Due Date: Monday, November 17th

Get Growing Top Ten List: Demonstrating Comprehension of Informational Text


Gardening_Tools
Standards:
A1 Interconnected Elements: Alphabetics, Fluency, Vocabulary and Comprehension
Students will demonstrate comprehension by summarizing and making generalizations of whole texts, parts of texts, and across texts.A3 Informational TextStudents will make reasonable statements and draw conclusions that are supported with evidence from the text.
Directions: This task will require you to synthesize the information you have learned from the text to compile a Gardening Top Ten list. Take time to scan through the book and review the major concepts you have learned and their level of importance to our garden project. Then make sentence statements that highlight the GIST of this information. Once you write your 10 separate statements, rate them in level of importance from 10 down to 1. Your #1 fact is what you believe to be the most important piece of information we need to remember when we start working in our garden in the spring.



4
3


2


1


Comprehension


All supportive facts are accurately
and thoroughly reported. Response
demonstrates in-depth knowledge
of the material.


All supportive facts are accurately
reported. Response demonstrates
a clear understanding of the material.


Some supportive facts are accurately
reported AND/OR key components
are missing.


NO facts are reported
OR most are inaccurate.


Example: Top Ten Reasons Why We Love Mrs. Whitaker from LA Group 3
10. She gives us yummy treats!
9. She is funny (or at least she thinks she is)!
8. She has a GREAT personality! She even sings to us!
7. She lets us go outside and work in the garden- we learn about the environment.
6.
She has great animals in the class like worms and a turtle.
5. She is odd, but in a good way.
4. She gives us choice and freedom.
3. She creates a safe and loving learning environment. She doesn't yell, unless it's a part of the lesson.
2. She gives the appropriate amount of homework and talks a lot which often changes the direction of the lesson.
1. She teaches us life skills like organization, which helps us learn better.

Example #2: Top Ten Reasons Why We Love Mrs. Whitaker from LA Group 4
10. She is very loud!
9. She is sure of herself (confident).
8. She makes nicknames for us, like Julia Gulia and The Fraz!
7. She sometimes plays the radio and has great pets in the room (worms, turtle, monkeys, butterfly, Evans)!
6. She plans fun activities on the computers.
5. She is groovy and gorgeous and wicked skinny.
4. She gives the right amount of homework.
3. The assessments match the study guides and we can re-take if we don't do well.
2. She gives us treats!
1. She is very enthusiastic and makes learning fun!





Due Date: Friday, December 5th

Picture Book Unit: Reading Strategies and Story Elements



external image simg_t_omuze2l0395533082jpg?rm_____DXeDfD6g8


Standards:
A1 Interconnected Elements: Comprehension, Vocabulary, Alphabetics, Fluency
Students will read and make generalizations from text by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.

A2 Literary Elements
Students read fiction, nonfiction, drama, and poetry, and analyze their characteristics (character, plot, conflict, resolution, theme, simile, metaphor, figurative language, alliteration, rhythm and rhyme).

B3 Argument/Analysis
Students write academic essays that state a clear position, supporting the position with relevant evidence.

D2 Mechanics
Students apply the rules of capitalization, punctuation, and spelling to communicate effectively.




4

3

2

1

Comprehension

All supportive facts are accurately
and thoroughly reported. Response
demonstrates in-depth knowledge
of the material.

All supportive facts are accurately
reported. Response demonstrates
a clear understanding of the material.

Some
supportive facts are accurately
reported AND/OR key components
are missing.

NO facts are reported
OR most are inaccurate.

Story Elements


The setting, characters, plot, theme, and point of view are identified and supported with numerous details that give the audience an in-depth understanding of the text.

The setting, characters, plot, and theme are identified and supported with accurate details.
The setting, characters, plot, and theme are identified and supported with limited details.
There is missing criteria or the setting, characters, plot, theme, and point of view are identified and supported with limited details.
Summary Writing


Question is restated completely in the response.

The writer addresses the main idea and makes connections between the most significant supporting details.


Question is referred to in the response.

The writer addresses the main idea and includes the most significant supporting details.


Question is partially referred to in the response.

The writer partially addresses the main idea and includes limited supporting details.


Question is not referred to in the response.

The main idea is not apparent and there are very few details to support the topic.


Mechanics


Few if any errors in conventions.

Some errors in conventions but does not interfere with meaning.

Some errors in conventions at times interfere with meaning.

Too many errors in conventions interfere with meaning.

Reading Strategies

All reading strategies are accurately
and thoroughly reported. Response
demonstrates in-depth knowledge
of the material.

All reading strategies are accurately
reported. Response demonstrates
a clear understanding of the material.

Some
reading strategies are accurately
reported AND/OR key components
are missing.

NO reading strategies are reported
OR most are inaccurate.


Task Summary: Select a picture book, read and apply four reading strategies previously learned in class, and summarize the text using story elements. All information will be communicated in writing and images on your personal wiki page.

Strategies: Book selection, surveying the text, asking questions, making connections, and summarizing.
Story Elements: Setting, characters, plot (conflict, climax, resolution), theme, and point of view.



Before Reading

(Strategy #1 and #2: Survey and Question)

  1. Write the title of your book, the author's name, and post a picture of the cover of the book
  2. Explain WHY you selected your picture book
  3. Preview the text and record a minimum of 3 questions on your wiki.

During Reading
(Strategy #3: Making Connections)

  1. Read the text and record a minimum of 3 connections (text-to-self, text-to-text, or text-to-world ) you made with the text on your wiki.
  2. Post any new questions you asked yourself while reading.
  3. Optional: Depending on your reading preference, answer your questions and complete your story elements graphic organizer while you read. If this will interrupt your fluency and impair comprehension, wait until after reading to complete these tasks.

After reading

(Strategy #4: Summarizing)

    1. Answer the questions you posed before and during reading.
    2. Complete your story elements graphic organizer
    3. Publish your story elements writing on your wiki.
    4. Include a minimum of 4 images that symbolize the strategies used and/or story elements.

All writing must be in complete sentences and have correct spelling, punctuation, capitalization, and grammar.