mastering the curriculum in reading and math

It's the little details that are vital. Little things make big things

happen. – John Wooden

Looking Ahead: Making Changes to Master the Eligible Content (which is MOST of our Language Arts and

Math curricula)

West Allegheny Language Arts & Math Curriculum

Eligible Content Other

Some of that “other” curriculum is taught after the PSSA tests because it does not have an effect on student performance i.e. long division (4th grade).

Other parts of the curriculum aid in student success i.e. mastering math facts, applying before/during/after reading strategies, building fluency and need to be modeled and mastered though they aren’t listed in the eligible content.

Understand the eligible content like the back of your hand.

1.Post it where it is visible to you at all times.

a. Math i. If you do not have a practical system of viewing the EC on a

regular basis that works for you, consider arranging the colored assessment anchor cards on a poster board and hand it on the wall near your desk.

ii. Sequencing chart: This will help bridge the eligible content to the math textbook but only if the sequencing chart is correct. Analyze it and correct it at spring grade level meetings.


b. ReadingThe eligible content is organized into several

categories:Understanding fiction appropriate to grade level. Understanding non-fiction appropriate to grade level.Understanding components within and between texts in fiction and non-

fiction.Understanding literary devices in fiction and non-fiction.Understanding concepts and organization of non-fiction text.

Same info. organized into BOTH FICTION AND NON-FICTION

NON-FICTION ONLY

ii. 3rd 4th 5th


2. Verbs, Verbs, Verbs, : EC verbs are important because they reveal what the target is:

Example 1: Use or develop regions and/or sets (e.g., circle graph, base ten blocks) to model fractions and mixed numbers through hundredths (may include reducing the fractions).

What might this look like in practice?? Example 2: Identify, explain, and/or describe examples of text that support

the author’s intended purpose. (Identify suggests it will be from choices; explain and describe are higher level verbs and also open this up to being an open-ended....explain/describe in words.)

What might a student have to produce to demonstrate this?


3. Get down to the specifics. Example 1: 5th grade affixes: Affixes will be limited to prefixes: pre-,

dis-, mis-, non-, inter-, extra-, post-, super-, sub-; suffixes: -less, -ble, -ly, -or, -ness, -ment, -er, -ship, -tion, -en.

Example 2: Identify and/or describe properties of all types of

quadrilaterals (parallelogram, rectangle, rhombus, square, trapezoid). (It says quadrilaterals, not triangles nor all polygons.)

Example 3: Identify, explain, interpret, and/or describe examples of

similes, personification, and alliteration in text.

Summary:Understanding the eligible content forwards and backwards means you can plan for more effective teaching, practicing, and assessing to help students master the majority of the curriculum.

Adjust Your Questioning Techniques.

1. In class discussion Question: What are typical questions you ask when discussing fiction? Non-fiction?

• Refer to the cardstock cards in 3rd/5th grades.• Refer to master list of questions sorted by EC.• Refer to released items where we sorted out

the questions by EC.• Shall we make a poster of this information and

discuss cards for the students (for reading)?

PSSA STEM/OPEN-ENDED SAMPLES: Skill: Fiction

Multiple-meaning Words In the passage, the word _ means… When the author wrote, “_,” he probably meant… How was the word _ used in this sentence? In the section above, what does it mean to _? Synonym-Antonym Which word is an antonym of _? Read the lines from the poem. Which word is an antonym of _? As used at the beginning of the passage, which example is a synonym for the word_? What word could the author have used instead of _? _ and _ are synonyms/antonyms. Affixes What affix could be added to make the word _ mean _? How does the suffix change the meaning of the word _? Without its prefix, the word _ would mean… A prefix/suffix that means _ is… The prefix _ helps the reader know that the phrase “_” most likely refers to… Context Clues In the passage, what does the word/phrase _ mean? As used in the passage the word _ means… As used in the passage, what does the word _ mean? What words did the author provide to help you understand the meaning of _ in the passage? Inferences At the end of the passage, why does _? In the poem, _ is a kind of… Based on the passage, the reader can draw the conclusion that… The purpose of the passage is most likely to… What is the importance of _? Use at least two examples from the passage to explain your response. Generalizations Which piece of evidence supports the conclusion that _? In the passage, which phrase best leads you to generalize that _? Which words or phrases support the conclusion in this passage? Explain how you knew that _. Be sure to include at least three details that support the conclusion.

