Instructional Ladders for Planning Across Grade Levels With Instructional Samples for Alternate K-PREP Standards Reading fall 2011 Carolyn Downing and

Instructional Ladders for Planning Across Grade Levels With Instructional Samples for

Alternate K-PREP StandardsReadingfall 2011

Carolyn Downing and Sherida GentryEducational Consultants

West Kentucky Special Education Coop

Objectives • Participants will…..

– learn how to deconstruct the Anchor Standards for Reading (General Education) for increased understanding of the new Alternate K-PREP Reading Standards.

– learn the importance of teaching pre-requisite skills at all grade levels in preparation for assessment

– understand the scope and sequence of instruction for the Anchor Standards for the Alternate K-PREP Reading Standards.

– become familiar with a multi-grade level planning process to be utilized with the existing KDE Individual Student Planning Tools to assist special education teachers in planning instruction for the New Alternate K-PREP Standards across grade levels.

– learn how to adapt evidenced based reading strategies utilized with general education students for those students participating in Alternate Assessment.

KCAS (General Education Standards)

• *Anchor Standards are broad standards that define the skills and understandings that all students must demonstrate to be College and Career Reader (CCR)

• *Standards from the placemats define what students should understand and be able to do by the end of each grade.

• *Alternate K-PREP Standards -define what our students who are on certificate of completion should understand and be able to do by the end of each grade. These are derived directly from the CC standards (General Ed.) found on the placemats.

Scope and Sequence for Training Anchor Standards for Alternate Assessment

Literature vs. Informative Text

• Informational Text: Text that gives factual information designed primarily to explain, inform, instruct, argue or persuade, or describe rather than to entertain. Informational text sequences, describes, categorizes, compares/contrasts, or addresses problem and solution.

• Literary Text: The type of writing used with creative literature or story telling.

Literary Text

Types of literary text:– Drama– Prose fiction– Poetry– Autobiography– Film

Informative Text

Types of informational text:• Expository Text: Examples of Expository texts

are textbooks, encyclopedias, scientific books/journals, atlases, direction guides, biographies and newspapers.

• Informational text may use narrative story elements.

Disclaimer

• The information in this Powerpoint was not meant to be utilized as the only instructional options for the Alternate K-PREP Reading Standards. The examples are simply meant to be a starting point to show how strategies for teaching reading can be adapted for use with the alternate K-PREP standards.

• CAUTION: You should utilize the Instructional Planning Tools located on the KDE website to organize your collaborative discussions with content specialists in order to develop the most appropriate instructional options for your students.

How? Instructional Ladder for Anchor Standard 1 (Literature 3rd grade/Informative HS) Anchor Standard 1

3rd

3.1

4th 5th 6th 7th 8th HSR-HS.5

Key Ideas and details

1 read closely to determine what the text says explicitly and to make logical inferences from it; cite textural evidence when writing or speaking to support conclusions drawn from the text

follow the steps of the Story Based Lesson and questions should be leveled based on SPLASH Developing Questions Easy to Hard(see Literacy Toolkit)

Standard Not assessed:



-Standard Not assessed:


See graphic organizer R-HS.5Teacher should share a portion of text and prepare a question that will require an inference. The student will choose the answer from a picture bank and choose evidence from the evidence picture bank.

NOTE: Use this time to pre-teach Get the gist, and supporting details –have students make ongoing predictions with all texts as part of the questioning process

Story Based Lessons and Leveling Comprehension Questions

You have some strategies and organizers to teach comprehension…What questions will you ask?

Using Bloom’s Taxonomy to Construct Comprehension Questions

Bloom’s Taxonomy

• Classification of levels of intellectual behavior important in learning

• The six levels are:1. Knowledge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation

CategoriesKey WordsSuggested Activities

http://www.flickr.com/photos/dougbelshaw/4100721032/

Comprehension Questions at Levels-Knowledge*

• Answers can be “pulled from the page” (literal)Title, author, characters, setting, action,

descriptors

Point to the title.What did Wilbur do?What was the barn like? (size, color)

*Browder & Spooner, 2011

Comprehension Questions at Levels-Comprehension*

• Answers can be inferred from what is on the page– Prediction, sequencing, identifying

conflict/problem, identifying ending

– What happened last?– Why was the girl afraid? (conflict)– Put these pictures in order to show what

happened in the story.*Browder & Spooner, 2011

Comprehension Questions at Levels-Application*

• Requires using student’s own background knowledge– Make connections; use materials in a new way

– Point to a picture on the page of something we have in our classroom.

– The children had a scavenger hunt. What did you find on our scavenger hunt?

– This article is about whales. Where do whales live? What else do you know about whales?


Comprehension Questions at Levels-Analysis*

• Breaking the information into parts– Classify, compare, contrast, categorize

– Put these pictures into categories (people and actions)

– Compare what is the same and different about these 2 characters

– This article was about the past. What was different in their day?


