Curriculum and Instruction Toolkit

for Reading Coaches

Language Arts/ReadingLanguage Arts/ReadingSeptember 2009September 2009

AgendaAgendaReading Pacing GuidesReading Pacing Guides

Sunshine State Standards: Sunshine State Standards: Old vs. New Old vs. New

Item SpecificationsItem Specifications

Writing Pacing GuidesWriting Pacing GuidesAnalyzing State Trends with Anchor SetsAnalyzing State Trends with Anchor SetsUsing PreUsing Pre--Test DataTest Data

Writing Pacing Guides & Writing Pacing Guides & WriterWriter’’s Workshops Workshop

What exactly is a pacing guide?

A pacing guide provides general direction in the form of a written schedule displaying the alignment of concepts, topics, and skills related to a particular curriculum to be addressed over a defined period of time.

In other words, a pacing guide will help us be in about the same place at about the same time.

While it is NOT a lesson plan, it does provide guidance for teachers to focus on the critical concepts that require instructional density and rigor.

Pacing

Traditional 4 Days 09/29/09- 10/02/09

Block

STRAND/BODY OF KNOWLEDGE:: Language Arts/ReadingTHEME: Journeys

Finding the Titanic/Iceberg Right Ahead!

Sunshine State Standard(s) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL

TOOLSNEW SUNSHINE STATE STANDARDS

LA.A.2.2.7.4.1 Text organizationLA.E.1.2.1.4.2 Features of Non-fiction textLA.E.2.2.2.4.2 Understands text structureLA.A.2.2.2.4.1 Discusses Author’s PurposeLA.A.2.2.1.4.1 Understands ideas, informationLA.A.1.2.4.4.1 Monitors readingLA.E.1.2.2.4.3 Inferences and conclusions LA.E.1.2.5.4.1 Uses literary terminology LA.A.1.2.3.4.3 Listening, reading, discussing LA.A.1.2.3.4.1 Increases vocabularyLA.A.1.2.3.4.2 Develops vocabulary independentlyLA.B.1.2.3.4.1 Use strategies to spell wordsLA.A.1.2.3.4.4 Use resources and references LA.B.1.2.2.4.6 Uses varied sentence structure LA.B.1.2.3.4.2 Use correct punctuationLA.B.1.2.3.4.3 Use correct capitalization LA.B.1.2.3.4.4 Uses parts of speech correctlyLA.B.2.2.1.4.1 Note, comments, observationsLA.C.1.2.1.4.1 Understands oral informationLA.C.1.2.5.4.1 Responds to speakersLA.C.3.2.2.4.1 Asks

Text features Text structureAuthor’s perspectiveTopicMain Idea/message (stated and implied)Relevant detailsMonitor and clarifyInferences/conclusionsFlashbacksExpanding your vocabulary: Nautical termsKey selection vocabularyStructural Analysis: Syllabication Short and long vowelsUsing a thesaurus Compound sentencesWriting an answer to a questionFollow and give oral directions

The student will be able to:•Identify the purpose of various text features.•Use text structure to understand a selection.•Identify organization in a magazine article.•Identify elements of narrative non-fiction in the selection.•Learns when and how to adjust reading rate.•Make inferences from textual clues to identify an author’s feelings, attitudes, and feelings.•Identify relationships between topic, main idea, and supporting details.•Check their understanding of the story by rereading or reading ahead to clear up any parts they do not understand.•Respond to questions by drawing conclusions and making inferences.•Identify flashbacks in the selection.•Identify steamships vocabulary.•Use new vocabulary that is introduced and taught directly.•Identify syllables within words.•Decode words and syllables that contain short and long vowels.•Use the Phonics/Decoding strategies to decode longer

Core Text Book:Houghton MifflinFinding the Titanic and Iceberg Right Ahead!/Iceberg Right Ahead!Vocabulary: FCAT VocabularyElements of Reading: VocabularyTechnology: SuccessMakerFCAT Explorerwww.eduplace.comStrategies: Refer to “Meeting individual needs” in Houghton Mifflin TE for Above, On, & Below level differentiation.

