CoreConnects ELA Teacher Manual Sample Grades 3-5

Professional Development for College and Career Readiness

Teaching a deep understanding of reading content and how to use reading in the real world

Teacher Resource

Manual

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Grades3-5

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©2014 This information is confidential and proprietary to Catapult Learning™. For internal distribution only.

CoreConnects: English Language Arts

Teaching Reading Skills to Achieve Common Core Outcomes

Grades 3-5

Confidentiality Statement

This information is confidential and proprietary to Catapult Learning™. It is for internal use and distribution only.

Distribution of this document beyond employees of Catapult Learning™ is strictly prohibited.

External Distribution: In the event that any proprietary or confidential information is disclosed, intentionally or otherwise to a School District/Schools, its employees, agents or assigns, the School District/Schools agrees to hold same in strictest confidence and not to disclose same to any other person for any reasons nor utilize same within the School District or Schools without prior written approval by Catapult Learning.

The School District/Schools further agree to use all efforts at its disposal to assure that its employees, agents or assigns are aware of the confidential and proprietary nature of the subject matter, and do not disclose same to any other person for any reasons nor utilize same without prior written approval by Catapult. The School District/Schools acknowledges that unauthorized disclosure of Catapult’s proprietary and confidential information may cause Catapult irreparable harm and may entitle Catapult to injunctive relief in a court of competent jurisdiction.

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CoreConnects: English Language Arts 5 ©2014 This information is confidential and proprietary to Catapult Learning™. For internal distribution only.

Table of Contents

Tab 1: Introduction Common Core General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 How to Use This Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Performance Character Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Tab 2: Teaching Reading Skills (see TOC at the front of each grade band section for specific skills and page numbers)

Grades 3–5 Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85

Tab 3: Teaching Writing Skills

Writing Opinion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117 Writing Informative/Explanitory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123 Writing Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129

Tab 4: Teacher Resources

Comprehension Quick Reference Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139 Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141

Tab 5: Performance Tasks

Performance Tasks - Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147 Performance Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149

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Teaching Reading Skills Table of Contents

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Introduction


How to Use This Guide

There are four Teaching Reading Skills guides. K-2, 3-5, 6-8 and High School. K skills are divided into readiness, listening comprehension, and vocabulary. Skills in grades 3-5 and 6-8 are divided into comprehension and vocabulary. High school lessons are based on the Common Core ELA standards for Reading for Literacy and Reading for Information skills. All levels include a teaching writing skills section that covers how to teach writing arguments and opinions, narratives and informative and explanatory texts. Basic instruction of the skills within each band is very similar; however the Common Core Standards make subtle, and sometimes not so subtle, differences between each grade. For example, note the subtle differences (bolded) within the RL.1 (literary) standard for two grade bands (3-5 and 6-8) below.

Grade 3: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Grade 4: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Grade 5: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Grade 6: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Grade 7: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Grade 8: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

The facts/details/opinion skill falls into this standard as well as standard RI.1 (informational). Instruction of the skill itself won’t differ dramatically between the grades within a band, but how the information is used by the students when answering questions does change. This is especially true in the upper grades, where the focus moves to analyzing how the skill addressed is used within the text. As you teach a skill, it is vital that you take time to review how the expectations change between grades and what is expected beyond just teaching the skill. In other words, teachers need to be keenly aware of the precedents and the antecedents of what a student should know or be able to do at a given level.

A set of boxes, specific to the standard in which the skill falls, is located at the top of the first page of each lesson. An example demonstrating the boxes for a Facts/Details/Opinion lesson for grade band 3-5 follows. Note the following in this example:

• The prerequisite standard for the skill is included for what the student should know at the grade level prior to the lesson band.

• The standard for the current grade-level skill expectation for each grade within the band is included.

• The growth level, which is the standard for the next grade above the band, is included.

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Pre-Requisite: Grade 2Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

CCSS RL/RI.2.1

Current: Grade 3Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS RL/RI.3.1

Current: Grade 4 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS RL/RI.4.1

Current: Grade 5 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS RL/RI.5.1

Growth: Grade 6 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS RL/RI.6.1

Some reading skills fall within more than one Common Core standard. When that is the case, a note will be included beneath the objective boxes to identify other standards that address the skill at the grade level(s). For example, key details are addressed within the RL/RI.1 standards, but details are also mentioned in RL/RI.2 in conjunction with main idea. This is noted in the facts/details/opinion lesson.