Comprehension Questions at Levels-Synthesis*

• Combining the parts into a whole– Infer; determine the main idea; find cause and

effect

– Retell the story in your own words– What effect did the hurricane have?– What will happen to people if they have no jobs?


Comprehension Questions at Levels-Evaluation*

• Making a judgment according to some standard– Real/not real; nonfiction/ fiction; fact/opinion;

author’s point of view

– Do elephants talk?– Did this really happen or is it fiction?– Why did the author write this (persuade,

entertain)*Browder & Spooner, 2011

Comprehension Questions Teacher Action

• Comprehension questions can be asked immediately after reading the line in which the answer appears or after reading the book.

• Support student responding with offering choices with – distracter options varying number of options, and types of

distracters – voice output devices, pair pictures with words, eye gaze board,

etc.

Example: “Who was in our story?” Was it an elephant or a steam train?

Systematic Instruction of Comprehension

• Use repeated readings of a story• Use supported comprehension– Simplify response mode

• Determine if will use read aloud, student reading or both

• Build from easy to hard– But include a mix of easy, medium, and hard

questions….Why?

Inference Chart

Question Answer Evidence

Inference Chart for HS-5Using a picture book as text.

Question Answer Evidence

Why do you think it was dangerous for black children to go to a white school?

HS-5 Picture Bank for Brown v Board of Ed.(Evidence) from Picture book

Picture Bank for Brown v Board of Ed.(Answer)

How? Instructional Ladder for Anchor Standard 2 (Literary) Anchor Standard 2

3rd 4th

R-4.5

5th

R-5.3

6th

R-6.2

7th

R-7.2

8th

R-8.2

HSR-HS.3

2 Determine central ideas or themes of a text and analyze their development; summarize they key supporting details and ideas.

Standard Not assessed:Use this year for instruction for Get the Gist strategy with Literary text

Determine the theme in a grade level story using Theme Graphic Organizer R-4.5

-Determine the theme in a grade level story using Theme Graphic organizer. R-5.3NOTE: How the character responds is answered in the 3rd column of organizer.

-The end product is a summary in the form of a graphic organizer. -Determine theme using Theme Graphic Organizer for grade level text. –use table top organizer to determine relevant supporting details R-6.2

-The end product is a summary in the form of a graphic organizer. -Determine main idea periodically from episodes of the story using Get the Gist Organizer.-Determine theme using Theme Graphic Organizer for grade level text. R-7.2

The end product is a summary in the form of a graphic organizer. -Determine theme using Theme Organizer.-Determine how the character, setting, and plot changes throughout the text using R-8.2 graphic organizer.

-The end product is a summary in the form of a graphic organizer. -Determine theme using Theme Graphic Organizer for grade level text

-Determine main ideas periodically from episodes of the story based on relevant details from each episode using Table top organizer.

(WKSEC Sample using Theme and Table Top Organizers)

Sample Theme Organizer (Anchor Standard 2 Literary Text) R.4.5

Who or what was most important?Through the development of the story what was

most important about the who or what?What did he/she learn? (Theme)

Sample Theme Organizer (Anchor Standard 2 Literary Text) R.4.5

Who or what was most important?Through the development of the story what was

most important about the who or what?What did he/she learn? (Theme)

Peter RabbitPeter

He went into the garden and was chased by Mr. McGregor.

Stay out of the garden.Listen to your mother.

Picture Bank for R-4.5

Sample Theme Organizer (Anchor Standard 2) R-5.3

Who or what was most important?

Through the development of the story what was most

important thing about the who or what?

What did he/she learn? (Theme)

What did I learn?

Character’s Challenge (Teacher) Character’s Response (Student)

Sample Theme Organizer (Anchor Standard 2) R-5.3

Who or what was most important?

Through the development of the story what was most

important thing about the who or what?

What did he/she learn? (Theme)

What did I learn?

Wilbur He was going to be killed by Mr.Zuckerman

Wilbur learned to trust his friends

To trust my friends

Character’s Challenge (Teacher) Character’s Response (Student)

Born a “runt” He was shy and withdrawn

Going to be killed in the spring He was scared

Charlotte died Sad but confident

Picture Bank for R-5.3

details

details

R-6.2 and HS-3

Theme

There was a

disagreement

between Orlov and

Chowig

Karana wonders to herself why her father reveals

his secret name

Chowig and

Orlov finally agree that they

will split the

spoils

strangers lands on the shore

R-6.2 and HS-3

strangers lands on the shore

Karana is concerned about what will happen to her island. Ch. 1

Picture bank for Islands

R-7.2 for Literature

R-7.2 for Literature Hatchet

Picture Bank for Hatchet

R-8.2Who or what was most important?

Through the development of the story what was

most important about the

who or what?

