rachel.smith@killeenisd karen.jensen@killeenisd
DESCRIPTION
6 th Grade CSCOPE Overview. ELAR. 3 rd Nine Weeks. [email protected] [email protected]. Vision: - PowerPoint PPT PresentationTRANSCRIPT
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
MISSION: Teach so that
students learn to their
maximum potential
UBDUnderstanding by Design
Red-line TEKS for the 3rd 9 Weeks:
GRADE LEVEL TEKS
BEFORE
MY LANE GRADE LEVEL TEKS
AFTER
TEKS 5.19 (D) 6.19 (D) 7.19 (D)
COGNITIVE SPECIFICITY
CONTENT TITLE
Differences in Cognitive Specificity
Differences in Content Specificity
Vertical Alignment Study
Grade Level and Content/Course__________ Strand:__________________________
I – Introduced in my grade level T – Transformed in my grade level
IFDRed-line TEKS with Specificity
6.19(D) make inferences about text and use textual evidence to support understandingMakeINFERENCES ABOUT TEXTIncluding but not limited to: Use information from text Use background knowledge/experience
UseTEXTUAL EVIDENCE TO SUPPORT UNDERSTANDINGIncluding, but not limited to: Title Headings Cover Illustrations Photos Charts, graphs, tables Plot Facts/detailsInference: connecting bits of information to make a logical guess. Readers make inferences by making generalizations, predictions, and drawing conclusions.Prediction: a conclusion about the futureGeneralization: a conclusion about a group of persons, places, or thingsConclusion: 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
IFDRed-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 textsSummarize, Paraphrase, SynthesizeTEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER WITHIN A TEXT AND ACROSSTEXTSSummary 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 conflictin 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
IFDRed-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. MakeCONNECTIONS BETWEEN AND ACROSS MULTIPLE TEXTS OF VARIOUS GENRES AND PROVIDE TEXTUAL EVIDENCEIncluding, but not limited to: Thematic links Author analysis Personal Connections World ConnectionsThematic links: a logical connection made between or among texts that share similar themesAuthor 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
Resources
Provided by Region 4 ESC 15
Curriculum
Ass
ess
ment In
structio
n
Improved Student Achievement
Written Curriculum (TEKS)
Identified Standards
Taught C
urricu
lum
Opportu
nity
to Le
arn
the S
tandard
s
Test
ed C
urr
iculu
m (TA
KS)
Mea
sure
s th
e Att
ainm
ent
of
the
Sta
ndar
ds
Comprehension Components
16
17
IN
THE
BOOK
IN
MY
HEAD
Right There
Answer is found in one sentence in the
text or a primary source document
Author and YouTo answer the question use the information in
the text or primary source with specific
details and background information
Think and Search
Need to look in different sentences in the book or look in other documents
On Your Own
Answer comes from your knowledge of the subject matter
Bloom’s Taxonomy
18
Bloom’s Taxonomy
Levels of Bloom’s Taxonomy…
Launching Sequence
(
Provided by Region 4 ESC 22
systematic, explicit instruction
teacher modeling
guided practice
independent practice
assessing progress and adjusting instruction
systematic, explicit instruction
teacher modeling
guided practice
independent practice
assessing progress and adjusting instruction
• explicit, systematic instruction
• model and demonstrate strategies
• guided practice
• independent practice
• monitor and assess student progress
Gradual Release Model
Example for Inferring
Gets kids talking about inferring…
•“What I like in a good author isn’t what he says, but what he whispers.”
• Logan P. Smith, essayist
Most successful strategies
Before Reading (White 178)
During/After Reading(White 183-202)
During/After Reading
Research-Based Questioning Strategies
Provided by Region 4 ESC 29
Inference Anchor Chart (Text-Based Responses)
Provided by Region 4 ESC 30
FROM THE TEXT
IN MY HEADWHAT I
CONCLUDEDirect 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
Inference Anchor Chart
Types of Evidence
Types of Evidence: Direct Quotation
Provided by Region 4 ESC 33
Types of Evidence: Paraphrase
Provided by Region 4 ESC 34
Types of Evidence: Specific Synopsis
Provided by Region 4 ESC 35
Provided by Region 4 ESC 36
Pairing Works
Community Commitments
Activities
Receipt Round-up
Postcard Persuasion
Senses Chart
Picture Book Perfect