Adjust Your Questioning Techniques.

2. Written assignments – Make the most of them.

When selecting and creating assignments ask yourself ‘why’. Is it in line with the eligible content (which is most of our curriculum) or is it just part of your tradition?

Example 1: Identify, explain, interpret, compare, describe, and/or analyze character actions, motives, dialogue, emotions/feelings, traits, and relationships among characters within fictional or literary nonfictional text.

Discuss:• What kind of assignment can you create where students can APPLY

the above EC with a text the student is reading independently?

Character Counts!

by: _______________________________

Title of Book:_______________________________________ Author:_____________________________

Directions: Find four examples from your book that show character actions from which you can infer character traits. For example, if it says that the main character shared their lunch with another child who didn’t have a lunch, you could infer that the main character is kind, generous, and helpful. I have done another example for you in the chart below. Choose TWO different characters from the story and complete the chart below. Be sure to include at least three character traits for each situation you find. Use the list of character traits on the back of this paper to help you.

Example from the Story of Character’s Actions Character Traits (three for each) Example: Lou Gehrig played in 2,130 consecutive baseball games and never missed a day of grade school.

Example: dedicated, hard-working, responsible

Character 1: Character 1: Character 2: Character 2:

Author ’s purpose!

by: _______________________________

Title of Book:_______________________________________ Author:_____________________________

Directions: One reason authors write stories is to entertain the reader. By entertaining the reader, the author attempts to make you feel an emotion. Find three passages from your book where the author has attempted to evoke an emotion from you. Find a passage from the beginning, middle, and end of the book. Copy the passage on the left side of the chart. Write the emotion the author has attempted to evoke from you and explain why you felt this way on the right side of chart. There is a chart of emotions on the back.

Passage from the Story Emotions (Try to use 3 different emotions.) Example: Mr. Bill Gut came over and pinched Donavan’s cheeks. Mr. Perkins patted his shoulders. Everyone wanted to thank him for sharing his words. Donavan felt as if the sun had come out inside him.

Emotion: Pride I get the feeling of pride when I read this passage because I could tell that the characters in the story were pleased and proud of Donavan for sharing his words.

BEGINNING

Emotion:________________________________

MIDDLE

Emotion:________________________________

END

Emotion:________________________________

Adjust Your Questioning Techniques.3. Assessments If you’ve analyzed your HARCOURT selection tests and/or

your math textbook tests, chances are they would not be in full alignment with the eligible content.

• At the VERY least: Replace the short answer questions with an open-ended question (where they will be required to explain, describe, compare/contrast, etc. more).

• Add a poem or short passage that relates somehow to the anthology selection and create additional questions that Harcourt lacks or a specific skill for that week. (Then that way, you are getting a feel for how they can apply reading skills COLD.)

Summary:

We need to be aware of the type of questions we are asking in discussions, on written assignments, and on assessments.

Written Expression = Open-Ended Questions

Mastering Open-Ended Responses - an essential part of our reading, writing, and math curricula

If the EC says to ‘explain’ and/or ‘describe’, how do you practice that? How do your students show you they can do that effectively?

• They can orally tell us during class discussions or conferences. But that won’t help come PSSA time….

• They need to demonstrate it to us in writing. (OK, you can argue this is a ‘test specific thing’. But if you look at our writing curriculum….it’s in there!


1. Master the paragraph structure first.

Model, Practice, Practice, Apply, Apply, Apply, Apply, Apply,.....in context of reading, math, science, social studies - early and often.

