Language Arts/Reading Teacher Resource Guide

EXTENDED LEARNING MODULES

EXTENDED LEARNING MODULES 2013-2014

Elementary 3rd, 4th, and 5th Grades

Office Academics and Transformation 1 Department of Language Arts/Reading 2013-2014 EXTENDED LEARNING MODULES

Overview

The purpose of this guide is to provide Extended Learning Modules for teachers with a framework for the Language Arts/Reading Instructional 2-Hour Block, explicit whole group and small group instructional routines in reading and writing, and additional resources recommended for use with each lesson.

Focus Lessons:

Each session begins with a Focus Lesson, organized by Reporting Categories. These lessons serve to provide teachers with a focus for systematic and explicit instruction of tested benchmarks and provide opportunities for all students to practice the same skills. Because the function of the Focus Lesson is to target discrete concepts and skills, the passage is the same for 3rd, 4th, and 5th grades. The Focus Lesson should be taught as a minilesson by the teacher to the whole group, and re-taught during small group instruction when needed.

Whole Group Instruction:

Following the Focus Lesson, each session includes a grade level passage or story. The passages and stories provided are each inclusive of several tested benchmarks, as it is not educationally sound to teach or review these benchmarks solely in isolation. Question/answer format includes multiple choice, open ended, and written responses. These passages are meant to be taught by the teacher using the Instructional Procedure included in the guide. They are not meant as an independent activity for students or as an assessment.

Small Group Instruction: (3rd and 5th grades)

Small group instruction serves to provide students with opportunities to practice concepts, strategies, and skills at their instructional or independent level. Materials found in the school, such as computer programs, guided reading books, and classroom libraries should be utilized to differentiate instruction. Suggested technology programs,

Office Academics and Transformation 2 Department of Language Arts/Reading 2013-2014 EXTENDED LEARNING MODULES a sample guided reading lesson, and reader’s response stems are included in this guide.

Writing Instruction: (4th grade)

Modeled after the Writer’s Workshop, each lesson includes a step-by- step opening routine which targets writing conventions. These routines are to be modeled by the teacher and practiced by the students with support. In the weeks where a prompt is not administered, teachers should use their students’ own writing to instruct. Specific lessons targeting writing focus, organization, and support follow each opening routine. In order to improve student writing, teachers should conference with students during each session.

Reading and Writing Block Flow Charts

Office Academics and Transformation 4 Department of Language Arts/Reading 2013-2014 EXTENDED LEARNING MODULES 3rd Grade Language Arts/Reading Instructional 90-minute Block Extended Learning Modules

Reporting Categories Based Focus Lessons Minilesson: Whole Group Instruction

Whole Group- Teacher Directed Instruction

Opening Routine: Building Background/Vocabulary: Concept of Definition Map Setting Purpose: Essential Question

Grade Level Passage Instruction: Use Instructional Procedure

Closing Routine Essential Question

Differentiated Instruction Small Group Instruction Instructional Level Text/Materials Independent Level Activities Group1 Group 2 Group 3 Teacher Led Center Independent Reading Technology Center Technology Center Teacher Led Center Independent Reading Independent Reading Technology Center Teacher Led Center

Office Academics and Transformation 5 Department of Language Arts/Reading 2013-2014 EXTENDED LEARNING MODULES 4th Grade Language Arts/Reading Instructional 2-Hour Block Extended Learning Modules

Writing Block: Writer’s Workshop

Opening Routine: Conventions Lesson- Whole Group Writing Minilesson: Writing Process, Writing Elements- Whole Group/Small Group

NOTE: Writing prompts will be administered on weeks 1, 6 (Narrative Pre/Post), 7, and 13 (Expository Pre/Post) of the Success Academy. Subsequently, the Writing Block will be implemented on the weeks following each prompt in order to address instructional needs as determined by the students’ performance.