The TRS Skills Sheet Organization

The skills sheet will each be set up with the following sections: Review and Pre-assessment, Instruction, Scaffolding, and Evidence of Learning.

Review and Pre-assessment: This section provides a set of review and pre-assessment questions. As noted above, they will align to the pre-requisites required for the current skill. Students should have sufficient knowledge of these review items in order to continue with instruction at this level. If they do not, the teacher should refer to the pre-requisite standard, and start instruction by reviewing the skill more thoroughly at the lower grade level.

Instruction: This section will present several instructional activities that pertain to the current grade-band skill. They are bulleted activities and suggestions for teaching the skill. Teachers should be looking for student engagement in these areas.

Scaffolding: It is rare that all students will be working at the exact same pace and at the exact same level. A few options are provided to give either additional support or an additional challenge to those students who may need it.

Evidence of Learning: Once an adequate amount of time has been spent on the skill and standards for the grade level, the teacher will need to look for evidence of learning. At the end of each skills sheet, there is a bulleted list of what is expected of students. As a reminder, since the lessons are banded by grades, students at the beginning level of the band may not meet all the expectations listed in this section.

The skills sheets have been provided as a guide for instruction. Teachers are encouraged to supplement with additional activities that align to the standards indicated.

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Introduction


The TRS Skills Sheets are not intended to be used only once. They can be used to reteach the skill as many times as necessary, taking the skill to the next level, using more complex texts.

Choosing a Text

For the most part, there is no mention of specific book titles within these skills lessons. It is up to the teacher to make the best choice among the books you have available to you. The Common Core has a list of suggested titles.

As noted in the Common Core General Information section, several standards refer to primary and secondary source documents, especially at the higher grades. If you have access to primary source documents that can be referenced during a lesson, consider adding them when appropriate. Keep the CCSS text complexity model in mind when choosing texts: qualitative characteristics, quantitative measures, and reader & task considerations.

While teaching basic reading skills, it is also important for you to provide opportunities for students to think analytically and critically. When possible, have students assess both primary and secondary sources to determine the authenticity and validity of a text. Encourage them to ask the following questions to determine if they can trust the information they are reading:

• Is this a first-hand eyewitness account? Was the author present at the event being described? If not, where did the information come from? Do other accounts corroborate the information?

• Is the document/information true? This may sound basic, but do experts recognize the authenticity of the document? Just because it sounds true, doesn’t always mean it is. Students must learn to analyze and evaluate the information, looking for evidence regarding its validity, especially when using internet sources.

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• Are sources cited in a secondary document, giving credit to other authors or articles? Is there enough evidence to corroborate what is being said?

Analyzing Text and Text-based Questions

One of the biggest challenges for teachers is to ask questions that encourage students to analyze, synthesize, and evaluate text, not just fact-based questions or those not directly based on text details. Take time to pre-read the text and think of questions that require finding evidence in the text as well as questions that focus on how the author uses specific vocabulary and language to support his purposes for writing.

One of the first steps you can take to help your student analyze text is to teach them to identify text structure and look for text features which will assist in determining text meaning. (Specific instruction for teaching text structure and text features is included in this guide.)

• Text structure - how the text is structured (e.g., chronological, cause/effect), any text features that were included (e.g., headings, bolded text), type of text/how the text is presented (e.g., prose, poetry, narrative, play), as well as patterns, similarities, repetitions, figures of speech, etc.

• Text meaning - what exactly the text says and what inferences can be made, if any; are facts included or just opinion? Is there anything that seems out of place or doesn’t make sense (not just in comprehending the text, but based on the student’s knowledge of the author or time period)?

Teachers can also help students analyze text, specifically primary source or more difficult texts, by examining:

• Author - his voice, claims, arguments, and possible bias; information about the author and his background, society and historical context during his life, etc. Ask, “Why did the author write this? What influenced him or her?”

• Language - specific word choice/vocabulary and phrases, and the historical significance of the word if it is an older document; determine how “the little pieces” or details, which include word choice, connect to the whole.

Encourage discussion among students, note taking, text annotation, and the use of graphic organizers (found in the Teacher Resources tab), in order to aid in the text analysis.

