TRACK R Quarter 2 LEARNING PRIORITIES
Aligned with ISAT/Illinois Learning Standards and
Supporting the transition to the Common Core State Standards.
THINKING
THE CORE CONNECTION
Common Core State Standards have been listed for literacy and content learning. The standard selected for vocabulary development is for general academic and subject specific terminology to support the emphasis on nonfiction reading/writing/learning.
DEVELOP CLEAR THINKING
Each week has a thinking “focus” that applies across the curriculum.
Model and guide students to think across the curriculum—in reading, writing, math, science, and social studies.
PARCC is preparing the assessments for Common Core standards, and you will find information about those at http://www.parcconline.org/. In their just released revised Content Frameworks they emphasize: Reading complex texts: This requires students to read and comprehend a range of grade-level complex texts, including texts from the domains of ELA, science, history/social studies, technical subjects and the arts. Because vocabulary is a critical component of reading comprehension, it will be assessed in the context of reading passages. Both close, analytic reading and comparing and synthesizing ideas across texts are expected. The following plan emphasizes “close, sustained analysis of complex text” in the content areas and writing based on that learning.
Adjust this guide based on assessments of your students’ learning progress and needs.
DIFFERENTIATE TO MAKE THE DIFFERENCE: Lesson Planning guides emphasizing differentiated instruction to organize activities that take students from introduction/modeling through independent learning of skills and content are available at http://teacher.depaul.edu/Documents/Gradual%20Release%20Lesson%20Planner.pdf
Polk Bros. Foundation Center for Urban Education
Resources for Instruction and Assessment:
http://teacher.depaul.edu
RAISE RIGOR WITH CHALLENGING QUESTIONS
These Question Builders Based on Bloom’s Taxonomy can help students analyze and construct questions across the curriculum.
GET IT—LITERAL
Literal questions ask you to find or remember an answer in the information provided.
When?Where?
Who? / What?
Define ______.
List the ______.
GET IT CLEAR—ANALYTIC
Analytic questions ask you to look closely and think thoroughly--to organize the information so you see patterns and can explain the situation.
Classify ______.Compare and contrast ___.
Give an example of _____.
Give the opposite of ____.
Draw a picture to illustrate this page. / In what sequence did _____happen?
Explain how ______works.
Use a time-line, chart, diagram,
graph, or map to show and explain ____.
How do the parts relate to each other?
THINK MORE—INFERENTIAL
Inferential questions ask you to make an educated guess—to think about and beyond the information given.
Predict what will happen when _____.What is the main idea of ______.
Figure out the meaning of this word from context.
What might have caused this change? / What is the best title for this ______.
What is the missing part?
What was the author's point of view?
If ____ changed, what would happen?
Which person might have said this?
THINK IT THROUGH—EVALUATIVE
Evaluative questions ask you to make your position clear, to make and support a judgment—from what’s an important fact to which scientist’s report best supports his position (an EXPLORE question that represents HOT science.)
What is the most important fact? Why?Summarize—to do that you need to decide what the most important parts are.
What makes this a good book?
Is this fact or opinion?
Has the writer supported the idea well? / Which is the best answer? Why?
Give and justify your opinion on ____.
Which part is most important?
Why do you make this choice?
What is your evidence?
Which argument is stronger?
GET IT TOGETHER AND GET IT ACROSS—Synthesis
Extended Response:
Based on what you read and what you know, what do you think?
Strengthen Inference
with Challenging Questions Each Week
Common Core Anchor Standard 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
KIND OF INFERENCE / TRANSFERABLE QUESTIONInfer from context / · What does ______mean?
Infer motive / · Why does ______do ______?
Infer cause-effect relations / · What happens because ______?
· What caused ______?
· What resulted because ______?
Infer prior actions / · What might have happened before?
Infer predictions / · What do you think _____ will do next?
· How would the story change if ______?
Infer relationships / · How does ____ feel about ______?
Infer feelings / · What do you think ______said about this?
· How do you think ______felt?
Infer traits / · What is a trait of ______?
· What might ______have said?
· Which person might have said this?
Infer the main idea / · What is the main idea of the passage?
· What is the best title for this passage?
