Crunch Time: Resources for Preparing for FCATcurriculum_materials.dadeschools.net/crunchtime/LAReading/Reading... · Crunch Time: Resources for Preparing for FCAT 2009-2010 ... Noting

Miami-Dade County Public Schools Curriculum & Instruction Language Arts/Reading

Crunch Time: Resources for Preparing

for FCAT

2009-2010 Language Arts/Reading

3rd GRADE Reading


THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Dr. Solomon C. Stinson, Chair

Ms. Perla Tabares Hantman, Vice Chair

Mr. Agustin J. Barrera

Mr. Renier Diaz de la Portilla

Dr. Lawrence S. Feldman

Dr. Wilbert “Tee” Holloway

Dr. Martin Karp

Ms. Ana Rivas Logan

Dr. Marta Pérez

Ms. Eboni Finley Student Advisor

Alberto M. Carvalho Superintendent of Schools

Ms. Milagros R. Fornell Associate Superintendent Curriculum and Instruction

Dr. Maria P. de Armas Assistant Superintendent

Curriculum and Instruction, K-12 Core

Mrs. Karen Spigler Administrative Director

Division of Language Arts/Reading


Reading Crunch Time Calendar – Grade 3 2009-2010

Week of Implementation

Targeted Benchmark(s)

HM Story/Passage(s) Research-Based Crunch

Time Strategies Other

Materials January 4, 2010 Main Idea - Essential

Message L.A.A.3.1.7.3

Author’s Purpose L.A.A.3.1.7.2

Vocabulary – Multiple Meanings

LA.A.3.1.6.9/1.6.6 Analyze Words/Text LA.A.3.1.6.9/1.6.6 Plot Development

LA.A.3.2.1.2

Launch Theme 3 – Incredible Stories Dogzilla Go with the Flow

State Released FCAT Passage –

Jamaica Tag-Along/Bird Do It! Recycle!

(Use Instructional Procedure)

Reciprocal Teaching: with each passage:

Predict

Clarify

Visualize

Question

Summarize Tally the number of times your class goes through the process. Encourage independent use with a post it note on the desk for students to tally next to each component. CLARIFY by using the vocabulary strategies chart & context clues examples to figure out unknown word meaning. QUESTION by referring to the task cards by both the teacher and students. SUMMARIZE in writing and/or orally by having the students choose the appropriate one sentence summary based on the text structure.

1. Description 2. Compare/ Contrast 3. Sequencing 4. Cause & Effect 5. Problem/ Solution

REVIEW & RETEACH PROCEDURE: Selective Underlining: Underline the answer to the question in the passage and write the question number next to where it was underlined REVIEW & RETEACH PROCEDURE: Question Analysis: Read the question carefully, circle signal words to assist in identifying the benchmark & label the question‟s tested benchmark; circle the key words (most important words) to refer back to the passage to locate the answer through skimming & scanning.

Exploring Non-Fiction

FCAT State Released Passages

January 11, 2010

Main Idea - Essential Message

L.A.A.3.1.7.3 Author’s Purpose

L.A.A.3.1.7.2 Chronological Order

LA.3.1.7.3 Plot Development

LA.A.3.2.1.2 Vocabulary – Multiple

Meanings LA.A.3.1.6.9/1.6.6

The Mysterious Giant of Barletta Social Studies Link - Eyes on Rome

January 19, 2010 (3 day Week)

Exploring Non-Fiction Level 3 Card ic20 Social Studies Card 1 Cities and the Environment- Can Venice Be Saved?


January 25, 2010 Main Idea - Essential Message

L.A.A.3.1.7.3 Author’s Purpose

L.A.A.3.1.7.2 Chronological Order

LA.3.1.7.3 Plot Development

LA.A.3.2.1.2 Analyze Words/Text LA.A.3.1.6.9/1.6.6

Cause/Effect LA.3.1.7.4

Raising Dragons Science Link – Real Life Dragons

Exploring Non-Fiction Level 3 Card ic20 Science Card 6 The Galapagos Islands Face a Sticky Situation


February 1, 2010

Noting Details/Facts L.A.A.3.1.7.3

Plot Development LA.A.3.2.1.2

Analyze Words/Text L.A.A.3.1.6.9/1.6.6

The Garden of Abdul Gasazi Career Link – Enter the World of Chris VanAllsburg

February 8, 2010 END OF THEME ASSESSMENT(S)

February 16, 2010 (4 day Week)

Review all Benchmarks Using Instructional

Procedure

Launch Theme 4 – Animal Habitats Night of the Pufflings Big-Apple Birding Exploring Non-Fiction Level 3 Card ic20 Mathematics Card 15 The Power of the Wind


February 22, 2010

New HM Edition ONLY End of Theme – (Specified Schools ONLY) Monitoring Student Progress NF – Fugitives on Four Legs

Fantasy – Dinosaur Bob & His Adventures with the Family Lazardo


March 2, 2010 (4 day Week)

Review all Benchmarks Using Instructional

Procedure

Seal Surfer Work in the Ocean

Exploring Non-Fiction Level 3 Card ic20 Social Studies Card 3 Battling Over Alaska’s Oil



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.