Here’s a suggestion……


2. Teach the paragraph structures early so they can be applied throughout the year: (essentially 4 different structures)

-main idea/detail -description

-sequence-summary

(Summary - takes lots and lots of time to master summarizing because of the synthesis.)

-compare/contrast-cause/effect

-problem/solution

Very similar


3. Pick a graphic organizer and stick with it.

• Then the resource teachers have common language in which to remediate.

• The next grade level has a point of reference in which to build.

• The kids become confident. ***See the Reading Summary Resource for graphic organizers. Evaluate: Can my

students recreate this as needed? Remember: You will not always be there to provide them with an organizer.***

The advantage to this is kids can

easily draw this for each and

every paragraph type.


4. Make open-ended questions a part of your regular assignments across the curriculum now that the students can write more fluently:

• Compare/contrast the main character in your independent reading book to the one in our story. Describe two similarities and two differences.

• Explain how to regroup when you subtract…• Explain the causes of the Civil War. Use three examples from your

SS text.• Explain how to determine the hardness of minerals….

Summary:

Start the year off with teaching the paragraph structures as part of your English/Writing.

Model Practice Apply

Use the same graphic organizer every time so they “own it” and become fluent writers. Eventually they won’t need it.

Create HW assignments across the curriculum using the verbs: explain, describe, summarize, compare/contrast, give examples of…early and often.

Spiral Review + Formative Assessment

1. Appropriate materials

• Locating good review materials that focus in on the eligible content is tricky.

• Most of the PSSA materials are based on ASSESSMENT ANCHORS which are a tad broader in nature. There’s no time to go beyond the EC. This is especially true in math.

• If you use PSSA materials, don’t ASSUME they just focus on EC – most likely NOT. At least put an X over the ones the children aren’t responsible for to avoid mixed messages to students and parents.


2. Samples of Effective Teacher Created EC Spiral Reviewsa. Calendar Math:

• Developed by some Donaldson teachers based on the EC.

• Concepts are based on the date, special times, etc. • This takes MINIMAL effort on the teacher’s part and

is copied for the WHOLE month with optional weekly quiz.

1. Review of Place Value Ex: Use the first five digits from the specials time and the date. 12:45-1:30 12,451 + 1,311

Standard:_________________________

Word Form:________________________________ __________________________________________

Expanded Form:

__________________________________________ 2. List all the factors of today’s date: Prime Composite 3. List the first 5 multiples of today’s date:

_______: _______, _______, ________, ________, ________ 4. Write a fraction. Use the month as your numerator. Use today’s date as your denominator. Are the numerator and denominator both divisible by 2? If yes, divide to find an equivalent fraction. _________ If no, multiply to find an equivalent fraction. _________ 5. What time is today’s special? Add 30 min. to the start of it, then draw the hands on the clock, and write the time two ways.

6. Elapsed Time: 7:56 a.m. to the beginning of our special? 6. How much elapsed time is there between 7:56 a.m. and the

Today’s date:

1. Review of Place Value Ex: Use the first five digits from the specials time and the date. 12:45-1:30 12,451 + 1,311

Standard:_________________________

Word Form:________________________________ __________________________________________

Expanded Form:

__________________________________________ 2. List all the factors of today’s date: Prime Composite 3. List the first 5 multiples of today’s date:

_______: _______, _______, ________, ________, ________ 4. Write a fraction. Use the month as your numerator. Use today’s date as your denominator. Are the numerator and denominator both divisible by 2? If yes, divide to find an equivalent fraction. _________ If no, multiply to find an equivalent fraction. _________ 5. What time is today’s special? Add 30 min. to the start of it, then draw the hands on the clock, and write the time two ways.