Infer the author’s purpose / · Why did the writer write this?
Infer the author’s point of view / · What is the author’s point of view?
Make sure students can draw LOGICAL conclusions:
Ask students to take the second step: support your answer.
Students should provide evidence for any inference. Students also should support responses to analytic and evaluative questions—explain their evidence-based conclusions.
Use Graphic Organizers to Guide Thinking and Assess Learning
Category / Category
/ Analyze: Compare and Contrast
Analyze: Show Sequence
Analyze/Infer Causes
and Effects / Organize Information
Support Logical Inferences
information inference
/ Relate Ideas and Details
ISAT READING PRIORITIES
Each week includes a reading skill or strategy to complement your reading program. That skill/strategy can be applied to any text. This list from the Illinois State Board of Education is a resource for you to use to choose additional skills/strategies to incorporate as you guide students. Boldfacing has been added to clarify priorities.
Check the competencies to emphasize during second quarter.
Source: ISBE.net
¡ Make and verify predictions based on prior knowledge and text.
¡ Identify probable outcomes or actions.
¡ Clarify an understanding of text by creating outlines, notes, or other visual representation.
¡ Use information in illustrations to help understand a reading passage.
¡ Determine which illustrations support the meaning of a passage.
¡ Determine the purpose of features of informational text
¡ Distinguish between minor and significant details in a passage.
¡ Compare the content and organization of various selections.
¡ Relate information in the passage to other readings on the same topic.
¡ Relate information in the passage to other readings.
¡ Identify explicit and implicit main ideas.
¡ Distinguish the main ideas and supporting details in any text.
¡ Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.
¡ Determine the author’s purpose for writing a fiction or nonfiction text.
¡ Explain how the author’s choice of words appeals to the senses, creates imagery, suggests mood, and sets tone.
¡ Identify the author’s message or theme.
¡ Identify setting (i.e., place and time period).
¡ Recognize points of view in narratives (e.g., first person).
¡ Determine character motivation.
¡ Explain how the literary devices (e.g., imagery, metaphor, figurative language dialogue) contribute to the meaning of a literary selection.
Reading Question Stems Based on ISAT
Use these “stems” to prepare questions that get students to exercise thinking and acquire the terminology/phraseology used in ISAT reading questions.
1A Apply word analysis and vocabulary skills to comprehend selections.
1. Which word best describes ______?
2. Which word in paragraph __ helps the reader know what _____ means?
3. What phrase means the opposite of ______as used in paragraph _____?
4. What does the word ______mean in paragraph _____?
1B Apply reading strategies to improve understanding and fluency.
1. What is paragraph x mainly about?
2. Which sentence from the selection best shows ______?
3. How can you best remember what this article is about?
4. How could a reader best determine ______?
5. According to the article and the map, in which place ______?
1C Comprehend a broad range of reading materials.
1. Which question is best answered by information in paragraph x?
2. What is the most likely reason ______?
3. What happened because ______?
4. According to the chart, which statement is true?
5. What is the best summary of the selection?
6. Which of these best describes the problem in the passage?
7. How do ______’s feelings change from the beginning to the end?
8. Which words best describe ______’s character?
9. Based on the events in the pages, which of these is most likely true?
2A Understand how literary elements and techniques are used to convey meaning.
1. How does the author organize paragraphs x through x?
2. How is this selection best described?
3. What is the most likely reason the author wrote this selection?
4. Which would be the best to read to learn how to ______?
5. In which book would this selection most likely be found?
6. What is the tone of paragraph x?
7. The article ____ would be of most use to ______.
8. Which of the following books would most likely contain information about __?
9. Why is paragraph ___ important in this selection?
10. Which sentence best describes the author’s opinion of _____?
11. How does the author organize the information in this article?
12. In paragraphs __ to __, what is the author’s tone?
13. What strategy does the author use at the beginning of this selection to create interest and to encourage readers to continue reading?
2B Read and interpret a variety of literary works.