5th Grade Language Arts/Reading Instructional 90-minute Block Extended Learning Modules

Differentiated Instruction Small Group Instruction Instructional Level Text/Materials Independent Level Activities Group1 Group 2 Group 3 Teacher Led Center Independent Reading Technology Center Technology Center Teacher Led Center Independent Reading Independent Reading Technology Center Teacher Led Center

ASSESSMENT PRACTICE FOR GRADES 3, 4, AND 5: Lessons 12 and 13

Rationale: In an effort to provide opportunities to independently apply skills and strategies taught in the previous weeks, students will take a practice test during each of the last two sessions. This will also serve to build student reading stamina and to practice effective pacing,

The timed passage (s) provides a quick snapshot for teachers and students to identify strengths and additional instructional targets.

Following the administration of the assessment, teachers will strategically review the responses in order to close instructional gaps.

Finally, teachers will conduct small group lessons to address further instructional needs based on information derived from assessment data.

Language Arts/Reading Instructional 90-minute Block Extended Learning Modules

Administer Assessment: Whole Group Forty-five (45 minutes)

Reviewing Responses: Whole Group Follow the Multiple Choice and the Written Response procedures

Differentiated Instruction: Small Group Review responses with and/or reteach strategies to students who are below mastery in any area.

Writing Block (4th grade only)

Students need to be engaged in some aspect of the writing process (pre-writing, drafting, writing, and revising) throughout the block.

FRAMEWORK FORMAT ACTIVITY Opening Activity/ Teacher Introduction to Teacher explicit Lesson Stimulus Directed/Whole Targeted Writing demonstration Group Explicit Element/Minilesson through writing aloud 10 Minutes Instruction based on results AND/OR shared from the class writing prompt.

During Activity Teacher Teacher Modeling, Teacher and class Directed/Whole Guided Writing, or may examine writer’s Group Instruction Review of Key craft using mentor OR Learning text, student Small Group Objective/Targeted generated writing Instruction Writing Element (prompt), or teacher created example; OR 30 Minutes compose a piece of writing collaboratively through shared writing. Application

Independent Students transfer & Student writes alone Practice apply knowledge OR OR gained to revise Student writes and Teacher Guided/ their writing teacher guides in the Small Group (prompt) form of mini-lessons, Practice OR choosing craft lessons As students write that relate to the the teacher further students’ needs. guides through mini- lessons & conferencing

Lesson Review/ Whole Group Teacher facilitates Students share with Closure closing activity and each other AND/OR 5 Minutes assigns follow-up with class

Explanation of Lessons Format and Routines

Office Academics and Transformation 10 Department of Language Arts/Reading 2013-2014 EXTENDED LEARNING MODULES ** LESSONS 1-10 FOLLOW THE SAME INSTRUCTIONAL ROUTINES EACH WEEK, ARE SCRIPTED FOR TEACHERS, AND CAN BE FOUND WEEKLY IN THE TEACHER PACKET/ANSWER KEY**

** LESSON 11 INCLUDES ONLY A FOCUS LESSON- TEACHERS SHOULD TAKE THIS OPPORTUNITY BEFORE THE LAST TWO SESSION TO RE-TEACH ANY SKILL, CONCEPT, OR STRATEGY THAT REQUIRES ADDITIONAL ATTENTION ACCORDING TO THE STUDENTS’ NEEDS**

**LESSONS 12 AND 13 ARE CUMMULATIVE REVIEWS AND FOLLOW A DIFFERENT INSTRUCTIONAL ROUTINE, SCRIPTED FOR TEACHERS AND FOUND IN THE LAST TWO TEACHER PACKETS/ANSWER KEYS ***

Instructional Routines for Sessions 1-10

I. REPORTING CATEGORIES FOCUS LESSONS

The focus lessons should last approximately 30 minutes. Focus lessons are interactive and meant for whole group instruction. Teachers should model strategies and guide comprehension. When necessary, teachers may re-teach or revisit this lesson during small group, differentiated instruction.