LA.4.2.2.1 Locate, explain, and use information from text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations)LA.4.1.7.5 Identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text)LA.4.1.7.2 Identify the author’s purpose (e.g., to inform, entertain, or explain) in text and how an author’s perspective influences textLA.4.1.7.6 Identify themes or topics across a variety of fiction and non-fiction selectionsLA.4.1.5.2 Adjust reading rate based on purpose, text difficulty, form, and styleLA.4.1.7.3 Determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, implied message, inferences, chronological order of events, summarizing, and paraphrasingLA.4.1.7.8 Use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources paraphrasingLA.4.2.1.2 Identify and explain the elements of plot structure, including exposition, setting, character development, problem/resolution, and theme in a variety of fictionLA.4.1.6.1 Use new vocabulary that is introduced and taught directlyLA.4.1.6.2 Listen to, read, and discuss familiar and conceptually challenging textLA.4.1.6.3 Use context clues to determine meanings of unfamiliar wordsLA.4.1.6.6 Identify “shades of meaning” in

Instructional Focus CalendarSTRAND/BODY OF KNOWLEDGE: Language Arts/Reading Theme: THEME 2: Celebrating Traditions The Keeping Quilt/ Nesting Dolls

Date Pacing Guide Benchmark(s)

Data Driven Benchmark(s) Activities Assessment(s) Strategies

10/20/09-10/23/09

LA.E.1.2.3.3.3 Event similarity, differences LA.B.2.2.5.3.4 Detail and Word Choice LA.A.1.2.3.3.1 Increase vocabulary LA.A.2.2.2.3.1 Identifies Author’s Purpose LA.A.1.2.1.3.2 Uses prior knowledge LA.A.1.2.2.3.1 Uses decoding strategies LA.A.1.2.4.3.1 Monitors reading LA.A.2.2.1.3.1 Understands idea, information LA.A.2.2.7.3.1 Understands Compare/ Contrast LA.E.1.2.2.3.3 Inferences/ Conclusions LA.B.1.2.2.3.2 Uses organizational pattern LA.B.1.2.2.3.3 Uses supporting ideas LA.A.1.2.2.3.2 Uses context clues LA.A.1.2.3.3.2 Discusses word meaning LA.A.2.2.8.3.1 Uses reference materials LA.A.1.2.2.3.4 Constructs meaning LA.B.1.2.3.3.1 Uses spelling strategies LA.B.1.2.3.3.4 Uses parts of speech correctly

FAIR, FCAT,HM Skills/Theme Test

Each of these are basedon the data-driven benchmarks. Keep in mindthe new SSS when planning

These aretaken fromHM

Essential Question

What data do I use to determine the instructional focus for all my students?

How do I use this information in my daily lesson plans?

Differentiation in Whole groupData & Houghton Mifflin ConnectionRefer to the Reading Pacing Guide

Differentiation in Small GroupBased on Data & Houghton Mifflin but the instruction can be done using Supplemental Materials, e.g., Words Their Way, Quick Reads, Time For Kids, etc.

Pacing

Traditional 4 Days 09/29/09- 10/02/09

Block

STRAND/BODY OF KNOWLEDGE:: Language Arts/ReadingTHEME: Journeys

Finding the Titanic/Iceberg Right Ahead!

Sunshine State Standard(s) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL

TOOLSNEW SUNSHINE STATE STANDARDS

LA.A.2.2.7.4.1 Text organizationLA.E.1.2.1.4.2 Features of Non-fiction textLA.E.2.2.2.4.2 Understands text structureLA.A.2.2.2.4.1 Discusses Author’s PurposeLA.A.2.2.1.4.1 Understands ideas, informationLA.A.1.2.4.4.1 Monitors readingLA.E.1.2.2.4.3 Inferences and conclusions LA.E.1.2.5.4.1 Uses literary terminology LA.A.1.2.3.4.3 Listening, reading, discussing LA.A.1.2.3.4.1 Increases vocabularyLA.A.1.2.3.4.2 Develops vocabulary independentlyLA.B.1.2.3.4.1 Use strategies to spell wordsLA.A.1.2.3.4.4 Use resources and references LA.B.1.2.2.4.6 Uses varied sentence structure LA.B.1.2.3.4.2 Use correct punctuationLA.B.1.2.3.4.3 Use correct capitalization LA.B.1.2.3.4.4 Uses parts of speech correctlyLA.B.2.2.1.4.1 Note, comments, observationsLA.C.1.2.1.4.1 Understands oral informationLA.C.1.2.5.4.1 Responds to speakersLA.C.3.2.2.4.1 Asks

