ALTERNATE ASSESSMENT CURRICULUM FRAMEWORK Grades 3 – 5 ELA Module 5

May – June READING FOR INFORMATION

CONTEXT

UNIT TOPIC: Reading for Information

The fifth module of 3-5 in ELA focuses on Reading for Information. Students need to develop basic critical reading skills with informational texts to move on to higher levels of analysis in later grades. It is critical to supplement traditional instruction with activities focused on specific goals, such as drawing inferences or retaining pertinent information.

Explain that by using informational texts we are able to ask and answer questions. Using illustrations in informational texts will allow the students to find clues to answer “wh” questions. When implementing this module, the teacher should try to collect an array of informational texts that will interest the students. If your students are interested in trains for example find pictures, videos, objects, and books about different kinds of trains that can be described, compared and contrasted, and learned about in a more in depth way.

Allow students to choose what they want to know more about by taking a survey and asking questions about their individual interests. Compile this information to choose what you want to explore with the class. Explain that a survey is a form of informational text because it supplies us with information about the class.

The fifth module of Grades 3 – 5 is connected to Common Core Learning Standards in informational reading and writing. As with all the literacy modules, the teacher will have assessed the students and will address foundational skills in reading, writing, speaking and listening and language.

ASSSESSMENT

FORMATIVE ASSESSMENT EVIDENCE:

Pictures of students participating in various classroom lessons and activities. Data collection. Student work samples, which may include drawing or writing as appropriate.

PERFORMANCE BASED ASSESSMENT TASK

LEVEL D:

Students will attend to a whole class discussion by nodding, pointing, and collecting a set of pictures/objects pertaining to an agreed upon subject in an errorless situation.

Students will engage in a creation of a class project by demonstrating voluntary and sustained or repeated attention to pictures, objects, and text that pertain to the chosen subject.

LEVEL C:

As a group, students will participate in creating a class project that contains different examples of informational text. For example making an upside-down pizza (recipe included in the reference section). Students identify ingredients, measurements, and following directions of an informational text.

LEVEL B:

As a group, students will participate in creating an informational book (cook book) that contains different examples of informational text, e.g. recipe, directions or steps to making something. Students will be accountable for identifying the type of text used in the class book and write how the information in the text helps them function in everyday living.

STANDARDS

ELA COMMON CORE ANCHOR STANDARDS:

RI.1 Read closely to determine what the text says explicitly and to make logical inferences from it; quote specific textual evidence when writing or speaking to support conclusions drawn from the text.

RI.3 Analyze how and shy individuals, events, and ideas develop and interact over the course of a text.

RI.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene or stanza) relate to each other and the whole.

RI.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

RF.3 Know and apply grade level phonics and word analysis skills in decoding words.

W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content.

W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

L.4 Determine or clarify the meaning of unknown and multiple meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering

vocabulary knowledge when encountering an unknown term important to comprehension or expression.

CAREER DEVELOPMENT AND OCCUPATIONAL STANDARDS

Standard 2: integrated Learning: Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings: Integrated learning encourages students to use essential academic concepts, facts and procedures in applications related to life skills and the world of work. This approach allows students to the usefulness of the concepts that they are being asked to learn and to understand their potential application in the world of work.

Standard 3a: Universal Foundation skills: Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.

ESSENTIAL QUESTIONS

1. How can we use information text to deepen our understanding of specific subjects and make personal connections in our everyday lives?

2. How can we use what we know to produce writing that gives other people information about specific subjects?

VOCABULARY

author heading sub-heading

captions labels contents

print style keyword glossary

prediction question summary

photograph graphic image diagram

data table graph chart

caption description problem

solution sequence compare

contrast cause effect

LESSON STRANDS OVERVIEW

1. We read to learn about subjects that interest us.2. We use specific features in informational text to help us understand material

presented.3. Readers use resources to identify information about a topic.4. Readers identify details and facts in text.5. Readers of informational text use their knowledge to write informational

text.

LEARNING PLANS AND ACTIVITIES

NOTE: Preferred Mode of Communication (PMC) should be considered for all students in all activities across all levels.

Lesson Strand 1: We read to learn about subjects that interest us.

LEARNING PLANS AND ACTIVITIES LEVEL D:

Attend and engage in an array of informational texts. Attend and engage in reading activities presenting various informational

texts. Attend to a survey being conducted to choose subjects the students are

interested in learning about. Attend and engage in questions about chosen subject through group

discussions. Engage and participate in a scavenger hunt through magazines to make a

collage about a chosen topic.