II. OPENING ROUTINE

The purpose of the Opening Routine is to engage students in activities that review and reinforce current instruction as well as previous concepts, skills, and instruction. The Opening Routine should last no more than 10 minutes. It is a whole group, teacher directed activity.

 Teachers will guide students in developing a Concept of Definition Map using selected a key vocabulary word/phrase. This will serve to address vocabulary that is critical to the understanding of the passage, as well as the overall theme or concept of the passage.

 Teachers will write the Essential Question on the board. The Essential Question is an FCAT type question. It will be created using the FCAT Task Cards. It will serve to set a focus and purpose for reading the passage. Explain to students that they will be able to answer the Essential Question in paragraph form after the lesson.

 Select key words from the Essential Question to alert students as to which benchmark the question is targeting.

III. TEACHER DIRECTED INSTRUCTION: WHOLE GROUP

The purpose of teacher directed instruction is to provide direct supported reading of grade appropriate text to the whole class. In teacher directed instruction, the teacher systematically and explicitly teaches and models a particular strategy skill, or process. The Instructional Procedure is an effective instructional strategy that can be used to scaffold students’ comprehension during whole group instruction. The teacher directed/whole group instructional lesson should last approximately 30-45 minutes, depending on passage length and difficulty, and student readiness.

Instructional Procedure

Before Reading:

 Guide students in previewing selected passage/text to determine what type of text and discuss text features: Informational, Literary, Poetry.  Activate/Build background (Teacher may refer back to Concept of Definition Map)  Elicit quick oral predictions  Set a purpose for reading- Ex. “We are going to read this passage to determine the main idea.”

During Reading:

The teacher should be involved in the reading process:  Determine how the students will read the selected passage/text (choral reading, echo reading, buddy reading).  Model fluent reading and Think-Alouds by stopping frequently to: o Clarify (discuss unknown words, context clues, prefixes, suffixes, etc.) o Summarize o Monitor understanding o Visualize o Question (Students should ask themselves teacher-like questions)

Please note: Students may read the selected passage/text in chunks.

After Reading:

 Review oral predictions (adjust/confirm).  Ask students, “What would be another good title for this passage?”  Follow the attached Multiple Choice and Written Response Procedures to guide students in how to best answer questions.

Multiple Choice Procedure

 Cover the distracters (answer choices) and read the question.  Discuss what the question is asking (key words and benchmark).  Go back to the text with the students to find possible answers and support without uncovering the distracters.  Have students underline answer in text, when applicable, and number according to question number. (If the answer is found in multiple parts of the text, students are to underline the various answer components and number them accordingly.)  Discuss the answer ORALLY. Students should have the answer “in their heads.”  Discuss the steps the students took to get the answer.  Uncover the distracters and find the best answer choice.  Discuss why it is the BEST answer.  Go through each distracter and discuss why some choices do not answer the question completely.

Written Response Procedure

 Analyze each question by discussing what is necessary to fulfill the requirement of the task.  Discuss what the question is asking (key words and benchmark).  Examine the text to support responses.  Have students go back to text and underline details relevant to the question.  Ask students to answer the question independently.  Encourage several students to share their responses with the class.  Guide students in discussing whether their answer fulfills the required task by being supported by sufficient details from the selection.  Allow students to improve their original responses.  Use student responses to build and model a complete paraphrased text- based answer on the overhead or board.

IV. CLOSING ROUTINE

 Teacher will use an appropriate graphic organizer to guide students in identifying supporting details and organizing the information (see Additional Resources).  Students will individually answer the FCAT-type Essential Question posed at the beginning of the lesson in paragraph form.  Students will share responses with each other, and with class.  Teacher will guide discussion to determine what supporting details and information will best and most completely answer the Essential Question.  Teacher will then record the class answer to the Essential Question on the board.