Text features Text structure

Author’s perspectiveTopicMain Idea/message (stated and implied)Relevant detailsMonitor and clarifyInferences/conclusions

Flashbacks

Expanding your vocabulary: Nautical termsKey selection vocabularyStructural Analysis: Syllabication Short and long vowelsUsing a thesaurus Compound sentencesWriting an answer to a questionFollow and give oral directions

The student will be able to:•Identify the purpose of various text features.•Use text structure to understand a selection.•Identify organization in a magazine article.•Identify elements of narrative non-fiction in the selection.•Learns when and how to adjust reading rate.•Make inferences from textual clues to identify an author’s feelings, attitudes, and feelings.•Identify relationships between topic, main idea, and supporting details.•Check their understanding of the story by rereading or reading ahead to clear up any parts they do not understand.•Respond to questions by drawing conclusions and making inferences.•Identify flashbacks in the selection.•Identify steamships vocabulary.•Use new vocabulary that is introduced and taught directly.•Identify syllables within words.•Decode words and syllables that contain short and long vowels.•Use the Phonics/Decoding strategies to decode longer

Core Text Book:Houghton MifflinFinding the Titanic and Iceberg Right Ahead!/Iceberg Right Ahead!Vocabulary: FCAT VocabularyElements of Reading: VocabularyTechnology: SuccessMakerFCAT Explorerwww.eduplace.comStrategies: Refer to “Meeting individual needs” in Houghton Mifflin TE for Above, On, & Below level differentiation.

LA.4.2.2.1 Locate, explain, and use information from text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations)LA.4.1.7.5 Identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text)LA.4.1.7.2 Identify the author’s purpose (e.g., to inform, entertain, or explain) in text and how an author’s perspective influences textLA.4.1.7.6 Identify themes or topics across a variety of fiction and non-fiction selectionsLA.4.1.5.2 Adjust reading rate based on purpose, text difficulty, form, and styleLA.4.1.7.3 Determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, implied message, inferences, chronological order of events, summarizing, and paraphrasingLA.4.1.7.8 Use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources paraphrasingLA.4.2.1.2 Identify and explain the elements of plot structure, including exposition, setting, character development, problem/resolution, and theme in a variety of fictionLA.4.1.6.1 Use new vocabulary that is introduced and taught directlyLA.4.1.6.2 Listen to, read, and discuss familiar and conceptually challenging textLA.4.1.6.3 Use context clues to determine meanings of unfamiliar wordsLA.4.1.6.6 Identify “shades of meaning” in

Moving Into a New Generation!

It’s Official!1996New SSS

Next Generation Standards: Introduction Next Generation Standards: Introduction and Backgroundand Background

Senate Bill 1908 instructed the State Board of Senate Bill 1908 instructed the State Board of Education to review the Sunshine State Standards Education to review the Sunshine State Standards (SSS), written in 1996 and replace them with the (SSS), written in 1996 and replace them with the Next Generation Standards.Next Generation Standards.

The Next Generation Standards include the rigor The Next Generation Standards include the rigor necessary to meet increasing levels of student necessary to meet increasing levels of student achievement and national and international achievement and national and international standards.standards.

Six year cycle of reviewSix year cycle of review

Includes Access Points for ELL and SWD.Includes Access Points for ELL and SWD.

JigJig--sawing the New Standardssawing the New StandardsDivide into grade level groupsDivide into grade level groupsReport outReport out

How do the standards meet the individual How do the standards meet the individual needs of learners?needs of learners?How are the standards revised to be more How are the standards revised to be more streamlined?streamlined?Is there a range of rigor within the grade level?Is there a range of rigor within the grade level?How does the rigor increase from grade to How does the rigor increase from grade to grade?grade?

