Early Release – December 9, 2010

The 2011 FCAT Reading Test for 9thand 10thgrade students will be based on the 2007 NGSSS.

The 2011 FCAT will include Performance Task Items for 9thgrade.

The 2011 FCAT will NOT include Performance Task Items for 10thgrade.

The 2011 FCAT Reading Test for 11thand 12thgrade re-takers will be based on the 2007 NGSSS.

The 2011 FCAT Reading tested content clusters will remain the same: Words and Phrases, Main Idea/Plot/Purpose, Cause and Effect/Comparisons, and Reference and Research.

The measure of how closely a set of standards represents the content and cognitive demand necessary for students to succeed (without remediation).

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LA.910.1.6. 3

Subject AreaLanguage Arts

Grades9-10

StrandReading Process Standard

“The student uses multiple strategies to develop grade appropriate vocabulary.”

Benchmark“The student will use

context clues to determinemeanings of unfamiliar

words.”

Grade

Vocabulary

Reading Applicatio

n

Literary AnalysisFiction/

Nonfiction

Informational Text/ Research

Process

9-10

15–25%

20-30%

20-30% 25-35%

Teach Only What

is Assessed

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10

Instructional Tools Ensure Discussion And Active Learning!

see gaze glimpse

peek spot notice

glare stare peep

glance witness observe

distinguish

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Formal   

Positive Negative     

Informal

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Other Ways To Say. . .Word Analysis

meanbest describesrelate to the informationphrase best describesconvey the meaningimplybest restatesphrase revealssame meaning word revealsorigin of root

What do the two characters have in common?

What is the most important lesson she learns from the article?

Important skills that apply across genres.

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Author’s Purpose and PerspectiveLet’s look at these…

Perspective – Point Perspective – Point of View… of View…

With which statement would the author most likely agree?

Which books would the author of most likely read in order to write this article/story?

Purpose – Reason Purpose – Reason for or intent in for or intent in Writing…Writing…

Other Ways To Say. . .Perspectivemeanmost likelymost important agreestatementauthorthinksin order

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Persuasive Techniques

• Testimonial

• Citing Authority

• Citing Statistics

• Bandwagon

• Glittering

Generalities

• Name Calling

Argument - Appeal

• Emotional

• Logical

• Ethical

Persuasive writing seeks to convince readers that the writer’s views are correct.

Newspaper editorials, promotional pamphlets, speeches and letters to the editor are some examples of persuasive writing.

An argument is a reasoned discussion of an issue that presents a particular point of view or position.

The position is for or against something.

When authors make an argument, they back up their line of reasoning with facts, expert opinions, examples, and statistics in order to persuade their audience to buy into or agree with their stand.

Media Criticized For Biased Hometown Sports Reporting

Global Warming Bias

Creating controversy where sciencefinds consensus

How does the author’s perspective affect the meaning of the article?

Explain how the author uses information to persuade readers to that ____.

Other Ways To Say….

Main Idea

Relevant

Details

Conclusions

Inferences

Coming Soon!

summary lessonretell moralportion passagegood title essential message primary topiccentral idea most importantcontribute to the idea

relevantdetailssupportIdeawhichwhatwhenwhere

conclusionsimplyinfermight happen ifmost likely take

summary statementsummarize

predictionpredictexpect

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Based upon Rachel Carson’s view on endangered natural resources, how would the author react to the BP oil spill?

The pelican’s recovery is largely due to the ban of the pesticide DDT in 1972. This was done after former Fish and Wildlife Service biologist Rachel Carson published Silent Spring. She alerted the nation to the dangers of pesticide use.

Cause & EffectOther ways to say...

cause might happen if resultsfactor influencereason(s) decideparticular action because

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Doc, what caused this to happen to me?

Text Structure Text Features

The temporal and spatial arrangement of elements in a written, oral, or visual text. For example, the text structure of a narrative film might involve moving back and forth among different time periods recounting events: or the text structure of an argumentative essay might involve a linear arrangement of definitions, arguments, evidence, counterarguments, and rebuttal.

The common forms of text structure or organizational patterns found in written text include compare/contrast, cause/effect, chronological order, and argument/support.

