Strategy 8: Be the coach/facilitator to create an implementation guide together using the form in the book for either literacy related early learning standards OR a set of PASSkills from Grade 5 in the ELA section (like vocabulary or research skills or comprehension).
Implementation Guide for 5th Grade ELA Standard 3: Comprehension
Standard 3.1 Literal Understanding
Quarter 1: Introduce and use pre-reading strategies; read and comprehend grade-level appropriate texts; recognize and identify main idea by answering basic comprehension questions
- Academic Vocabulary: pre-reading strategy, main idea, supporting details
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads
- Assessments: basic comprehension quiz/test; create picture that depicts the main idea
Quarter 2: Use pre-reading strategies; read and comprehend grade-level appropriate texts; recognize and identify main idea by answering basic comprehension questions
- Academic Vocabulary: pre-reading strategy, main idea, supporting details, text structures (cause/effect, chronological), fiction, non-fiction
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads; all should be at a higher level than Q1 texts
- Assessments: basic comprehension quiz/test; create picture that depicts the main idea
Quarter 3: Use pre-reading strategies independently; read and comprehend grade-level appropriate texts; recognize and identify main idea by creating comprehension questions
- Academic Vocabulary: pre-reading strategy, main idea, supporting details, text structures (cause/effect, chronological), fiction, non-fiction, genre
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads; all should be at a higher level than Q2 texts
- Assessments: basic comprehension quiz/test; create picture that depicts the main idea; create own comprehension questions with rubric as guide
Quarter 4: Use pre-reading strategies independently; read and comprehend grade-level appropriate texts; recognize and identify main idea by creating and answering comprehension questions
- Academic Vocabulary: pre-reading strategy, main idea, supporting details, text structures (cause/effect, chronological), fiction, non-fiction, genre
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads; all should be at a higher level than Q3 texts
- Assessments: basic comprehension quiz/test; create picture that depicts the main idea; create own comprehension questions with rubric as guide
Standard 3.3 Summary and Generalization
Quarter 1: Summarize and paraphrase information from a small portion of selection; identify main idea and supporting details
- Academic Vocabulary: summarize; paraphrase; main idea; supporting details
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads
- Assessments: GIST, label phrases as main idea/supporting detail
Quarter 2: Summarize and paraphrase information from entire selection; identify main idea and supporting details; organize text information in different ways
- Academic Vocabulary: summarize; paraphrase; main idea; supporting details; timeline, outline, graphic organizer
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads
- Assessments: GIST, label phrases as main idea/supporting detail; complete graphic organizer to organize text information
Quarter 3: Summarize and paraphrase information from entire selection; identify main idea and supporting details; organize text information in different ways; make generalizations with text information
- Academic Vocabulary: summarize; paraphrase; main idea; supporting details; timeline, outline, graphic organizer; generalization
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads
- Assessments: GIST, label phrases as main idea/supporting detail; complete graphic organizer to organize text information; oral or written generalization with rubric as guide
Quarter 4: Summarize and paraphrase information from entire selection; identify main idea and supporting details; organize text information in different ways; make generalizations with text information; support ideas and arguments with evidence from text
- Academic Vocabulary: summarize; paraphrase; main idea; supporting details; timeline, outline, graphic organizer; generalization; argument; text evidence
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads
- Assessments: GIST, label phrases as main idea/supporting detail; complete graphic organizer to organize text information; oral or written generalization with rubric as guide; short paragraph that explains main idea/generalization with text evidence to support statement
Standard 3.2 Inferences and Interpretation
Quarter 1: Apply prior knowledge and experience to make connections to text; describe elements of character development in written works
- Academic Vocabulary: prior knowledge; connections; main character; minor character; motives; stereotypes; character traits
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads
- Assessments: write 2 connections to text; identify two types of character development supported with text evidence
Quarter 2: Apply prior knowledge and experience to make connections and inferences; describe elements of character development in written works
- Academic Vocabulary: prior knowledge; connections; main character; minor character; motives; stereotypes; character traits; inferences
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads
- Assessments: write 2 connections to text; identify two types of character development supported with text evidence; draw one inference from text supported with text evidence
Quarter 3: Apply prior knowledge and experience to make connections and inferences; describe elements of character development in written works; make inferences about characters' qualities and actions
- Academic Vocabulary: prior knowledge; connections; main character; minor character; motives; stereotypes; character traits; inferences
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads
- Assessments: write 2 connections to text; draw two inferences from text; identify two types of character development supported with text evidence; draw one inference from text supported with text evidence; draw one inference about character supported with text evidence
Quarter 4: Apply prior knowledge and experience to make connections and inferences; describe elements of character development in written works; make inferences about characters' qualities and actions; draw inferences and conclusions about text and support with text evidence and prior knowledge
- Academic Vocabulary: prior knowledge; connections; main character; minor character; motives; stereotypes; character traits; inferences; conclusions
- Instructional Resources: whole-group short story reads; independent, leveled reads; partner reads
- Assessments: write 2 connections to text; draw two inferences from text; identify two types of character development supported with text evidence; draw one inference from text supported with text evidence; draw one inference about character supported with text evidence and prior knowledge
Summarizing is something that most of my students seem to struggle with. My third graders usually want to tell every single detail, therefore missing the important details that could help with comprehension. What are some activities that you use within the classroom to help the summarizing skill?
ReplyDeleteWith my struggling readers, using their inference skills is also a difficult skill. So I am always on the hunt for ways to help my kids understand how to inference.
I would love to take part in creating an implementation guide. Being the last one hired in my grade level, I have had little say in what we teach, when, and how. I definitely have had to try to make it my own and do what is best for my class and my students. Does an implementation guide not have to include accommodations for students with special needs?
They do make things easier to see where you are going. You can include accommodations if you know your children well, or just include those in the regular lesson plans you do.
DeleteI would love to help create an implementation guide like this at my school. I think it would be a great way to expand upon the blueprints we use and make it seem more cohesive. Right now, it feels like we have to jump around among unrelated topics from month to month. I feel like a lot of teachers that I know struggle with scaffolding and with helping students deepen their knowledge beyond a certain level. An implementation guide is a good way to help them know how to do those things, I think.
ReplyDeleteI am curious how something like this could be modified, though. For instance, at the high school level, how would you accommodate for differences between AP and non-AP classes? At my school, they teach the same standards, but AP focuses on strategies to pass the AP exams, and usually the content is taught on a more challenging level. What would an implementation guide look like that accommodates that?
Also, I feel like some teachers might roll their eyes at something like this, even though it's immensely useful. How would you address a situation in which a teacher is reluctant or feels like it's too specific, too dictatorial, etc.?
Angela, bring this up next weekend when we meet....we will be reading about resistant teachers next week.
DeleteAwesome, will do! It's something I've been curious about all semester.
DeleteMelissa, this is really a detailed implementation guide that is very carefully thought out. I can see how helpful it would be for teachers.
ReplyDelete