LEARNING PLANS AND ACTIVITIES LEVEL C:

Participate in collecting informational texts, (books, magazines, pictures, videos). Sort fiction from informational.

Participate in reading activities presenting various informational texts. Participate in a survey conducted to choose subjects the students are

interested in learning about. Participate in creating a KWL chart about a chosen subject. Participate in a scavenger hunt through magazines/books to make a collage

about a chosen topic labeling pictures they have chosen.

LEARNING PLANS AND ACTIVITIES LEVEL B:

Participate in creating a list of informational texts. Sort fiction form informational.

Read various informational texts. Conduct a survey of the class to choose a subject students are interested in

learning about. Create a KWL chart by asking and answering questions about a chosen

subject. Illustrate a cover for the class to use for a book they will compose on a

specific subject. (e.g. All About Dogs – Draw a picture of a dog).

Lesson Strand 2: We use specific features in informational text to help us understand material presented

LEARNING PLANS AND ACTIVITIES LEVEL D:

Attends and engages with informational video (ex: Brainpop Jr. Video Reading non-fiction.

Attend and engage in locating specific text feature using eye gaze, AAC devices and gestural responses (ex: title).

Attend and engage in reading informational text by exploring the pictures in the book: (Types of Trains).

Given a specific topic connect picture to object/picture to picture.

LEARNING PLANS AND ACTIVITIES LEVEL C:

Participate in looking at different informational texts. Notice things they have in common (ex: pictures, glossary)

Identify a specific text feature and how it helps the reader. Choose a topic; create a question list about the topic and then using an

informational text try to find the answers to the questions. (ex: How many different types of dinosaurs are there?)

Participate in a move to improve game using certain actions if the information presented is false or true. (ex. If what I say is a true statement march in place, if what I say is a false statement clap your hands. “An author writes a book.” Students march in place.)

LEARNING PLANS AND ACTIVITIES LEVEL B:

Participate in looking at different informational texts. Use a text feature checklist to locate and record page number using a variety of texts (ex: title, author, illustrator, table of contents, glossary, etc.).

Explore how to write informational text. Students choose a topic and make a cover for their book including a Title, Author (themselves), and a picture, (drawn or selected from a preselected group).

Using the students chosen topic (i.e. planting a seed), photograph the student performing the steps and have them sequence the steps in their book adding captions/headings for each of the steps.

Participate in a text feature Bingo game, matching word to definition (ex. Author – writes the book).

Lesson Strand 3: Readers use resources to identify information about a topic.

LEARNING PLANS AND ACTIVITIES LEVEL D:

Engage in a video about a preferred topic (i.e. dogs, plants, trains, dinosaurs).

Attend to an informational text being read. Attend to a guest speaker about a specific topic. (i.e. facts about a

firefighter’s job. Engage in objects, pictures that will identify what the informational text is

about.

LEARNING PLANS AND ACTIVITIES LEVEL C:

Participate in an activity predicting what the subject of a book will be using picture clues. (picture walk-through)

Have pre-selected questions that the student can ask. (i.e. students pick a question out of bag – how many different types of dinosaurs are there?) Using the table of contents of informational text students will find the chapter/page that will answer the question.

Participate in finding definitions to unknown words using the Glossary. Participate in a move to improve game matching vocabulary words and

definitions to pictures.

LEARNING PLANS AND ACTIVITIES LEVEL B:

In small groups students select a topic they want to research. Students select a record keeper for their research. Record keeper lists the five W’s: who, what, when, where and why on a

piece of paper. As students research a topic the record keeper records the

facts they learned. (i.e. The group selects the topic trains. Students use research to learn “who” invented the 1st train, “when” it was invented, “where” the first train run was, “why” was the train invented, “what” was the first type of train.

Participate in a paired retelling of facts learned from their research.

Lesson Strand 4: Readers identify details in a text.

LEARNING PLANS AND ACTIVITIES LEVEL D:

Attend in matching pictures to a main topic. (i.e. If you are reading about spiders student selects all spider pictures out of an array as the main topic.)

Attend to a read aloud of an informational text. Using PMC student responds yes/no, given an errorless choice, to details

about the subject. Students select pictures that describe a detail about the subject using an

errorless response.

LEARNING PLANS AND ACTIVITIES LEVEL C:

Participate in a read aloud of an informational text. Using choral response repeat key details after the teacher. Participate in making a fact chart about the topic selected. Students match one picture to a word/detail about a specific subject. (i.e.

picture of a spider to detail card spiders have 8 legs.) Participate in a move to improve activity reviewing key details of the

text. (i.e. using the information we just learned about spiders, if the statement is true run in place, if the statement is false pretend to climb. Spiders have 8 legs. Choral response – true, students run in place.)