V. SMALL GROUP INSTRUCTION

Small group instruction should occur in each session. Here, teachers should consider the students’ instructional needs and available resources and plan the Teacher Led-Center instruction accordingly. Teachers may, during this time, re- teach the Focus Lesson to students who are still struggling or conduct a skills- based or guided reading lesson. It is important that these teacher-led, small group lessons be at the student’s instructional level. For those students not meeting with the teacher, activities at their independent level should be available. Small group instruction should last approximately 30-45 minutes.

**In 4th grade, time should be adjusted to allow a 45-minute writing block.**

Instructional Routines for Session 11

I. REPORTING CATEGORIES FOCUS LESSONS

During this session, the focus lesson should last approximately 1 hour. Because focus lessons are interactive, it is meant for whole group instruction. Teachers should model strategies and guide comprehension. Teachers SHOULD take the second hour of this session to re-teach or revisit any previous lesson during small group, differentiated instruction.

Instructional Routines for Sessions 12, 13

Instructions for Administration:

 Teachers will provide each student with a copy of the passage and questions.  Students will write their name on the front page and begin reading when the teacher starts the time.  Students will be given forty-five (45) minutes to read the passage (s) and answer each question.

Instructions for Reviewing Responses:

 Choose a strategy that maximizes participation and read the passage aloud. Use the opportuntity to clarify words, concepts and the essential message (main idea) of the text.  Cover the distracters (answer choices) and read the question.  Discuss what the question is asking (key words and benchmark).  Discuss the answer ORALLY. Students should have the answer “in their heads.”  Discuss the steps the students took to get the answer.  Uncover the distracters and find the best answer choice.  Discuss why it is the BEST answer.  Go through each distracter and discuss why some choices do not answer the question completely.

Instructions for Reviewing Written Responses:

 Analyze each question by discussing what is necessary to fulfill the requirement of the task.  Discuss what the question is asking (key words and benchmark).  Examine the text to support responses.  Encourage several students to share their responses with the class.  Guide students in discussing whether their answer fulfills the required task by being supported by sufficient details from the selection.  Allow students to improve their original responses.

REMEMBER Remind students to use all the effective strategies they have learned, such as:

 Making marginal notes - especially when reading poetry Office Academics and Transformation 15 Department of Language Arts/Reading 2013-2014 EXTENDED LEARNING MODULES  Underlining key details and main idea statements  Eliminating answers that are not plausible when answering multiple choice questions

WRITING INSTRUCTION (4 TH Grade Only)

 Students will write to a specified narrative or expository prompt a total of 2 times during the sessions: week 1 (Expository), and week 5 (Narrative). The students’ responses will serve to establish a baseline, monitor progress, and inform instruction.  Teachers will follow Writing Block routines included in the teacher packet:

o Follow the Opening Routine for Writing Countdown: . Focus on conventions.

o Follow the During Activity and Application: . Focus on the revision process. . Conduct conferences with students to determine individual needs.

o Follow the Closing Routine: . Allow students to share their writing.

ADDITIONAL RESOURCES

**Use as needed with appropriate passage**

The following graphic organizers, content frames, vocabulary, and rubrics serve to provide the teacher with additional resources to scaffold instruction. These resources are not meant to be used by students as worksheets, but rather to assist teachers guide their questioning and to help the students to better understand and organize the information they read.

Office of Curriculum & Instruction 7 Division Of Language Arts/Reading 2013-2014 EXTENDED LEARNING MODULES

RESOURCES FOR READING INSTRUCTION

Office of Curriculum & Instruction 8 Division Of Language Arts/Reading 2013-2014 Elementary FCAT Vocabulary EXTENDED LEARNING MODULES Other Ways to Say . . . Vocabulary Main Idea same base word summary lesson opposite root retell moral describe phrase portion passage mean good title essential message primary topic central idea

Author’s Purpose Elements of Story Structure mean describe lead to main problem purpose persuade change problem agree explain beginning resolution statement entertain end(ing) events include repeat indicates setting description inform solved character most important give facts resolved attitude face (v.) opinion

bother feels Chronological Order Cause and Effect just before between cause factor right after events (leading up to) effect influence first steps to last portion happen might happen if retell events decide results because particular action reason(s) Compare/Similarities Contrast/Differences alike common different before/after similar compare difference(s) beginning similarities both dissimilar end change

Elementary FCAT Vocabulary continued . . .