Item SpecificationsItem SpecificationsDetails the item and design features of the FCAT Reading assessment.The new 2009 Item Specifications are aligned to the New SSS.These will be field tested in 2010.In 2011, all items appearing on the FCAT Reading will be written to the new Specifications (2009).

Item Specifications Are Organized by The New Item Specifications Are Organized by The New Reporting Categories and Grade LevelsReporting Categories and Grade Levels..

Category 1 – Vocabulary

Category 2- Reading Application

Category 3 – Literary Analysis/Fiction/Nonfiction

Category 4 – Informational Text/Research Process

Getting Comfortable with theGetting Comfortable with the 2009 Item Specifications 2009 Item Specifications

Item Specification OverviewItem Specification OverviewConsider thisConsider this--1.1.Criteria for Selecting TextsCriteria for Selecting Texts2.2.Criteria for FCAT Reading ItemsCriteria for FCAT Reading Items3.3.Cognitive ComplexityCognitive Complexity4.4.Definitions of Benchmark SpecificationDefinitions of Benchmark Specification

Getting Comfortable with theGetting Comfortable with the 2009 Item Specifications 2009 Item Specifications continuedcontinued

Becoming An Expert!Becoming An Expert!

1. Select a Group 1. Select a Group Grade 3Grade 3Grade 4Grade 4Grade 5Grade 5

2. Complete the chart for your grade level2. Complete the chart for your grade level

3. Present your findings to the rest of your colleagues 3. Present your findings to the rest of your colleagues

What’s New!State’s

Expectations

Implications

Share with Administration

PDInstruction (Pacing Guides, HM, Grouping, Data)

Grades K-2

Grade 3

Grade 4

Grade 5

Overview

Planning Toolbox

New SSSPacing Guide

Item Specifications

Using ALL the RIGHT tools to get the job done ensures SUCCESS!

Data

Meeting High Standards In Writing

How Do We Compare?

Percentages Attaining Score Points

21

Writing Next: Effective Strategies to Improve Writing of Students in Grades Four Through Twelve

www.all4ed.org

1. Writing strategies for planning, revising & editing their composition

2. Explicitly teaching the summarization of text3. Collaborative writing- where adolescents work

together to plan draft, revise, & edit their composition

4. Specific Product Goals- assigning students specific reachable goals that they are to complete.

5. Word Processing – using computers and word processors as instructional support for their writing assignment

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Writing Next continued. . .6. Sentence Combining – teaching students to

construct more complex, sophisticated sentences.

7. Prewriting – engaging students in activities designed to help them generate or organize their composition.

8. Inquiry Activities – engaging students in analyzing immediate, concrete data to develop ideas and content for a particular writing task.

Writing Next …again. . .9. Process Writing Approach-interweaving a

number of writing instructional activities in a workshop environment stressing extended writing opportunities, writing for authentic audiences, personalized instruction & cycles of writing

10. Writing for Content – using writing as a tool for learning content material.

11. Study of Models- providing students the opportunity to read, analyze, and emulate models of good writing.

24

Writer’s Workshop

Mentor Text Strategies & Skills

Atmosphere Context

&RoutinesTime

Building your CommunityTell personal stories

Invite students to tell their stories out loud

Read, discuss, and use mentor text

Create writing rituals

Invite students to write notes or “fan letters” to their peers

Have writing celebrations

27

Lesson Components of Writer’s Workshop

WRITING ALOUD

I’ll Show You

SHARED 

WRITING

You Help Me

GUIDED 

WRITING

I’ll Help You

INDEPENDENT 

WRITING

Now You Do It 

Yourself

Teacher 

demonstration in 

mini‐lessons:

Teacher has all the 

responsibility for the 

writing

Class participation in 

mini‐lessons:

The teacher has the 

most responsibility 

for the writing and 

the children 

contribute as they are 

able

At‐the‐elbow 

conferences: The 

child has the most 

responsibility for the 

writing and the 

teacher provides 

support as needed.

