7 8 9-10 11-12

Standard 1 1 1 1 2 2 2 2 2 2 2 2

Standard 2 2 2 2 2 2 2 2 4 2 3 4

Standard 3 3 3 3 2 3 4 3 3 3 3 3

Standard 4 2 2 2 2 2 2 3 3 3 3 3

Standard 5 1 2 2 2 2 3 3 3 3 3 3

Standard 6 2 2 2 3 4 4 3 4 3 3 3

Standard 7 2 2 2 2 3 2 4 4 3 3 4

Standard 8 3 3 3 3 3 4 3 3 3 3 4

Standard 9 4 4 4 3 4 4 4 4 4 4 4

Standard 10 Read and comprehend complex literary and informational texts independently and proficiently.