Relevant Supporting Details Theme & Topic relevant details theme topic support idea result main lesson covered learned

Text Structure Text Features found information illustrations section mostly explain section show describes organize statement titled better understand heading

Informational Text Validity & Reliability heading purpose supports argument subheading located greatest benefit conclusion footnote information evidence reasons behind check marks most likely most valid numbers lines

Office of Curriculum & Instruction 10 Division Of Language Arts/Reading 2013-2014 EXTENDED LEARNING MODULES Main Idea Table

Topic Main Idea

Supporting Supporting Supporting Supporting Detail Detail Detail Detail

Two Column Notes

Somebody/Wanted/But/So

Somebody Wanted But So Character Goal (What) Problem Events Leading to (Who), Solution Setting (When, Where)

Timeline

Beginning

Venn Diagram

Why did he Author’s Intent write this? Story/Passage Article or Poem To tell To teach To entertain(with a To show (effects, scary story, humorous similarities/differences) story) To share To inform To teach (fable/moral) To give facts To show To make it clear To let the readers know To persuade/convince To explain To demonstrate To give an account of (biographies) To develop (a setting, an idea, a character) To encourage To tell the author’s main message + Main Idea = Author’s Purpose

Office of Curriculum & Instruction 16 Division Of Language Arts/Reading 2013-2014 EXTENDED LEARNING MODULES Example: Q: Why did the author write this article? A: The author wrote this article to give facts about elephants living in Central Africa. Q: Which sentence tells the author’s main message? A: “It isn’t just a collection of plants and animals in one place- it is a system of connections

Concept of Definition Map Complete this graphic organizer with the students on the board or overhead. Its purpose is to activate prior knowledge and address vocabulary that is critical to understanding the passage.

Category Properties What is it?

What are some examples? Illustrations

Concept of Definition Map- WITH ANTONYM

Category What is it? Properties What is it like?

Word What does it do? What is it not?

(Antonym) What does it have?

Illustrations What are some examples?

Context Clues Chart

Office of Curriculum & Instruction 19 Division Of Language Arts/Reading 2013-2014 EXTENDED LEARNING MODULES Vocabulary Chart

Word Means to Me Means in the Story Picture/Symbol

Office of Curriculum & Instruction 20 Division Of Language Arts/Reading 2013-2014 EXTENDED LEARNING MODULES Multiple Meaning Chart

Word Meaning Other Meanings for Picture/Symbol (from text) the Word

Office of Curriculum & Instruction 21 Division Of Language Arts/Reading 2013-2014 EXTENDED LEARNING MODULES Synonym Chart

Word Synonym Sentence from Article (general) (Precise words from text)

Office of Curriculum & Instruction 22 Division Of Language Arts/Reading 2013-2014 EXTENDED LEARNING MODULES Common Prefixes Chart

Prefix Meaning Word Words from Text pre- before preschool auto- self autobiography bi- two bicycle dis- not dishonest il- not illegal inter- between interstate intra- inside intrastate re- again repay tri- three triangle un- not unable un- opposite of untie sub- below substandard

Affixes Chart

Prefix Word Suffix New Word Meaning Example:

un- happy -ly unhappily In a sad way

Roots/Base Words Chart

Root/ Base Origin Meaning Word from Text Other Words word

Office of Curriculum & Instruction 25 Division Of Language Arts/Reading 2013-2014 EXTENDED LEARNING MODULES Contrast Frame

______(is, are) different from

______in several ways. First of all,

while ______.