Independent writing:

The child has all the 

responsibility for the 

writing

This may be as simple as saying: Yesterday, we worked on Great Beginnings. As I was walking

around the room, I saw Laurie had changed her beginning to read,

“Could anything else possibly go wrong?” That seems like a good question to start . Who else can

share how they began their writing with a great question?

“Clipboard Cruising”

Providing assistance at the point of need as students continue to write… Having students work in small groups to use what was just taught…

28

What should the writing environment look like?

Student seating arranged for ease of collaboration, peer response, revision,and editingStudent folders with student writing, word lists,

planners, possible topics, etcClassroom environment should be visually

stimulating:Categorized lists: similes, vivid verbs, transitions, other words for. . ., etc.Student friendly rubricsEditor checklistsPosters of a variety of plannersCurrent student writing

Grade 4 Expository WritingThe unmistakable purpose of this type of writing is to inform, clarify, explain, define, or instruct.

Goal – carefully crafted presentation of facts, examples, or definitions that create a clear, central focus and enhance the reader’s understanding; although objective (not dependent on emotion), often lively, engaging, and reflective of writer’s commitment to the topic

Everyone has to follow rules.

Think about why it is important to follow rules

Write to explain why it is important to follow rules

2009 Expository Prompt

Pre-Post District Prompt

Grade 4 Narrative Writing

The unmistakable purpose of this type of writing is to recount a personal or fictional experience based on a real or imagined event and to create a central theme or impression in the reader’s mind.

Goal – use of insight, creativity, drama, suspense, humor, or fantasy to develop an identifiable story line (one that is easy to follow and paraphrase) through use of events and details that work together.

Everyone has a day off from school.

Think about a time when you had a day off from school.

Now write a story about a time you had a day off from school

2009 Narrative Prompt

Pre-Post District Prompt

Speaking of “Lessons Learned””…

Responses are flagged when “patterned” writing is exposed:contain rehearsed or memorized words, phrases, or sections have an introduction or conclusion that appears contrived or disconnected from the prompt or purpose for writingcontain an admission from the writer that he or she received assistance during the test administration

1 2 3 4 5 6

FOCUS

may only minimally address topic, may lose focus with unrelated ideas

is slightly related to topic, may offer little relevant information

is generally focused but may include extraneous or loosely related information

is generally focused but may include extraneous or loosely related information

writing is focused writing is focused on the topic

ORGANIZATION

does not exhibit organizational pattern; few if any, transitional devices

little evidence of organizational pattern or use of transitional devices

organizational pattern is attempted, although transitional device are used, lapses may occur but may lack sense of completeness or wholeness

organizational pattern is evident, although some lapses may occur,demonstrates a sense of completeness or wholeness.

has organizational pattern; although lapse may occur; demonstrates a sense of completeness or wholeness

organizational pattern provides for a logical progression of ideas; (beginning, middle, conclusion & transitional devices); sense of completeness

SUPPORT

little, if any supporting ideas; may consist of lists or clichés limited or immature word choice

development of support may be inadequate or illogical with few supporting ideas or examplesword choice is limited or immature

some support is included;development lacks specifics and details; adequate word choice but limited, predictable and sometimes vague

some supporting ideas may contain specific and details although development is uneven; adequate word choice

adequate development of supporting ideas; word choice is adequate but may lack precision

ample development of supporting ideas , mature command of language; precision in word choice

CONVENTIONS

frequent errors in sentence structure and usage may impede communication, common words may be misspelled,simple sentence construction

errors may occur in basic conventions including sentence structure; mechanics, sentence structure, usage, and punctuation, common words are spelled correctly

attempts to use variation in sentence structure; conventions and usage are generally followed.commonly used words re spelled correctly

attempt to use variation in sentence structure; conventions are generally followed (mechanics, usage, punctuation, spelling)

various sentence structures used; sentences complete, few fragments may occur; conventions generally followed (mechanics, usage, punctuation, spelling)

various sentence structure; sentences complete (except for purposeful fragments);subject/verb agreement & noun/verb forms are generally correct.