1. This selection is an example of which kind of literature?
2. Why did the author write this selection?
3. Which type of literature is ______?
4. What is the mood in most of the story?
5. What type of story is ______?
6. With which statement would the author most likely agree?
7. At which museum would the ______most likely be exhibited?
8. Which of these is a theme of this story?
EXPAND HOME LEARNING CONNECTIONS
Examples / OUR PLANExpand Vocabulary
· Make vocabulary “flashcards”.
· Make your own pictionary.
· Play word games. / Example: timely topical vocabulary such as words about Veterans. Parents encourage students to write sentences, letters, poems using the words of the topic.
Read and Discuss Stories
· Talk about what happens and why in a story you read—or watch on TV.
· Predict what could happen next. / Example: Send parents list of questions to ask about any story—literal and inferential—and the recommendation to ask children to point out in the story the basis for their response.
Make More Math Progress
· Practice math with your child. For example, use flashcards you make to review math facts.
· Solve real-life math problems with your child. For example, make a shopping list and estimate what the cost will be. / Example: weekly list of math skills to practice.
Learn More Social Studies and Science
· Watch TV programs about science or history. Write/draw what you learn.
· Talk about what your child is learning.
· Go to a museum to learn more.
· Use the library or Internet to learn even more. / Example: Send parents list of history and science TV shows to watch and report on this month.
TRACK R Quarter 2 LEARNING PRIORITIES
Aligned with ISAT/Illinois Learning Standards and
Supporting the transition to the Common Core State Standards.
PreK/Kindergarten
Pre-K teachers should follow the CPS curriculum,
using these materials as resources.
DEVELOP CLEAR THINKING
Each week has a thinking “focus” that applies across the curriculum.
Model and guide students to think across the curriculum—in reading, writing, math, science, and social studies.
WEEK THINKING FOCUS—Applies to All Subjects
11 Answer with Evidence (This week includes Report Card Pickup Day and a PD Day)
12 Answer with Evidence (This week includes Thanksgiving)
13 Draw Logical Conclusions
14 Draw Logical Conclusions
15 Analyze Clearly
16 Analyze Clearly
Winter Vacation
17 Analyze Questions, then Respond Thoughtfully
18 Analyze Questions, then Respond Thoughtfully (This week includes Dr. Martin Luther King, Jr., Birthday)
19 Summarize
Adjust this guide based on assessments of your students’ learning progress and needs.
MAKE MATH CHOICES:
Insert the focus of math each week. Teachers should select the math focus based on the standards and their students’ progress and needs.
DEVELOP CONTENT COMPETENCE
Choose a topic for science or social studies and ask students a BIG question that they read/do/write/draw and think analytically to explore and explain.
Common Core State Standards have been listed for literacy and content learning. The standard selected for vocabulary development is for general academic and subject specific terminology to support the emphasis on nonfiction/informational reading/writing/learning.
Planning Resource:
Common Core Reading Standards for Kindergarten
READING LITERATURE / READINGINFORMATIONAL TEXT
KEY IDEAS AND DETAILS / KEY IDEAS AND DETAILS
1. With prompting and support, ask and answer questions about key details and events in a text. / 1. With prompting and support, ask and answer questions about key details in a text.
2. With prompting and support, retell familiar stories, including key details. / 2. With prompting and support, identify the main topic and retell key details of a text.
3. With prompting and support, identify characters, settings, and major events in a story. / 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
CRAFT AND STRUCTURE / CRAFT AND STRUCTURE
4. Ask and answer questions about unknown words in a text. / 4. With prompting and support, ask and answer questions about unknown words in a text.
5. Recognize common types of texts (e.g., storybooks, poems). / 5. Identify the front cover, back cover, and title page of a book.
6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. / 6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
INTEGRATION OF KNOWLEDGE AND IDEAS / INTEGRATION OF KNOWLEDGE AND IDEAS
7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an Illustration depicts). / 7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
8. (Not applicable to literature) / 8. With prompting and support, identify the reasons an author gives to support points in a text.
9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. / 9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
RANGE AND LEVEL OF TEXT COMPLEXITY / RANGE AND LEVEL OF TEXT COMPLEXITY
10. Actively engage in group reading activities with purpose and understanding. / 10. Actively engage in group reading activities with purpose and understanding.
PreK-Kindergarten: Second Quarter Learning Priorities Weeks 11-12