What did he/she learn?

What did I learn?

How did the character change?

How did the setting change?

How did the plot change?

R-8.2 HatchetWho or what was most important?

Through the development of the story

what was most important

about the who or what?

What did he/she learn?

What did I learn?

How did the character change?

How did the setting change?

How did the plot change?

Staying calm and working hard is important to survive

Scared to calm

From civilization to wilderness

Brian was living with his Mom in NY and then was stranded by himself in the wildernessBrian

Plane crashed and he was stranded in wilderness

That he had to stay calm, work to eat and survive

HS-3

details

details

HS-3 step 1 (Cheaper By the Dozen)

Dad liked to take us riding in the car

HS-3 Cheaper by the Dozen

Picture Bank for Cheaper by the Dozen

How? Instructional Ladder for Anchor Standard 2 (Informative) Anchor Standard 2

3rd

R-3.3

4th

R-4.3

5th

R-5.4

6th R-6.4

7th 8th

R-8.4

HSR-HS.4

2 Determine central ideas or themes of a text and analyze their development; summarize they key supporting details and ideas.

-Train main idea (Central purpose or Gist of a paragraph or passage) using “Get the Gist”

Determine the main idea using Get the Gist- Train supporting details using table top organizer

-Determine main idea using Get the Gistwith 2 different most important person, place, or things-Determine details for each main idea using table top organizers

-The end product is a summary in the form of a graphic organizer. -Determine central idea (broad idea or message) using Get the Gist for text within a subheading –use table top organizer to list details under each sub heading.

Standard Not assessed:Use this year for continued instruction

-The end product is a summary in the form of a graphic organizer. -Determine central idea (broad idea or message) using Get the Gist for text within a subheading –use table top organizer to list details under each sub heading. *The analysis of the relationship will be shown through the choosing of relevant details on the organizer

-The end product is a summary in the form of a graphic organizer. -Determine central idea (broad idea or message) using Get the Gist at each subheading of a piece of text (i.e. newspaper article, textbook menu, recipe, cereal box (nutritional info)-use table top organizer to list details under each sub heading. -Determine central idea based on the central ideas and details from each subheading .

(WKSEC Sample using Get the Gist Strategy and Supporting Details)

Organizer-Get the GistGet the GistMost important person or

thingWhat’s most important

about the “most important person or

thing”?

“Gist” statement

(10 words or less)

Mayfield Football Team

Won State last year Mayfield football team won state last year

.

Mayfield team won state last year

Strong offense

Good CoachPlay baseball

All State Running back

Worked hard

.

Mayfield team won state last year

Strong offense

Good Coach Strong defense

All State Running back

How? Instructional Ladder for Anchor Standard 3 (Literature) Anchor Standard 3

3rd

R-3.5

4th

R-4.4

5th

R-5.5

6th 7th

R-7.4

8th HSR-HS.2

3 analyze how and why individuals, events, and ideas develop and interact over the course of a text.

The description is in the form of a graphic organizer. See organizer R-3.5 -Give student main character and at least 3 actions performed by the main character. Students are to organize these actions according to the story sequence.

The description is in the form of a graphic organizer. See graphic organizer R-4.4Teacher chooses an episode in a story.Student will choose a correct character, character description, a setting, and a picture that describes what happened in the episode from a picture bank.

The description is in the form of a graphic organizer. See graphic organizer R-5.5 (3 organizers)1. Teacher chooses 2 characters to be compared. Students choose from picture bank to complete the organizer.2. Teacher chooses 2 settings to be compared. Students choose from picture bank to complete organizer.3. Teacher chooses 2 events to be compared. Students choose from picture bank to complete organizer.


The description is in the form of a graphic organizer. See graphic organizer R-7.4Teacher chooses at least 3 episodes from the story. The student will choose from a picture bank, the main characters, and setting for each of the 3 episodes and place them in the episode boxes.The student will place the episode boxes in the correct location along the plot line.


The description is in the form of a graphic organizer. See graphic organizer R-HS-21. Teacher chooses main character for at least 3 episodes from grade level text. The student will order the development of the character on the plot line by choosing from the picture bank. 2. Teacher uses existing main character, and chooses at least 1 supporting character for at least 3 episodes from grade level text. The student will order the interaction of the characters on the plot line by choosing from the picture banks.

R-3.5 (Literature)Main Character Action(s)

Must be put in chronological order

Picture Bank for Peter Rabbit

R-4.4(Literature)Episode Analysis (Can use any episode of a story-give the student the character)

NOTE: Episode usually changes when the setting changes

Character Character Description Setting What happened?

This is the episode when Charlotte dies.