Fourth Grade RubricFourth Grade Rubric Examination of Criteria by Score PointExamination of Criteria by Score Point

Another Way to Look at ScoringContent

Beginning – introduction to the topic(1-3 sentences)

Middle - details that make the reader have a mind movie

Details must go together like aisles in a grocery store

Each aisle is a paragraph

End - tells the reader the most important thought (1-3 sentences)

Sense of Completeness

Specific Writing SkillsDialogueSimiles/metaphorsIdiomsOnomatopoeiaVivid verbsDescriptive adjectives/phrasesAnadiplosisGrabbers & Zingers

Is the paper OUTSTANDING?

Allowable Interpretations in a Nutshell

The words in the prompt may be broadly defined.It may be fact or fantasy.The student may present information as “factual” even if the information is not based on fact.The story may include or be limited to the time period before, during, or after the event(s).

Allowable Interpretations continued. . .The writer may cite one or more things that happened during the event(s) suggested by the prompt. The writer may write about all the things that happened or may write about one aspect.The writer may tell about the + or – aspects of the time/event, the consequences of the time/event, and /or reactions to the time/event.Description and exposition “work” if it is part of a story line.The response can be in various formats including a letter.The main character in the story may be the student or someone else.

Anchor PapersProvide several examples of each score point with annotations to train and assist scorers in determining the correct scores.

This response focuses on a fishing trip. An organizational pattern is evident as the story moves through time. The story is adequately developed using specific details: “It was getting bored. Then my dad said “Who wants to listened to Soulja Boy.” We said “We do.” We started singing Soulja boy. Then we had 2 hours left. We played I spy.” Simple sentences are used. Word choice is adequate, and knowledge of basic conventions is demonstrated.

Score Point 4

Your Turn!Qualifying Set - Narrative

Paper My Score

Consensus Score

Comments

123456789

5

4

3

5

2

6

2

6

1

Narrative Anchor FTR

AN

SITI

ON

?

Based on my class…Why did this student choose the word stunning?

Did he want surprising,

beautifuldisorienting?

eye-catching

striking

dazzling

dramatic

spectacular

astonishing

startling

amazing

remarkable

gorgeous

confusing

This is a whole class “tweak” for a teacher already teaching precise word choice…

What makes a story work…“Outer” Story – Events that take place; All the things that happen to and around the character(s)

Weekend bell ringsSleep-over at GulfariumGo to the dolphin tankGo to entertainment showsGot sleeping gear, played games, & couldn’t fall asleepPacked-up and went home

“Inner” Story – How the character(s) experience or feel about those events

RRRRRinnngg!…happily chiming as ifglad to empty itself of naughty children……jumping out of our skin with excitement……magnificent, adorable animals……I got a wonderful feeling……glinting cerulean walls……I was in a great moodRidiculous!…charming weekend ever.

Narrative Anchor F

Inside StoryOutside Story

Language Arts/Reading

Pacing Guides, Instructional Focus Calendars

http://curriculum_materials.dadeschools.net/pacing_guides/

Contact UsContact UsCurriculum and InstructionCurriculum and Instruction

Dr. Maria DeArmas, Assistant SuperintendentDr. Maria DeArmas, Assistant Superintendent

Division of Language Arts/Reading 305Division of Language Arts/Reading 305--995995--31203120Karen Spigler, Administrative DirectorKaren Spigler, Administrative Director

Pilar Baldwin * Ivette Pilar Baldwin * Ivette PadronPadron--RojasRojas–– Regions 1 and 2Regions 1 and 2plbaldwin@dadeschools.netplbaldwin@dadeschools.net irojas@dadeschools.netirojas@dadeschools.netPauline Ward * Michael D. Robinson Pauline Ward * Michael D. Robinson –– Region 3Region 3pward@dadeschools.netpward@dadeschools.net mdrobinson2@dadeschools.netmdrobinson2@dadeschools.netRosa OchoaRosa Ochoa--Yannazzo * Nanette RaskaYannazzo * Nanette Raska–– Regions 4 and 5Regions 4 and 5rochoa@dadeschools.netrochoa@dadeschools.net nraska@dadeschools.netnraska@dadeschools.net