Design elements that include the organized structure of a text and help make the key ideas and supporting information understandable. Text features include headings, text boxes, subheadings, boldface type, italic type, bulleted or numbered lists, sidebars, and graphic aids, such as charts, tables, timelines, illustrations and photographs.

flashback or foreshadowing

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What are the text structuresIn narrative & informational

texts?

Text Structure and Organizational Patterns Other ways to say…

main organizational structureorganize information to illustratehelp visitors find informationadditional paragraphconnection betweenconnect the ideasdevelop the textdifferent from other sections

Knowing how the author structured the text improves comprehension!

The more things change, the more they stay the same…

Compare Contrast

alikesimilarsimilaritiesbothcommoncompare

differentdifference(s)changebefore/afterbeginningend

Other ways to say…

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Text Features Other ways to say…

subtitlescaptionphotographhelp the reader understandconcludecaption be most appropriatechartmapdiagramsub-headingillustrationgraphbold-print wordsbest supported

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Poetry

Historical Fiction

EditorialsSpeeches

MemoirsDiaries

Fiction

MythsShort

Stories

Theme

Setting

Plot

Characterization

(protagonist/antagonist)

Conflict (internal or external)

Figurative language

Theme

Point of view

Descriptive language

Tone

Mood

Allusion

Satire 31

Plot DevelopmentOther ways to say…

MAIN problemresolution solvedresolved lead toindicates eventsplans face (verb)

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CHARACTER & PLOT DEVELOPMENT/POINT OF VIEW/ SETTING/

CONFLICT RESOLUTION/ TONE(LA.910.2.1.5, LA.910.2.1.7)

PLOT DEVELOPMENT

How do ______’s comments contribute to the development of the story/article?What events lead to the resolution?CONFLICT

What is the main conflict in the essay?When is the central conflict between ____ and _____ introduced in the story/poem?RESOLUTION

What in the passage indicates that the conflict is resolved?THEME

Which statement best describes ’s approach to life?Which sentence from the passage mostly expresses its theme?Which line from the poem clearly reveals its theme?How do the changes in the narrator’s feelings toward ___contribute to the theme?SETTING

How does the setting add to the feeling that ______?

Character Development/Point of ViewOther ways to say…

describe character bother feels change attitude opinion

Understanding how the character is developed by the writer helps the reader understand the events of a text.

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CHARACTER DEVELOPMENT

How does _____'s character change from the beginning to the end of ___________?What word best describes the character?What pair of words best describes _______?How do the character’s responsibilities affect how he/she reacts?What phrase best describes the narrator’s _____?Which statement from the essay illustrates the characteristic the author appreciates most about _______?How does ___ change ____’s opinion about _____?CHARACTER POINT OF VIEW

How do ____’s comments contribute to the development of the passage/poem?What is _____’s opinion of _____?

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Cover to CoverLook at the cover.

Write down what you see.

• Write down emotion words.

• Write a sentence using one of the sentence starters:

• I think this represents. . .

• The idea I am getting is. . .

The Most Dangerous Game by Richard Connell

… A good writer creates a mood that is

evident throughout the piece and not just

at the beginning…

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1. Rainsford, a famous big game hunter, falls overboard off South America and is unable to catch up with the yacht.

2. Rainsford swims toward Ship-Trap Island reputed by sailors to be a Godforsaken place.

3. Rainsford follows footsteps to Zaroff’s chateau, knocks and is greeted by a giant who is pointing a pistol.

4. Ivan the Tartar is a huge deaf mute who is very dangerous.

5. Rainsford finds jungle weeds and moss tramped down and stained crimson indicating a struggle between large prey.

6. General Zaroff is dangerous, threatening and a bit unpredictable.

7. The island’s owner, General Zaroff, practices the hunting of humans.

8. Rainsford finds himself the object of General Zaroff’s diabolical hunt.

Write down what you see.

• Write down emotion words.

• Write a sentence using one of the sentence starters:

• I think this represents. . .

• The idea I am getting is. . .… A good writer creates a mood that

is evident throughout the piece and

not just at the beginning…

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The student will identify and interpret the author’s use of figurative language and determine how it impacts meaning!

Shuffle-shlump. Shuffle-shlump. Shuffle-shlump, shlumped bleary-eyed Oliver out of bed, down the hall, and into the bathroom.