Barn

Park

Field

Had a party

Charlotte died

Went to School

Picture bank for Charlotte’s Web

R-5.5 LiteratureCompare and Contrast Characters from

Peter Rabbit

R-5.5 Literature

Compare and Contrast Setting from Peter Rabbit

R-5.5 (Literature)

Compare and Contrast Events from Peter Rabbit

R-7.4 (Literature)

Interaction between character, plot, and setting

Picture Bank for Hatchet

HS-2

Analyze how character’s develop over time.

Picture Bank for Cheaper by the Dozen

Cheaper By the DozenCharacter Development

Father and mother go on a trip

Father and mother get married

Father takes us to the beach

Father buys a house Father dies Father is upset that sister cut her hair

HS-2

Father and mother get married

Fatherbuys a house

Father is upset that sister cut her hair

Father dies

HS-2 Father’s Character Development

Father and mother have a dozen children

The Development of Father’s interaction with Children over time for HS-2

Father and mother have a dozen children

Father teaches us to do chores and be efficient

Father takes us around town in his car

Father takes us to the beach

Father teaches us new things as we grow up

How? Instructional Ladder for Anchor Standard 3 (Informative) Anchor Standard 3

3rd 4th 5th

R-5.6

6th 7th

R-7.5

8th HSR-HS.2

3 analyze how and why individuals, events, and ideas develop and interact over the course of a text.



The description is in the form of a graphic organizer. See graphic organizer R-5.6 NOTE: we used an H-map but you can use any graphic organizer for compare and contrast1. Teacher chooses 2 historical, scientific or technical, events or ideas to be compared. Students choose from picture bank to complete the organizer.


The description is in the form of a graphic organizer. See graphic organizer R-7.5Teacher chooses a historical, scientific or technical, piece of text involving individuals and events. The student will answer the following questions: “What happened? By whom? and Why?”on graphic organizer by choosing from a picture bank.



R-5.6 (Informative)

Determine relationships between events or ideas

R-7.5 (Informative)Explain the interactions between individuals & events in a

text

Picture Bank for Boston Tea Party

How? Instructional Ladder for Anchor Standard 4 (Literature) Anchor Standard 4

3rd

R-3.4

4th

R-4.1

5th

R-5.2

6th

R-6.3

7th

R-7.1

8th

R-8.1

HSR-HS.1

Craft and Structure:

4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific work choices shape meaning or tone.

See graphic organizer 3.4 The teacher will choose literal and non-literal words from grade level text. The student will utilize a picture bank to distinguish literal from non-literal words on the graphic organizer.

See graphic organizer 4.1The teacher will choose words and phrases from mythological text.The student will utilize a picture bank to determine the meaning of words or phrases on graphic organizer.

See graphic organizer 5.2The teacher will choose figurative words or phrases from grade level text. The student will utilize a picture bank to determine the meaning of words or phrases on graphic organizer.

See graphic organizer 5.2The teacher will choose figurative and connotative words or phrases from grade level text. The student will utilize a picture bank to determine the meaning and impact of words or phrases and on text using graphic organizer.

The analysis is in the form of a graphic organizer. See graphic organizer R-7.1The teacher will choose a poem or story with repetitive rhyme or repeated verse.The student will utilize a picture bank to determine the meaning of words and how their repeated pattern impacts the poem or story by completing graphic organizer.

The analysis is in the form of a graphic organizer. See graphic organizer R-8.1The teacher will choose figurative or connotative words and phrases from text with clear analogies.to determine the meaning of words or phrases, determine the impact of these words, and analyze the tone on graphic organizer.

The analysis is in the form of a graphic organizer. See graphic organizer R-HS.1The teacher will choose figurative or connotative words and phrases from text with clear analogies.The student will utilize a picture bank to determine the meaning of words or phrases, determine the impact of these words, and analyze the cumulative tone on graphic organizer.

R-3.4 Literature

Determine meaning of words and phrases (literal and non-literal)

R-4.1 Literature- Hercules

Determine meaning of words and phrases from mythologyText: According to the Greeks, Hercules was the son of a woman named Alcmene and the god Zeus. He was a great hero, and very strong. Even when he was only a few days old, Hercules was very strong. The goddess Hera was angry, because Zeus was her husband and she didn't want him to have children with other women. So she sent two huge snakes to strangle the little baby. But Hercules just sat up and grabbed those snakes and strangled them!

R-5.2 Literature

Determine the meaning of figurative language

R-6.3 Literature

Determine the meaning and impact of figurative and connotative words and phrases

R-7.1 Literature

Determine the meaning of words and phrases as they are used in poetry-

R-8.1 Literature

Determine the meaning or tone and impact of figurative and connotative words and phrases…

to help others understand what the sea looks like

calm

R-HS.1

Determine the meaning, tone and cumulative impact of figurative and connotative works and phrases….

Documents

Instructional Ladders for Planning Across Grade Levels With Instructional Samples for Alternate K-PREP Standards Reading fall 2011 Carolyn Downing and