WKSEC “Process for Instruction”

Alternate Assessment2011-2012

Carolyn Downing and Sherida GentryEducational Consultants

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

When? February Testing Window

• Anchor Standard 1 (Literature): 3rd • Anchor Standard 2 (Literature): 5th, 6th, 7th 8th, HS• Anchor Standard 2 (Informative): 3rd, 4th

• Anchor Standard 3 (Literature): HS• Anchor Standard 4 (Literature): 4th, 5th, 6th, 7th, 8th,

HS• Anchor Standard 4 (Informative): 4th 5th 6th, 7th, 8th

• Anchor Standard 9 (Informative): 3rd

When? May Testing Window

• Anchor Standard 1 (Informative): HS• Anchor Standard 2 (Literature): 4th • Anchor Standard 2 (Informative): 5th, 6th, 8th, HS• Anchor Standard 3 (Literature): 3rd, 4th, 5th, 7th

• Anchor Standard 3 (Informative): 5th, 7th • Anchor Standard 4 (Literature): 3rd • Anchor Standard 5 (Literature): 8th • Anchor Standard 6 (Informative): 6th, 8th, HS• Anchor Standard 7 (Informative): 3rd, 4th, 6th, 7th

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.

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.

Literary Text

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

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:

Standard Not assessed:

-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 Lesson Checklist

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

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

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?

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)

Peter RabbitPeter

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

Stay out of the garden.Listen to your mother.

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

details

details

R-6.2 and HS-3

Theme

R-7.2 for Literature

Theme

Main Idea of an Episode

Main Idea of an Episode

Main Idea of an Episode

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?

HS-3

Theme

Main Idea of an Episode

Main Idea of an Episode

Main Idea of an Episode

Det

ails

Det

ails

Det

ails

Det

ails

Det

ails

Det

ails

Det

ails

Det

ails

Det

ails

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

3rd

R-3.34th

R-4.35th

R-5.46th R-6.4

7th 8th

R-8.4HS

R-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 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-3.54th

R-4.45th

R-5.56th 7th

R-7.48th HS

R-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.

Standard Not assessed:Use this year for continued instruction

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.

Standard Not assessed:Use this year for continued instruction

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

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 changesCharacter Character Description Setting What happened?

This is the episode when Charlotte dies.

Barn

Park

Field

Had a party

Charlotte died

Went to School

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

HS-2

Analyze how character’s develop over time.

Wilbur is born a runt

Charlotte dies and Wilbur is sad

Wilbur wins a blue ribbon!

Wilbur meets Charlotte

Wilbur and Charlotte become friends

Charlotte Dies

Charlotte’s babies hatch

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

3rd 4th 5th

R-5.66th 7th

R-7.58th HS

R-HS.2

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

Standard Not assessed:Use this year for continued instruction

Standard Not assessed:Use this year for continued instruction

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.

Standard Not assessed:Use this year for continued instruction

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.

Standard Not assessed:Use this year for continued instruction

Standard Not assessed:Use this year for continued instruction

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 mythology

Text: 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….

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

3rd 4th

R-4.2

5th

R-5.1

6th

R-6.1

7th

R-7.3

8th

R-8.3

HS

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.

Standard Not assessed:Use this year for continued instruction

See graphic organizer R-4.2 The teacher will choose specific words from grade level text. The student will utilize a picture bank to determine the meaning of the words on the graphic organizer

See graphic organizer R-5.1 The teacher will choose specific words from grade level text. The student will utilize a picture bank to determine the meaning of the words on the graphic organizer

See graphic organizerR-6.1The teacher will choose figurative and connotative 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 organizerR-7.3The teacher will choose figurative, connotative and technical words or phrases from grade level text. The student will utilize a picture bank to determine the meaning and impact of words or phrases on text using graphic organizer.

The analysis is in the form of a graphic organizer. See graphic organizer R-8.1The teacher will choose figurative, connotative, technical words and phrases from text which can be compared to other texts. The student will utilize a picture bank to determine the meaning, tone and impact of words or phrases in the text and analyze the tone and impact of allusions on graphic organizer.

Standard Not assessed:Use this year for continued instruction

Individual Student Planning

Wrap it UP!