Secondly, ______but ______.

Also, ______while ______.

Finally, ______but ______.

So it should be evident that ______

Idea Frame

Important Things About ______

One important thing about ______is ______

They are ______.

They have ______and ______.

They also have ______.

They never ______.

They can ______and they ______.

But the most important thing about ______is

ELEMENTARY TASK CARDS

Office of Curriculum & Instruction 29 Division Of Language Arts/Reading 2013-2014 EXTENDED LEARNING MODULES VOCABULARY AUTHOR’S PURPOSE & PERSPECTIVE (LA.3-5.1.6.3, 1.6.7, 1.6.8, 1.6.9) (LA.3-5.1.7.2) Context Author’s Purpose  Read this sentence from the passage. Copy sentence or phrase from passage here.  Why does the author most likely write the What does the word mean? story/passage?  When (phrase containing assessed word) , it meant  Why did the author write the article? ______. Synonyms/Antonyms  What is the author’s purpose in writing this  What word means the SAME as article? .  Choose the word that means the OPPOSITE of  Why did the authors of and . write these Affixes/Base Words or Root Words stories/articles? Which word has the same base word as ? Author’s Perspective If ( base word ) means , what does base word + affix mean?  What does the author mean when he/she Based on the prefix and base word what does______writes mean? ? Which word has the SAME root as  The author of would most likely want to ?(grade 5 only) The origin of the word ++ is the Latin read which of the following articles/stories? root meaning  Which books would the author of most to____. What does ++ mean?( grade 5 only) likely read in order to write this article/story? Multiple Meaning  With which statement would the author most  Which sentence below uses the word the likely agree? same way as the story/article?  Which sentence uses the word the same as it  Explain what the author thinks is most is used in the sentence above? important about . Analyze Words in Text What feeling does the word create? What does the author mean when he says ? Why does the author use the word in the sentence above? What is the character doing when ? MAIN IDEA (LA.3-5.1.7.3) CHRONOLOGICAL ORDER (LA.3-5.1.7.3) What is the MAIN IDEA of this story/passage/article? What is the most important lesson learns in theWhat happened just BEFORE/AFTER story/passage? Why do you think this story/article has the title “  What happened first, last, etc. …? What would be another good title for this story?  What happens AFTER but BEFORE Which sentence best tells what the passage is about? What happened between and What is the essential message in the story/article?  What is the first step in Which sentence from the article tells the author’s main message?? What is the primary topic of the article?  Retell the events leading up to/following ______. Office of Curriculum & Instruction 30 Division Of Language Arts/Reading 2013-2014 EXTENDED LEARNING MODULES  Explain the steps for ______and the reasons why.

Which sentence gives the best summary?  According to the article, what happened first?

Which accomplishment/idea is the most valuable?

Which statement best describes the lesson/moral of this story?

CAUSE & EFFECT RELEVANT SUPPORTING DETAILS (LA.3-5.1.7.4) (LA.3-5.1.7.3) Cause  Which is a way to improve ? What caused to  At the end of the story, where does What are the events that caused go? Why does a character ( take a particular action )  Which detail from the article helps show Why does decide to ? how ______?  probably chooses over _____ Other relevant detail questions begin with: because ______. o How? Effect o What happened? What might happen if o What caused? What were the results of (an event or action)? What effect did have on *********************************************** ******************** What is the effect of  How does support the idea that ?  Why does offer to ?

TEXT STRUCTURES/ THEME/ TOPIC ORGANIZATIONAL PATTERNS (LA.3-5.1.7.6) * Identify themes or topics within a variety of text. (LA.3-5.1.7.5) *Identify the text structure an author uses and Topic explain how it impacts meaning. (e.g.,  What topic is covered in the article? compare/contrast, cause/effect, chronological order, description)  What information does the author use to support the main topic of this article? Text Structure  What information can be found under the  Explain the topic of this passage. heading ?