Finally, it is helpful to know that The Alliance for Excellent Education’s 2006 report, “Reading Next”, helped to spark the CCSS’ approach to developing the reading standards. They say in part, “Explicit comprehension instruction, intensive writing and use of texts in a wide array of difficulty levels, subjects, and disciplines all help to improve struggling adolescent readers.” Fluency and comprehension skills evolve together throughout every grade. Certainly this overview of what constitutes good reading instruction can be generalized to all students.

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Levels 3-5 – Comprehension





Reading Skills Facts, Details, and Opinions

Objectives

Pre-Requisite: Grade 2Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

CCSS RL/RI.2.1

Current: Grade 3Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS RL/RI.3.1

Current: Grade 4 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS RL/RI.4.1

Current: Grade 5 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS RL/RI.5.1

Growth: Grade 6 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS RL/RI.6.1

Note: • Asking questions to determine facts and details is the same in both the RL and RI standard.

• RL.2 and RI.2 also address facts and details as they are used to support the main idea/theme.

• Fact/Opinion is also taught within this resource. The use of opinion/argument is addressed in the Writing 1 Standard at all grades, and again in the History/Social Studies, Science, and Technical Texts for grades 6-12, but is not specifically addressed in the literacy standards. Therefore, as a skill, Fact/Opinion is included within this skill sheet.SAMPLE

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Facts, Details, and Opinions Reading Skills

Review & Pre-AssessmentUse the following questions to help students activate prior knowledge.

• What is a detail? Provide examples.

• What questions do we need to ask in order to figure out the details within a text?

• What is a fact? Is there a difference between a fact and a detail? What’s the difference?

• What is an opinion? How do facts and opinions differ? Why is it important to be able to tell the difference?

• How do details contribute to the information within the text?

• How does identifying details help us to understand the text?

Instruction• Students should have a basic understanding of facts and details from previous instruction. However, if

any students are still struggling with understanding this skill, start with direct instruction by defining and explaining the words. (G3, and as needed for G4/5)

> A detail is a piece of information that answers who, what, when, where, why, and how questions. All facts are details, but not all details are facts. What does this mean? Facts are details that can be checked and proven; however, not all details can be checked and proven. For example: A factual detail would be, “It was a sunny day.” This detail tells us what kind of day it was. It can be proven. Some details are actually opinions. What is an opinion? An opinion is a personal belief, judgment, or feeling about something that may or may not be true. It can be supported by facts or evidence, but still cannot be proven. For example, an opinion detail would be, “The sun was so bright it was uncomfortable.” This detail may be true for some people but not true for others. It can’t be proven to be absolutely true.

> Provide additional information about Facts and Opinions by including direct instruction on opinion signal/clue words such as: I believe, I don’t believe, in my opinion, always, must, never, cannot, best, worst, all, constantly, and only. This is not an exhaustive list, and while these words do not always indicate an opinion, they are often clues that the statement is an opinion and needs to be evaluated more closely. Provide the students with a list of statements, both facts and opinions, and have them evaluate the statements to determine if they are facts or opinions.

> Students should ask and answer questions to gain an understanding of the text. Model questioning and how to determine the difference between facts, details, and opinions to the students by reading the following passage to the students and the questions that follow:

Martin Luther King, Jr. spoke in Washington, D.C. on August 28, 1963. The heat and humidity were stifling, but that didn’t stop the thousands of people who wanted to hear Dr. King speak from attending. Everyone who listened to his famous words cheered and earnestly believed in him.

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“I know that details are descriptions and pieces of information that answer who, what, when, where, why, and how questions, and a fact is something I can prove. I think I’ll start by asking questions that are easy to find the answers to:

◊ Who? Martin Luther King, Jr. and thousands of other people

◊ Where? Washington, D.C.

◊ When? August 28, 1963

◊ What? People came to hear Dr. King speak.

These are all things that I can check on and can be proven, so they must be facts. What about the other pieces of information? I like how the author used the phrase, ‘The heat and humidity were stifling….’ I can picture people fanning themselves, sweat dripping, and almost feel the heat myself. It adds to the visual image I have of the day. ‘Stifling’ is a good descriptive detail. Next…from what I’ve learned and know, I don’t think everyone cheered and earnestly believed in him. Those are details that can’t be proven, so they are opinions. The word ‘earnestly’ also explains how the people believed, and is another descriptive detail, even if it might just be an opinion.”

> Provide an example of text taken from a book used in class and go through it together, asking students to identify facts, details, and opinions, if applicable, by asking questions and referring directly to the text to find the answers.