Main Idea Table

Topic

Main Idea

Supporting Detail

Supporting Detail

Supporting Detail

Supporting Detail


Two Column Notes


Somebody/Wanted/But/So

Somebody Wanted But So

Character (Who), Setting (When, Where)

Goal (What)

Problem Events Leading to Solution


Timeline

Beginning

End


Venn’s Diagram


Vocabulary Chart

Word

Means to Me Means in the Story Picture/Symbol

Word


Word



Author’s Intent

+ Main Idea =

Author’s Purpose Example:

Q: Why did the author write this article? A: The author wrote this article to give facts about elephants living in Central Africa.

Story/Passage or Poem

Article

To tell To teach

To entertain(with a scary story, humorous story)

To show (effects, similarities/differences)

To share To inform

To teach (fable/moral) To give facts

To show To make it clear

To persuade/convince

To explain

To demonstrate

To give an account of (biographies)

To develop (a setting, an idea, a character)

To encourage


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 are _______________________________________________. They have ______________________________________________ and ___________________________________________________. They also have __________________________________________. They never ____________________________________________. They can _______________________________________________ and they _______________________________________________. But the most important thing about _________________________ is


Elementary FCAT Vocabulary Other Ways to Say . . .

Vocabulary same base word opposite root describe phrase mean

Main Idea summary lesson retell moral portion passage good title essential message primary topic central idea

Author’s Purpose mean describe purpose persuade agree explain statement entertain include repeat description inform most important give facts

Elements of Story Structure lead to main problem change problem resolution beginning end(ing) events indicates setting solved character resolved attitude face (v.) opinion bother feels

Chronological Order just before between right after steps to first retell last portion events (leading up to)

Cause and Effect cause factor effect influence happen might happen if decide events because results reason(s) particular action


Compare/Similarities alike common similar compare similarities both

Contrast/Differences different before/after difference(s) beginning dissimilar end change

Relevant Supporting Details

relevant details support idea

Theme & Topic

theme topic result main covered lesson learned

Text Structure

better understand found statement information mostly explain section heading organize

Text Features

illustrations section show describes titled

Informational Text

heading purpose subheading located lines footnote information numbers check marks most likely

Validity & Reliability

supports argument greatest benefit conclusion evidence reasons behind most valid


ELEMENTARY TASK CARDS

2009-2010


VOCABULARY

(LA.3-5.1.6.3, 1.6.7, 1.6.8, 1.6.9)

Context Read this sentence from the passage.

Copy sentence or phrase from passage here.

What does the word mean?

When (phrase containing assessed word) , it meant __________ . Synonyms/Antonyms What word means the SAME as . Choose the word that means the OPPOSITE of . Affixes/Base Words or Root Words Which word has the same base word as ? If (base word) means , what does base word + affix mean? Which word has the SAME root as ? The origin of the word ++ is the Latin root meaning to____. What does ++ mean? Multiple Meaning

Which sentence below uses the word the same way as the story/article?

Which sentence uses the word the same as it is used in the sentence above?

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 ?

AUTHOR’S PURPOSE & PERSPECTIVE (LA.3-5.1.7.2)

Author’s Purpose

Why does the author most likely write the story/passage? Why did the author write the article? What is the author‟s purpose in writing this article? Why did the authors of and write these stories/articles? Why did the author begin the article/story with ? At the end of the passage why does the author repeat ? Why did the author include the description of in the

article/story? Author’s Perspective Which sentence from the article tells the author‟s main

message? What does the author mean when he/she writes ? The author of would most likely want to read which of the

following articles/stories? Which books would the author of most likely read in

order to write this article/story? With which statement would the author most likely agree? Explain what the author thinks is most important about .

MAIN IDEA (LA.3-5.1.7.3)

What is the MAIN IDEA of this story/passage/article?

What is the most important lesson learns in the

story/passage?

Why do you think this story/article has the title “ ”?

What would be another good title for this story?

Which sentence best tells what the passage is about?

What is the essential message in the story/article?

What is the primary topic of the article?

Which sentence gives the best summary?

Which accomplishment/idea is the most valuable?

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

CHRONOLOGICAL ORDER (LA.3-5.1.7.3)

What happened just BEFORE/AFTER ?

What happened first, last, etc. …?

What happens AFTER but BEFORE ?

What happened between and ?

What is the first step in ?

Retell the events leading up to/following _______.

Explain the steps for _______ and the reasons why. Use details and information from the article to support your answer. According to the article, what happened first?


CAUSE AND EFFECT (LA.3-5.1.7.4)

Describe the cause or effect of an action or event in fiction, nonfiction, poetry or drama.

What caused to ?

What effect did have on ____ ?