 How does the author help readers BETTER understand Theme ? What is a positive result of in the passage?  Explain what the author does to make the information in  What is the best lesson that can be learned

easier to understand. from this  How does the author mostly explain passage? ?  What is the theme of this passage? Office of Curriculum & Instruction 32 Division Of Language Arts/Reading 2013-2014 EXTENDED LEARNING MODULES Organizational Patterns

 The author organized the section to ______.

 Which statement below lets the reader know how the author organized the passage?

 Why did the author begin the article/story with ______?  At the end of the passage/article/story, why does the author repeat ______?

 Why did the author include the description of ___ in the article/story?

Office of Curriculum & Instruction 33 Division Of Language Arts/Reading 2013-2014 EXTENDED LEARNING MODULES COMPARE/ CONTRAST ELEMENTS OF STORY STRUCTURE (LA.3-5.1.7.7) (LA.3-5.2.1.2) Compare Plot Development/Problem/Resolution What is the MAIN problem in the story?  How are and ALIKE? What problem did the character face?  What are the SIMILARITIES between and What happens when the character has a problem?  What is the author comparing in the sentence above? How is the problem solved in the story?  Before and both What in the story indicates that the problem is solved?  What do ___ and ___ have in common? What events lead to the resolution of the problem in  How is both SIMILAR to and DIFFERENT the story? from ? ______plans to by Contrast Setting  How is DIFFERENT from  How does the setting change in the story/passage?  What is one DIFFERENCE between and  How does the setting affect the outcome of the story?  How is similar/ dissimilar to Character Development  What are the DIFFERENCES between ____ and ____?What word/words best describe the character?  How is the information in DIFFERENTExplain why the character is happy/sad? from ? What happens that causes the character to change  How do change from BEFORE from the beginning to the end of the story? AFTER ? Character Point of View  What advantage does _____ have over _____? What is it about that bothers the character? ______’s attitude about ‘s opinion is ______. Which sentence first lets the reader know how the character feels about______? DESCRIPTIVE, IDIOMATIC & TEXT FEATURES FIGURATIVE LANGUAGE In Literary Text (LA.3-5.2.1.7) (LA.3-5.2.2.1) Descriptive Language  Which sentence from the story best  What mood does the author create writing describes the ? illustration on page ___?  What mood does the author create by using the phrase  The purpose of the illustration on page _____? , is to  Explain how an author creates a mood of show the reader . . (weariness/excitement/hopefulness) Figurative Language  What information are you most likely to How is the author comparing _____ to _____? find in Read the sentence from the passage. the section titled Copy sentence that has figurative language. ? What characteristic applies to ______and ______? Why does the author compare ( something ) to  ( someone )? The illustrations are important to the What does it mean to ______? (Interpret an idiom in passage because context) they .

*Why did the author begin the story/article with Office of Curriculum & Instruction 34 Division Of Language Arts/Reading 2013-2014 EXTENDED LEARNING MODULES ______? *At the end of the passage/story/article, why does the author repeat ______?

*When dealing with ‘author’s craft” such as points of ellipse or any other literary element…

LOCATE /INTERPRET /ORGANIZE VALIDITY & RELIABILITY INFORMATION (LA.5.6.2.2) & TEXT FEATURES *Grade 5 only in Informational Text (LA.3-5.6.1.1)  For what could the information in the article best be Locate/Interpret/Organize Information used? By reading the article and looking at the map, you can  What does the author use to support tell that and are the information in located . the article?

Based on the article, what is the purpose  What information from the article for the supports the ______, ______, and ______listed in the ______conclusion that section? ? Text Features  What are the reasons behind the Under which heading would you MOST author’s opinion that LIKELY find ? information on ?  According to the information, what is the MOST VALID argument for Why are there lines and numbers on the ? picture of ?  Which statement best supports the idea that  _____ How does the footnote for the word _ help the ? reader better understand the information in the passage?  What is the greatest benefit of  What is the purpose of the check ? marks used in the section ?  What evidence supports  What is the purpose of the ? subheadings listed under ?