LEARNING PLANS AND ACTIVITIES LEVEL B:

Participate in selecting a topic to read about supported by teacher questioning. (i.e. Many of us have dogs in our house and we probably know a lot about them but do we usually keep spiders as pets? What do you know about spiders? What are things you would like to learn about spiders?)

Create fact cards about the informational text being read. Formulate “main idea” sentence which will be supported by details that

have been collected. Formulate a presentation about the topic learned using the main idea and

detail cards.

Lesson Strand 5: Readers of informational text use their knowledge to write informational text.

LEARNING PLANS AND ACTIVITIES LEVEL D:

Explore objects representing topics/words using tactile/kinesthetic interactions.

Write a sentence about a topic researched by filling in the missing picture with support. (i.e. A ____________has 8 legs. Student chooses spider to complete the sentence.

Attend and engage in a class activity of sharing facts using a graphic organizer.

Participate in a writing activity by helping to deliver writing tools to classmates.

LEARNING PLANS AND ACTIVITIES LEVEL C:

Participate in writing activities by labeling parts of their text. (i.e. if writing a recipe identifies the title of the recipe, what parts of the recipe should be writing in bold print).

Participate in writing and drawing by filling-in-the blanks using simple sentence and responding with words, pictures, and/or symbols

Using a sentence builder write about a specific topic. (i.e. Title – Spiders, Author – their name, Glossary – What do you want to include in your book about spiders? (with teacher assistance and prompting.

Create a list using symbols/pictures/words in preparation for writing a recipe. (i.e. ingredients, measuring tools needed).

RESOURCES

Display of different types of informational text students may encounter, for example:

All about books, Dinosaurs, Pets, Plants, Trains etc. Instructions on how to make something (i.e. how to build a paper

sailboat). Instructions on how to play a game. Maps on how to get somewhere (i.e. a location in the building – the

gym). Recipes Menus Food Advertisements Newspapers Schedules

Name__________________________

Informational Text

Informational text is a non-fiction text that contains facts and information about a specific topic such as people, places, and events.

Upside-Down Pizza1 lb ground beef 1 medium onion, chopped 1 jar (14 oz) spaghetti sauce 2 cups (8 oz) mozzarella cheese, shredded 1 cup milk

2 eggs 1 tsp vegetable oil 1 cup all-purpose flour 1/2 tsp salt

In a large skillet, cook beef and onion over medium heat until the meat is no longerpink; drain. Add spaghetti sauce. Cover and simmer until heated through. Pour into a greased 13x9" baking dish. Sprinkle with cheese. In a blender, combine the milk, eggs, oil, flour, and salt; cover and process until smooth. Pour over cheese. Bake, uncovered, at 400º for 25-30 minutes or until golden brown. Makes 12 servings.

Choose the best answer. (Recalling Details)

1. Which ingredient is not included in this recipe?A. milkB. eggsC. cheeseD. pepperoni

2. How many cups of cheese are needed?A. 1B. 2C. 3D. 4

3. How many ounces are in a jar of spaghetti sauce?A. 8B. 10C. 12D. 14

4. The onion needs to be _________________.A. slicedB. choppedC. dicedD. peeled

5. How many different ingredients are needed for this recipe?A. 3

B. 6C. 9D. 12

6. Before you add spaghetti sauce what do you do with the ground beef?A. Cook the beefB. Drain the beefC. Microwave the beefD. Chop up the beef

7. Which ingredients do you put in the blender?A. milk, eggs, oil, flour, saltB. milk, eggs, cheese, flour, saltC. milk, eggs, oil, water, saltD. milk, eggs, onion, flour, salt

8. How many servings does this recipe make?A. 5B. 7C. 10D. 12

9. Order of Events (Sequence)Put the following events in correct order. Number the events 1 through 8.

_______Cover and simmer until heated through. _______Pour into a greased 13x9" baking dish. _______Bake, uncovered, at 400º for 25-30 minutes or until golden brown. _______In a blender, combine the milk, eggs, oil, flour and salt; cover and

process until smooth. _______In a large skillet, cook beef and onion over medium heat until the

meat is no longer pink; drain.

10. Replace each underlined word with a synonym and antonym.

Sentence Antonym Synonym

In a large skillet, cook beef and onion over medium heat until the meat is no longer pink; drain.