What are the events that caused ?

What might happen if ?

What is the effect of ?

Why does a character (take a particular action ) ?

Why does decide to ?

What were the results of (an event or action)?

probably chooses over _____ because _______.

RELEVANT SUPPORTING DETAILS (LA.3-5.1.7.3)

Which is a way to improve ?

At the end of the story, where does go?

Which detail from the article helps show how _______?

Other relevant detail questions begin with:

o How?

o What happened?

o What caused?

*******************************************************************

How does support the idea that ? Why does offer to ?

Text Structures/Organizational Patterns (LA.3-5.1.7.5)

*Identify the text structure an author uses and explain how it impacts meaning. (e.g., compare/contrast, cause/effect, chronological order, description) What information can be found under the heading ?

The author organized the section to ______.

How does the author help readers BETTER understand ? Explain what the author does to make the information in easier to understand.

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

How does the author mostly explain ?

Theme/Topic (LA.3-5.1.7.6)

* Identify themes or topics within a variety of text.

Topic What topic is covered in the article?

What information does the author use to support the main topic of this article?

Explain the topic of this passage.

Theme What is a positive result of in the

passage?

What is the best lesson that can be learned from this passage?

What is the theme of this passage?


COMPARE/ CONTRAST

(LA.3-5.1.7.7) Support your answer with facts and details from the story/article.

How are and ALIKE?

What are the SIMILARITIES between and ?

What is the author comparing in the sentence above?

Before and both . How is both SIMILAR to and DIFFERENT

from ? How is DIFFERENT from ?

What is one DIFFERENCE between and ?

How is similar/ dissimilar to ?

What are the DIFFERENCES between ____ and ____ ?

How is the information in DIFFERENT from ?

How do change from BEFORE to AFTER ?

****************************************************************************

Why does the author compare and _________ in the passage?

What do ___ and ___ have in common?

What advantage does _____ have over _____?

The author probably compares_____ to ____ because . . .

(analyzing figurative language)

ELEMENTS OF STORY STRUCTURE

(LA.3-5.2.1.2) Plot Development/Problem/Resolution What is the MAIN problem in the story?

What problem did the character face?

What happens when the character has a problem?

How is the problem solved in the story?

What in the story indicates that the problem is solved?

What events lead to the resolution of the problem in the story?

_________ plans to by .

Character Development What word/words best describe the character?

Explain why the character is happy/sad?

What happens that causes the character to change from the beginning to the end of the story?

Character Point of View 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 & FIGURATIVE LANGUAGE

(LA.3-5.2.1.7)

Descriptive Language

What mood does the author create writing ?

What mood does the author create by using the phrase _____?

Explain how an author creates a mood of . (weariness/excitement/hopefulness)

Figurative Language

How is the author comparing _____ to _____?

Read the sentence from the passage. Copy sentence that has figurative language.

What characteristic applies to _______ and _______?

Why does the author compare (something) to (someone)?

What does it mean to ________? (Interpret an idiom in context)

TEXT FEATURES

In Literary Text (LA.3-5.2.2.1)

Which sentence from the story best describes the illustration on page ___? The purpose of the illustration on page , is

to show the reader . What information are you most likely to find in

the section titled ? The illustrations are important to the passage

because they .


INFORMATIONAL TEXT

Locate/Interpret/Organize Information/ Text Features

(LA.3-5.6.1.1)

Under which heading would you MOST LIKELY find

information on ? By reading the article and looking at the map, you can tell that and are located . Why are there lines and numbers on the picture of ?

Based on the article, what is the purpose for the

______ , ______, and ______ listed in the _______________

section?

How does the footnote for the word _____ _ help the reader better understand the information in the passage?

What is the purpose of the check marks used in the section ?

What is the purpose of the subheadings listed under ?

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

VALIDITY & RELIABILITY

(LA.5.6.2.2) *Grade 5 only

For what could the information in the article best be

used? What does the author use to support the

information in the article?

What information from the article supports the conclusion that ?

What are the reasons behind the author‟s opinion that

?

According to the information, what is the MOST VALID argument for ?

Which statement best supports the idea that ? What is the greatest benefit of

?

What evidence supports ?


ANTI-DISCRIMINATION POLICY

Federal and State Laws

The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by law:

Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin.

Title VII of the Civil Rights Act of 1964, as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin.

Title IX of the Educational Amendments of 1972 - prohibits discrimination on the basis of gender.

Age Discrimination in Employment Act of 1967 (ADEA), as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40.

The Equal Pay Act of 1963, as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment.

Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.

Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications.

The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to “eligible” employees for certain family and medical reasons.

The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions.

Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee.

Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status.

Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulates categorical preferences for employment.

Revised 9/2008

Documents

Crunch Time: Resources for Preparing for FCATcurriculum_materials.dadeschools.net/crunchtime/LAReading/Reading... · Crunch Time: Resources for Preparing for FCAT 2009-2010 ... Noting