What is the purpose of the illustration at the beginning/end of the article?

RESOURCES FOR WRITING INSTRUCTION

Office of Curriculum & Instruction 36 Division Of Language Arts/Reading 2013-2014 1 2 3 4 5 6

FOCUS FCAT 2.0 Rubric EXTENDED LEARNING MODULES Minimally addresses Slightly related to the Generally focused on Generally focused on Writing is focused on Writing is focused on the the topic, topic, the topic, topic, the topic. topic. Little if any May offer little relevant May contain some May contain some development of information, extraneous or loosely extraneous or loosely supporting ideas, Few supporting ideas orrelated information. related information. Unrelated information examples. may be included. FCAT Writing Exemplar/Anchor Annotations (Interpretation of the Rubric for 2013 and Beyond) Lists multiple Response is related to Generally focused on Response is focused. Response is focused onWriting is clearly focused responses to the the topic, topic, topic. with a unifying point that is topic rather than a Focus not clearly Contains some Response maintains maintained throughout the single focus. established through extraneous focus from the Writer builds entire response. Offers some main idea, theme, or information, opening to the closing. suspense in well- Presents a clear main information that is unifying point by Elimination of focus Theme is maintained crafted story. idea, and focus is extraneous including extraneous words cause throughout the The mood of the eventmaintained from the Inclusion of so information, confusion. response. is established and opening. much repetitive Reponses to the topic in maintained. The writer demonstrates a information blurs a list-like manner. From opening to consistent awareness of the focus. Unrelated information closing, the response the writing situation by Info presented is shifts the topic. is focused with a establishing a tone halting, list- like Partial sentences unifying theme. appropriate for the genre. weaken the focus. Although it may be hasty, anticipation is built with the play-by- play description.

ORGANIZATION FCAT 2.0 Rubric Relevant information Writing relevant to the Organizational pattern Organizational pattern is Has an organizational Has a logical organizational does not exhibit an topic exhibits little has been attempted and evident, although lapses pattern, although a few patterns including a organizational pattern, evidence of organizational some transitional devices may occur, lapses may occur, beginning, middle, conclusion, Few, if any, transitional pattern or transitional used but lapses may Demonstrated sense of Demonstrates a sense of and transitional devices, devices. devices. occur, completeness or completeness or Paper demonstrates a sense Paper may lack a sense wholeness. wholeness. of completeness or of completeness of wholeness. wholeness. FCAT Writing Exemplar/Anchor Annotations (Interpretation of the Rubric for 2013 and Beyond) Office of Curriculum & Instruction 7 Sequential text not Rudimentary OrganizationalDivision pattern Of Language Organizational Arts/Reading pattern is Organizational pattern Organizational pattern is appropriate for organizational format, attempted, 2013-2014apparent, is apparent, including apparent, including an purpose, Repetitive phrases, Brief introduction and May include a brief, but an introduction that introduction that previews Opening paragraph May end with an abrupt conclusion, original, introduction and previews the structure, the structure, suggests a weak concluding statement. Basic or formulaic conclusion, Chronological pattern Chronological pattern EXTENDED LEARNING MODULES

Sample FCAT Writing book

Student’s Name______

PLANNING SHEET

(Remember, use this sheet for planning what you will write. The writing on this sheet will not be scored. Only the writing on pages 3 and 4 of the writing folder will be scored.)

You have 45 minutes to respond to the following writing topic.

Office of Curriculum & Instruction 8 Division Of Language Arts/Reading 2013-2014 EXTENDED LEARNING MODULES Name ______Date______Page 3

Office of Curriculum & Instruction 10 Division Of Language Arts/Reading 2013-2014