Pour into a greased 13x9" baking dish.In a blender, combine the milk, eggs, oil, flour and salt; cover and process until smooth.Bake, uncovered, at 400º for 25-30 minutes or until golden brown.

*Bonus Question (Math/Short Extended Response) If I wanted to make 24 servings instead of 12, what would I need to do to the recipe? Explain.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

*Change the serving sizes for each ingredient so that I can make 24 servings.

_____ground beef _____medium onions, chopped _____ jars (14 oz) spaghetti sauce _____cups (8 oz) mozzarella cheese, shredded

_____cups milk _____eggs _____tsp vegetable oil _____cups all-purpose flour _____tsp salt

Name__________________________Answer Key

Informational Text

Informational text is a non-fiction text that contains facts and information about a specific topic such as people, places, and events.

Upside-Down Pizza1 lb ground beef 1 medium onion, chopped 1 jar (14 oz) spaghetti sauce 2 cups (8 oz) mozzarella cheese, shredded 1 cup milk 2 eggs 1 tsp vegetable oil 1 cup all-purpose flour 1/2 tsp salt

In a large skillet, cook beef and onion over medium heat until the meat is no longer pink; drain. Add spaghetti sauce. Cover and simmer until heated through. Pour into a greased 13x9" baking dish. Sprinkle with cheese. In a blender, combine the milk, eggs, oil, flour, and salt; cover and process until smooth. Pour over cheese. Bake, uncovered, at 400º for 25-30 minutes or until golden brown. Makes 12 servings.

Choose the best answer. (Recalling Details)

1. Which ingredient is not included in this recipe?A. milkB. eggsC. cheeseD. pepperoni

2. How many cups of cheese are needed?A. 1B. 2C. 3D. 4

3. How many ounces are in a jar of spaghetti sauce?A. 8B. 10C. 12D. 14

4. The onion needs to be _________________.A. slicedB. choppedC. dicedD. peeled

5. How many different ingredients are needed for this recipe?A. 3B. 6C. 9D. 12

6. Before you add spaghetti sauce what do you do with the ground beef?A. Cook the beefB. Drain the beefC. Microwave the beefD. Chop up the beef

7. Which ingredients do you put in the blender?A. milk, eggs, oil, flour, saltB. milk, eggs, cheese, flour, saltC. milk, eggs, oil, water, saltD. milk, eggs, onion, flour, salt

8. How many servings does this recipe make?A. 5B. 7C. 10D. 12

9. Order of Events (Sequence)Put the following events in correct order. Number the events 1 through 8.

____2___Cover and simmer until heated through. ____3___Pour into a greased 13x9" baking dish. ____5___Bake, uncovered, at 400º for 25-30 minutes or until golden brown. ____4___In a blender, combine the milk, eggs, oil, flour and salt; cover and

process until smooth. ____1__In a large skillet, cook beef and onion over medium heat until the

meat is no longer pink; drain.

10. Replace each underlined word with a synonym and antonym. (Answers will vary)

Sentence Antonym SynonymIn a large skillet, cook beef and onion over medium heat until the meat is no longer pink; drain.

small big

Pour into a greased 13x9” baking dish. freezing cooking

In a blender, combine the milk, eggs, oil, flour and salt; cover and process until smooth. rough even

Bake, uncovered, at 400º for 25-30 minutes or until golden brown. covered wrapped

*Bonus Question (Math/Short Extended Response) – If I wanted to make 24 servings instead of 12, what would I need to do to the recipe? Explain.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

*Change the serving sizes for each ingredient so that I can make 24 servings.

__2___ground beef __2___medium onions, chopped __2___ jars (14 oz) spaghetti sauce __4___cups (8 oz) mozzarella cheese, shredded

__2___cups milk __4___eggs __2___tsp vegetable oil __2___cups all-purpose flour __1___tsp salt

MATERIALS

Variety of paper A variety of writing implements Pictures Samples of writing on display Templates for writing Blank books Photos (from magazines newspapers, google images) Informational Texts IPad Smartboard Computer

WEBSITES:

www.boardmakershare.com www.tarheel.org www.teacherspayteachers.com – Tips for Reading Informational Text,

Information Text Features www.brainpopjr.com – informational text www.havefunteaching.com – sequence picture activities www.abcteach.com – Informational Text, Reading an Informational Text

Key Ideas and Details MrsQuimbyreads.blogspot.com – Informational Text 3 -2 -1 writer’s

response page. Collaborationcuties.blogspot.com – Informational Text – My Thinking