• As students develop a thorough understanding of facts and details, they will advance beyond referring directly to the text just to find answers. As you ask questions about the information found in the text, encourage students to refer to what they’ve read and provide explicit examples, even drawing inferences based on the details they’ve read. (G4)

> For example, using the same passage as before, the student should be able to provide the following information: “Even though it was a very super hot day, Martin Luther King’s speech must have been very important to the people because a lot of people came to hear him.” The student made an inference (note: drawing conclusions and inferences will be more fully taught in a separate lesson) that what Dr. King had to say was important because so many people came to hear him even though the weather was uncomfortable.

• While the basic facts and details skill remains the same, the next level of complexity asks students to accurately quote information from the text as they explain what they’ve read or inferences they’ve made. (G5)

> Continuing with the previous example, the student might give the following explanation, “People believed in what Martin Luther King, Jr. had to say on August 28, 1963, because even though, ‘the heat and humidity were stifling…that didn’t stop the thousands of people who wanted to hear Dr. King speak from attending.’ The passage goes on to say, ‘Everyone who listened to his famous words cheered and earnestly believed in him.’ I know that the last statement is an opinion, but I think we can assume that even if not ‘everyone’ cheered or believed, many people there did cheer him and believed in him and the words he said in his speech. His speech was important and made a difference in many people’s lives, especially African American people.”

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Facts, Details, and Opinions Reading Skills

Note: It is important to note that while opinion is not directly referenced in the K-5 literacy standards, students are required to understand opinion and use it in their writing (see W.1), along with providing evidence to support their opinions. Therefore, when teaching this skill, students should learn to recognize opinions and supporting textual and factual evidence, as well as stating their own opinions and providing supporting evidence for their opinions. (G3-5)

• Provide students with multiple opportunities to ask questions of you, other students, and themselves, as well as discuss and write about details, facts, and opinions. (G3-5)

• Provide opportunities for students to distinguish between actual facts and opinions that provide supporting factual evidence. (G4-5)

• Encourage students to make connections between how the author provides factual details and uses details to enhance the text and provide visual imagery. (G4-5)

• Encourage students to work with precision and monitor their progress.

Scaffolding

Additional support

• Review more thoroughly the six questions that are answered by the details, taking them one at a time until the students fully understand and are able to identify the answers to each one (who, what, where, when, why, and how).

• Ask students to provide an opinion about a simple topic such as a food or TV show, and then provide one reason to support their opinion.

Additional challenge or rigor

• Provide instruction (or access to information) in the difference between quoting and citing textual details, including information about how to cite when writing.

• Provide opportunities, using more complex texts, for the student to purposefully analyze the text and details and make inferences based on the details.SAMPLE







Evidence of Learning• Students are able to define and understand the difference between facts, details, and opinions.

• Students are able to ask and answer key detail questions about a text they’ve read.

• When asked questions, students are able to:

> Refer to text when answering questions.

> Refer to details and examples in the text while explaining what was read.

> Make inferences about text based on facts and details.

> Quote accurately from a text when discussing or explaining what was read.

• Students look for and recognize opinion signal/clue words and are able to distinguish between fact and opinion.

• Students are able to state opinions about the text and support their opinions with evidence.

• Students are able to participate in and contribute to discussions about the details, facts, and opinions within a text, and inferences made as a result.

• Students are able to monitor their own progress, and they welcome feedback from other students as well as the teacher.

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Performance Tasks - Level 4


Read the passage and answer the questions that follow.

Fishing(Two brothers, MARK and JAMES, walk to the beach in their hometown, a tiny fishing village on the northern coast of an island. Other fishers from the village have already begun to gather on the shore of the beach and have started to tend to their nets.)

MARK

I hope we catch a lot of fish today, James. If we have a good haul, I hope to make enough money to buy a nice new dress for my wife.

JAMES

I’m sure she would love that, Mark. I’ve been saving up the money to afford a new car, and I’m getting close, so I hope we do well today, too.

(The bright sun begins to peek over the horizon.)

MARK

It looks like it will be a day of calm seas. This is just the perfect weather for fishing.

(As the fishers get in their small boats, they begin the task of rowing several miles out to sea. They row and row, and they talk and joke with each other until they reach their favorite spot where they can find the best fish. When they arrive at the perfect spot, they throw out their nets and sit down to wait. By midmorning, the blue skies have become a menacing gray.)