And two toast toasties did triple back flips onto the breakfast table.

Milk was spilled, spit,

and sputtered. Looked just like a

cat’s coughed-up fur ball.

Oliver’s hair was out of control. Way out of control.

onomatopoeia

alliteration

personification

simile

hyperbole

1.How is the author comparing Oliver’s hair to an animal?

2.Read the sentence from the poem.

“And two toast toasties did triple back flips onto the breakfast table.”

3. What characteristic applies to the toast?

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Text FeaturesOther ways to say…

illustrationssectionshowdescribetitled

Instructional Tools for Text Features

Reporting Category 3

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Reporting Category 4 What elements of

Seabiscuit's dramatic

finish are captured by

this photograph? What

does the photo add to

your understanding of

the story?

Other Ways To Say …supports argumentgreatest benefit conclusionevidence reasons behindmost valid reliablesound dependable

The student will organize, synthesize, analyze, and evaluate the validity (i.e., correctness or soundness) and reliability(i.e., dependability ) of information from multiple sources.

The student may be asked to apply information from a text in a valid and/or reliable way.

What will I use to instruct this benchmark?

Look for text that: -takes a position -states a specific issueUses scientific research or expert opinions, surveys , data or information from books.

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•Editorials •Scientific articles•Current events issues

Sources need to be reliable and credible to provide

evidence!

HIGH SCHOOL QUESTION TASK CARDSVALIDITY & RELIABILITY OF INFORMATION

(L.A.910.6.2.2) Which sentence from the article best illustrates the__________? Which sentence form the article best explains why ___ appeals to

________ ? Which statement best indicates that_________________? What qualifies __________as an expert to provide information

about_____________? According to the information in the article, what is the most valid argument for

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

? What evidence supports _____________________________? What is the best evidence that

? What is the strongest evidence in support of ______ theory? According to the evidence in the article, ______________? What does the author use to support the points he/she makes

about___________? The author appears qualified to claim that________ because he______? What arguments does the author use to ______________?

Question Task Cards

HIGH SCHOOL QUESTION TASK CARDSANALYZE & EVALUATE INFORMATION

(LA.910.6.2.2) Based on all information given, how does each part add to the idea that

? The homepage of ______ webpage would be useful for the following purposes

EXCEPT __________? Which aspects of _____’s homepage would be most helpful in writing a

research report about _______? How do and

suggest the central idea that ?

According to the information given (including the chart, graph, etc.) about __________ , which pair of ________ would _________?

People who read this article will learn to/that ? How does the concept in article relate to the concept in

the article ? Use details from and to support your answer.

What factors should _____consider when making decisions about____? Read this sentence from the passage/article “____________________________” Explain how the author’s own experiences support this idea.

Apply

Identify

IdentifyWhat is the greatest benefit of van Roosmalen’s research?

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

For what could the information in the article best be used?

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What is the issue?

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Question Task Cards

1. Synthesize Information2. Author’s Purpose & Perspective3. Analyze and Evaluate Information4. Compare and Contrast5. Validity and Reliability of Information6. Organizational Pattern7. Main Idea8. Text Features in Informational Text9. Vocabulary/Context Clues/Multiple

Meanings10. Cause and Effect

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All educator-related materials http://fcat.fldoe.org/fcatpub2.asp

FCAT 2.0 Test Design Summary http://fcat.fldoe.org/pdf/designsummary.pdf

FCAT 2.0 Reading Content focus http://fcat.fldoe.org/fcat2

FCAT 2.0 Item Specifications http://fcat.fldoe.org/fcatis01.asp

Reading Grades 6-8 http://fcat.fldoe.org/pdf/specifications/ReadingGrades6-8.pdf

Reading Grades 9-10 http://fcat.fldoe.org/pdf/specifications/ReadingGrades9-10.pdf

3 things you learned or was clarified for you today

2 things you are interested in learning more about or 2 questions you still have

1 thing you feel is the most important thing we can do together to help our students succeed in school

Implement a reading activity using one of the strategies discussed in today’s workshop.

Send 1 student sample from the lesson to Mrs. Concepcion.

Reflection to blog: Strategy used Connection to comprehension Comments, questions, insights