Randi R. RussellDivision of Bilingual Education and World Languages

June 2011

Objectives

Next Generation Sunshine State Standards (NGSSS)

FCAT 2.0 Reading Reporting Category 3

Descriptive/Figurative Language (Fiction)

Text features (Non-Fiction)2

The Standards: NGSSSWhat are they?Are they the same in every grade?How do they allow for growth?

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Category 3:Literary Analysis/ Fiction/NonfictionLA.3-5.2.1.2 Elements Of Story Structure-Character, Character Development, Setting, Plot, Problem/Solution

Character Development Character Point Of ViewSettingPlot DevelopmentProblem/Resolution

Story Map, Narrative Arch, Author’s Toolbox for Bringing a Character to LifeSomebody/Wanted/But/SoSplit Open Mind, Turning Point Graphic, Character Chart, Events and Reactions Chart

LA.3-5.2.1.7 Identify and explain the use of descriptive, idiomatic, and figurative language to describe people, feelings, and objects

*Descriptive Language (e.g. mood, imagery)*Figurative Language (e.g. simile, metaphor, personification)

Mood Words, Tools Authors Use: Literary Devices and Figurative Language,

LA.3-5.2.2.1 Explain and identify the purpose of text features(In Literary Texts)

Text features(e.g., charts , headings, charts , graphs, diagrams, illustrations ,captions, maps, titles, subtitles,keys/legends, stanzas)

Text Feature Chart,

Making the Grade with the Next Generation Sunshine State Standards!FCAT 2.0 Grades 3-5

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www.Flstandards.org

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Reporting Category 3:

Literary AnalysisCharacter DevelopmentCharacter Point Of ViewSettingPlot DevelopmentProblem/ResolutionDescriptive LanguageFigurative LanguageText features

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“Even advanced ELLs and those who have been redesignated as fluent in English will experience difficulty with unusual vocabulary, figurative language, very complex sentence structures, or unfamiliar styles and genres (just as many native speakers of English do). For this reason, the integration of intensive language development with reading instruction is highly recommended for ELLs at all levels of language proficiency.” (Irujo,2007)

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Explicit InstructionHow do I do it? setting a purpose for learning telling students what to do showing them how to do it guiding their hands-on application of the new learning.

Explicit instruction begins with setting the stage for learning, followed by a clear explanation of what to do (telling), followed by modeling of the process (showing), followed by multiple opportunities for practice (guiding) until independence is attained.

Topics and content are broken down into small parts and taught individually. It involves explanation, demonstration and practice. Children are provided with guidance and structured frameworks.

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We Teach Descriptive Language because…“Be conscientious about explaining and/or

pantomiming synonyms, idioms and figures of speech. All languages contain these puzzlements and they need to be explicitly taught, not avoided, if students are going to acquire the English language-Imagine not providing students with idioms. In terms of language acquisition, we might really upset students’ apple carts, put them behind the eight ball and keep them in the dark ‘til the cows come home. They could find themselves up a creek without a paddle and paying through the nose because we didn’t want to talk straight from the hip and give them language that was the real McCoy, language that could help them go the distance and bring home the bacon through thick and thin.” (Cary, 1997)

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Mood: The feeling or atmosphere the writer creates for the reader…

Imagery- Language that appeals to one or more of the five senses. It consists of descriptive words and phrases that recreate sensory experiences that help the reader imagine exactly what is being described.

connotation, details, imagery, figurative language, foreshadowing, setting and rhythm help establish a mood.

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Bedhead By Margie Palatini

Shuffl e-shlump. Shuffl e-shlump. Shuffl e-shlump, shlumped bleary-eyed Oliver out of bed, down the hall, and into the bathroom. He yawned. He yanked. Splashed some water. Swished some mouthwash. Gave his f ront teeth a passable brushing. And then... I n a gunkless corner of the soapy silver soap dish . . . in a f ogless smidgen of this f ather’s foggy shaving mirror . . . right there on the hot water f aucet, f or heaven’s sake . . . he saw it! I t was BI G. I t was BAD. I t was . . . BEDHEAD! Oliver’s hair was out of control. Way out of control. There was hair going this way. Hair going that way. Hair going up. Down. Around and around. And there was one teeny tiny clump of hair way at the back of his head that looked just like a cat’s coughed-up fur ball. “aaaaAAAAAHHHHHHHhhhhhhhhhhhhh!” Oliver’s scream shook. I t rattled. I t rolled all the way down the stairs and into the kitchen where Froot Loops went flying. Milk was spilled, spit, and sputtered. And two toast toasties did triple back fl ips onto the breakfast table. “Oliver? Oliver? OLI VER!” shouted Mom, Dad, and Emily as they ran up the stairs and headed for the bathroom door. Mom leaned close to the door. Closer. Closer. That’s right—even closer. “I s everything all right, Oliver?” she whispered in her calmest calm Mom voice. “Come now, dear. Open the door and let us in.” No sound f rom Oliver. Not a whimper. Not a peep. “Please?” said Mom. “Pretty please? . . . Pretty, pretty, pretty please?...” The doorknob s l o w l y turned. Mom smiled at Dad. She gave a wink to Emily. “There you go,” she said, taking a step into the bathroom. “Nothing can be that . . . BaaaaaaAAAdddddd!” Wrong. I t was that bad.

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Figurative Language

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The student will identify and interpret the author’s use of figurative language and determine how it impacts meaning!

Task Cards

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Text Features

Directions GraphsChartsSignsCaptionsTable of ContentsGlossaryDiagramsIllustrations

SignsDirectionsTable of ContentsHeadingsCaptionsBold PrintKey WordsIndicesGraphsCharts

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Instructional Tools for Text

Features

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Text Features Activity

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Foldable Activity1. Fold your paper in half (like a hamburger).2. Take the left-hand corner and fold it down

into a triangle.3. Do the same for each of the 3 remaining

corners until you have a diamond-shaped figure.

4. Write on each of the 4 outer flaps: Title and Author, Descriptive Vocabulary, Text Features and Figurative Language as your headings. Working in pairs, find examples of each.

5. Open the flaps and draw a picture to illustrate your 4 headings.

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Oral LanguageELLs require explicit instruction and modeling

formal language to talk about reading and writingOral language provides the foundation for literacy

development. ELLs need daily opportunities to learn and practice

oral English in order for their literacy skills to flourish.

ELLs learn English by listening to language in use around them.

This language is used to express their own meanings in their interactions with others. (Brown University, 2006)

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Activity

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Concluding Thoughts-ELLs are part of our world…so…

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As you go, remember…“You get the best effort from others not from

LIGHTING a fire beneath them, but by BUILDING a fire from within.”

Bob Nelson

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www.fldoe.orgwww.flstandards.orgwww.fcrr.orgwww.readwritethink.orghttp://www.eduplace.com/

graphicorganizer/

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Become attached to these Important

Links

Websites: 1.Text Features: http://www.authorstream.com/Presentation/ttravis-57862-Text-Features-Table-Contents-Index-Glossary-Titles-Subheadings-Bold-Color-Education-ppt-powerpoint/

http://www.teacher2teacherhelp.com/wp-content/uploads/ExpositoryTextFeaturesBooklet_13A6A/TextFeaturesBooklet.pdf

power point with visuals and explanations/student booklet

2.Figurative Language:

http://www.educationalrap.com/song/figurative-language.html

rap song

2.Graphic organizers and worksheets:

http://www.superteacherworksheets.com/

various and with benchmarks

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http://www.fcrr.org/

http://www.corestandards.org/assets/Appendix_A.pdf

http://bilingual.dadeschools.net

http://languageartsreading.dadeschools.net