6. Elapsed Time: 7:56 a.m. to the beginning of our special?

Today’s date:


2. Samples of Effective Teacher Created EC Reviewsa. Calendar Math Samples

i. Third grade


2. Samples of Effective Teacher Created EC Reviewsb. Spelling Math: Words change on a weekly basis so math practice will change on a weekly basis.

i. Third grade


3. Samples of Effective Teacher Created EC Reviews

d. Scholastic News/Time for Kids

They sure do pile up! How about creating a template that can be used with (almost) any issue of these magazines to address some EC?

• At a center• In partner pairs• Homework

Name:__________________________________ Date/Date on Magazine:_____________/____________ Prefixes: pre-, dis-, mis-, non-, inter-, extra-, post-, super-, sub- Suffixes: -less, -ble, -ly, -or, -ness, -ment, -er, -ship, -tion, -en

1. Use the selection “” to:

a. Find a word containing a prefix from the list above:__________________

b. Find a word containing a suffix from the list above:__________________ c. Use the words above and mentally remove the prefix and suffix. Use a new prefix and

new suffix to add on to the same base word. _______________ _______________ 2. Use the selection “” to find and write an example of a/an: fact: ______________________________________________________ opinion:____________________________________________________ 3. Read the article titles to find and write an example of alliteration:_________________________

4. Read the selection “”. How is the text mostly organized?

a. sequence b. problem and solution c. question and answer d. cause and effect e. compare and contrast

5. Why did the author write “”? a. to inform b. to persuade/convince c. to entertain The author is trying to _________ me to __________________________________.

6. Interpret the graphic on page . Write an original question that could be answered using this graphic. ______________________________________________________________________________

7. Answer your question above. ____________________________________________________ 8. Write a one sentence summary of the article “”. _______________________________________________________________________________________

Use this for a few weeks.

Change it for the next several

weeks.

Time for Kids – March 4th

1. Read the article titles to find and write an example of alliteration:_________________________ An Alliteration is when the initial, or first, sound repeats in a word. It is like a tongue twister.

2. Use the selection “Should Toys Be Banned from Happy Meals?” to find and write an example of

a/an:

fact: ______________________________________________________

opinion:____________________________________________________

3. Find a cause/effect relationship in one of the articles from today’s Time for Kids magazine. Write the title of the article. Then, complete the chart below.

Title:______________________________________

4. What is the main idea of the section Moving Forward in the article “A Fresh Start”?

________________________________________________________________________________________________________________________________________________

5. Use context clues to determine the meaning of the bolded word below.

Only 34% of fourth graders and 30% of eight graders scored “proficient” or above in science on a national test. (Refer to p. 4 if needed.)

proficient means__________________________________________________________ _______________________________________________________________________

6. Write a short summary of “Edison’s Lessons.” A summary is the most important parts, in your own words, in chronological order.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

CAUSE EFFECT

Tweak the original one and use this for the

next few weeks. Talk with your colleagues

about the success/failures of the

template. Make it better.

Spiral Review + Formative Assessment3. Samples of Effective Teacher Created EC Reviews

e. Morning Math

Example of how Fifth Grade is constantly reviewing Math EC.

Morning Math Monday Today’s Date is____________

1. Write today's date in word f orm.

_________________________________________________________ _____

2. I s the number prime or composite?

______________________________________________________________

3. List the f actors for today’s date.

______________________________________________________________

4. Write the f raction of today’s date to the days in the month. Simplif y it.

______________________________________________________________

5. Add all of the f actors together.

______________________________________________________________

6. Simplif y 27/ 30 _________________

7. Write the Place Value and Value of the underlined digit: 105,587

Place Value____________________ Value___________________

8. 52 f t = ____________ in Show your work.

9. 27 x 21 =_____________ Show your work.