MARK

Look at those skies, James.

JAMES

It is summer, Mark, and, at times, danger lurks on the seas in the form of sudden storms.

(The winds begin to blow the boats around, and the fishers look at each other and wonder if they should return to shore. The winds and waves get higher and higher, and most of the fishers begin to head home.)

MARK

It looks like everyone is leaving, James. Do you think we should give up for the day and head back home?

JAMES

Maybe it will settle down after a while. Let’s stay here and pull in our nets and see if we can ride out the storm.

Level 4, Performance Task 1

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(As soon as the other fishers have left, the winds stop and the sea becomes smooth and calm again. The brothers look at each other and smile.)

MARK

I’m definitely glad we decided to stay today. The sea is calm, and we’re the only fishers here. Let’s see how much we can catch!

(They throw their net back in the sea, and before long the net starts filling up.)

JAMES

It looks like it’s going to be a good day after all.

1) What is the setting of this scene? How is the setting described differently in this scene than it would be in a poem or a story? Use details from the passage to support your response.

2) Read this excerpt from the passage.

When they arrive at the perfect spot, they throw out their nets and sit down to wait. By midmorning, the blue skies have become a menacing gray.

What is the definition of the word menacing as it is used in this passage? How does the author use this word to hint at what will happen later in the passage? Use details from the passage to support your response. SAMPLE

Performance Tasks - Level 4


Answer Key

Passage: Fishing

Item # Common Core Standard Assessed Skill1 RL.4.5 Explain major differences between poems, drama, and prose, and refer

to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Rubric

Score Points The response:3 • gives sufficient evidence of the student’s ability to explain major differences between

poems, drama, and prose

• refers to structural elements of drama, including setting

• is adequately supported with clearly relevant details from the text2 • gives limited evidence of the student’s ability to explain major differences between poems,

drama, and prose

• partially explains structural elements of drama, including setting

• is supported with limited details from the text1 • provides little evidence of the student’s ability to explain major differences between poems,

drama, and prose

• includes little relevant information from the text

Sample Top Score Response:

The setting of this scene is described in the first part of the passage. It says, “A tiny fishing village on the northern coast of an island.” Details in the scene tell the reader that it starts out on a beach, in the morning. The two brothers row their boat out to sea. As the scene goes on, the setting changes. The skies turn from blue to gray. The winds and the sea become rough. Then they are calm again before the end of the passage. This scene has a changing setting that is described in its details.

The setting is explained in the stage directions, in parentheses, because it is a scene from a drama. This is so that the reader understands where the action takes place. If this scene was performed, the audience would not need these stage directions. Instead, they could view the setting on the stage. The way the setting is shown in a drama is different than in a poem or a story. In a work of poetry, the setting might be described through sensory language by the speaker in the poem. In a story, the setting would be described by a narrator or a character. A story does not have stage directions.

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Passage: Fishing

Item # Common Core Standard Assessed Skill2 RL.4.4 Determine the meaning of words and phrases as they are used in a text,

including those that allude to significant characters found in mythology (e.g., Herculean).

Rubric

Score Points The response:3 • gives sufficient evidence of the student’s ability to determine the meaning of words and

phrases as they are used in a text

• thoroughly explains the meaning of the word menacing in the context it is used in the passage

• is adequately supported with clearly relevant details from the text2 • gives limited evidence of the student’s ability to determine the meaning of words and


• partially explains the meaning of the word menacing in the context it is used in the passage

• is supported with limited details from the text1 • provides little evidence of the student’s ability to determine the meaning of words and


• includes little relevant information from the text

Sample Top Score Response:

The word menacing means “harmful” or “threatening.” Something that is menacing is possibly dangerous. After the sky turns a “menacing” gray, James tells his brother, “It is summer, Mark, and, at times, danger lurks on the seas in the form of sudden storms.” James senses danger in the menacing skies, and believes that there might be a storm coming. Soon enough, the wind blows the boats around, the waves get higher, and many of the fishermen return to shore. The word “menacing” hinted that danger was coming, and that seems to be the case. James and Mark think the storm might pass, though, and they are right. The sea calms down and the menacing sky turns out to not be as dangerous as they had feared.

Documents

CoreConnects ELA Teacher Manual Sample Grades 3-5