Morning Math Monday Today’s Date is____________

1. Write today's date in word f orm.

_________________________________________________________ _____

2. I s the number prime or composite?

______________________________________________________________

3. List the f actors for today’s date.

______________________________________________________________

4. Write the f raction of today’s date to the days in the month. Simplif y it.

______________________________________________________________

5. Add all of the f actors together.

______________________________________________________________

6. Add 5/ 15 + 1/ 5 _________________

7. Order f rom greatest to least: 7.3, 4.8, 13, 7.98

_____________________________________________________

8. Find the Mean, Median, and Mode of : 10, 17, 10, 14, 19

Explain and show your work.

Mean________________ Median____________ Mode_______________

_____________________________________

_____________________________________

_____________________________________

_____________________________________


4. Effective Vocabulary Chart - Promotes word work.

• Words change on a nearly weekly basis; so will experience with words.

• EC: affixes, synonyms, antonyms,

Name:________________________________________ re-, pre-, in-, un-, dis-, mis-, non-; -ful, -less, -able, -ly, -or, -ness, -ment. Donavan’s Word J ar

Vocabulary Word Add on 1 new affi x from the list if possible

3 new words that use the affi x in a similar

way

Same structure as the affi x but not an affi x

Synonyms (s), antonyms(a), example (e)

and/or definition (d)

EXAMPLE 1 laugh

laughable x x S – chortle, chuckle, giggle

A – cry, weep

Ex: Mary saw her laugh at the funny clown.

EXAMPLE 2 messy

x brainy, steely, sunny

boy, stay, play, ready, pretty

S – untidy, cluttered, disorganized

A – clean, spotless, immaculate

Ex: The messy desk made the teacher cringe!

leisure

x

x

disappointment

x

perseverance

x

x

uneasy

x


5. Progressive Bulletin Board• Think of EC that is true of any book….author’s

purpose, text structure (can get tricky with fiction), point of view (5th only), __________

• Create a bulletin board where you can progressively add the book titles and this information to. Why? So we don’t wait until the last minute to teach and master this!

Book Title

Text Structure (non-fiction)

Author’s Purpose Point of View (5th)

Summary of

Think: How can students use this same concept with their own books? Electronically?

Review + Formative AssessmentNow that you are constantly reviewing EC a lot of mastery is bound to happen! But what about those kids that STILL haven’t mastered some EC?

6. Organized arsenal of tools ready for additional practice – about 6 weeks before the test???

a. Math: Old workbook pages/resources copied and filed by EC ready to send home as needed.

b. Reading: Reading Skills Rocket; Test Tutor; worksheets; HARCOURT practice book page

Review + Formative Assessment7. Have a system in place for meeting

individual needs:a. A standard note to staple to a worksheet or direct to a website.

b. A folder that goes home with work (WIT folder)

Other Considerations

1. Rediscovering HarcourtMaking ConnectionsPoems/Passages before & after main selections are

excellent for comparing/contrasting.

2. Utilizing your Social Studies Text: – How are your study guides formatted? To aid in them memorizing

facts or to aid them in making meaning of the text? – When the ‘crack the code’ of the text structure, they will be able to

find answers a lot easier.....they are becoming proficient in reading that text.

Reading: A Much Tougher Nut to Crack

• Do you love to read a variety of literature for instruction?

• Do you find yourself in and out of Harcourt throughout the year?

• Are you lacking structure in your reading instruction?

• Click here for a sample structure for 5TH GRADE.

It Ain’t Pretty• Using so many teacher made materials and

skipping lessons in the math book lacks clarity in the eyes of parents.

• Communicate this to them up front to be proactive rather than reactive.

• Eliminate the mindset that you need to ‘get grades’. There’s other ways to ‘get grades’.

• If you know something you are assigning isn’t all that valuable, just stop doing it.

Summary:

Knowing the EC inside and out, having a plan to constantly review and reinforce it from early on and having a system to help remediate students will give you the best chances at mastering the EC (which is, by the way, the majority of the Reading and Math curricula!)

Success is peace of mind which is a direct result of self-satisfaction in

knowing you did your best to become the best you are capable

of becoming. – John Wooden

mastering the curriculum in reading and math

Education