Randi R. Russell Division of Bilingual Education and World Languages June 2011

Objectives Next Generation Sunshine State Standards (NGSSS) FCAT 2.0 Reading Reporting Category 3 Descriptive/Figurative Language (Fiction) Text features (Non-Fiction) 2

The Standards: NGSSS What are they? Are they the same in every grade? How do they allow for growth? 3

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Category 3:Literary Analysis/ Fiction/Nonfiction LA Elements Of Story Structure- Character, Character Development, Setting, Plot, Problem/Solution Character Development Character Point Of View Setting Plot Development Problem/Resolution Story Map, Narrative Arch, Author’s Toolbox for Bringing a Character to Life Somebody/Wanted/But/So Split Open Mind, Turning Point Graphic, Character Chart, Events and Reactions Chart LA Identify and explain the use of descriptive, idiomatic, and figurative language to describe people, feelings, and objects *Descriptive Language (e.g. mood, imagery) *Figurative Language (e.g. simile, metaphor, personification) Mood Words, Tools Authors Use: Literary Devices and Figurative Language, LA Explain and identify the purpose of text features (In Literary Texts) Text features (e.g., charts, headings, charts, graphs, diagrams, illustrations,captions, maps, titles, subtitles, keys/legends, stanzas) Text Feature Chart, Making the Grade with the Next Generation Sunshine State Standards! FCAT 2.0 Grades 3-5 7

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Reporting Category 3: Literary Analysis Character Development Character Point Of View Setting Plot Development Problem/Resolution Descriptive Language Figurative Language Text features 10

The Research Says… “Even advanced ELLs and those who have been redesignated as fluent in English will experience difficulty with unusual vocabulary, figurative language, very complex sentence structures, or unfamiliar styles and genres (just as many native speakers of English do). For this reason, the integration of intensive language development with reading instruction is highly recommended for ELLs at all levels of language proficiency.” (Irujo,2007) 11

Explicit Instruction How do I do it? setting a purpose for learning telling students what to do showing them how to do it guiding their hands-on application of the new learning. Explicit instruction begins with setting the stage for learning, followed by a clear explanation of what to do (telling), followed by modeling of the process (showing), followed by multiple opportunities for practice (guiding) until independence is attained. Topics and content are broken down into small parts and taught individually. It involves explanation, demonstration and practice. Children are provided with guidance and structured frameworks. 12

We Teach Descriptive Language because… “Be conscientious about explaining and/or pantomiming synonyms, idioms and figures of speech. All languages contain these puzzlements and they need to be explicitly taught, not avoided, if students are going to acquire the English language-Imagine not providing students with idioms. In terms of language acquisition, we might really upset students’ apple carts, put them behind the eight ball and keep them in the dark ‘til the cows come home. They could find themselves up a creek without a paddle and paying through the nose because we didn’t want to talk straight from the hip and give them language that was the real McCoy, language that could help them go the distance and bring home the bacon through thick and thin.” (Cary, 1997) 13

Mood: The feeling or atmosphere the writer creates for the reader… Imagery - Language that appeals to one or more of the five senses. It consists of descriptive words and phrases that recreate sensory experiences that help the reader imagine exactly what is being described. connotation, details, imagery, figurative language, foreshadowing, setting and rhythm help establish a mood. 14

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Figurative Language 17 The student will identify and interpret the author’s use of figurative language and determine how it impacts meaning!

Task Cards 18

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What are text features and where do we find them? 20

Text Features Directions Graphs Charts Signs Captions Table of Contents Glossary Diagrams Illustrations Signs Directions Table of Contents Headings Captions Bold Print Key Words Indices Graphs Charts 21

Instructional Tools for Text Features 22

Text Features Activity 23 Egypt pyramids desert sphinx-cat mummies

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Foldable Activity 1. Fold your paper in half (like a hamburger). 2. Take the left-hand corner and fold it down into a triangle. 3. Do the same for each of the 3 remaining corners until you have a diamond-shaped figure. 4. Write on each of the 4 outer flaps: Title and Author, Descriptive Vocabulary, Text Features and Figurative Language as your headings. Working in pairs, find examples of each. 5. Open the flaps and draw a picture to illustrate your 4 headings. 25

Oral Language ELLs require explicit instruction and modeling formal language to talk about reading and writing Oral language provides the foundation for literacy development. ELLs need daily opportunities to learn and practice oral English in order for their literacy skills to flourish. ELLs learn English by listening to language in use around them. This language is used to express their own meanings in their interactions with others. (Brown University, 2006 ) 26

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Concluding Thoughts- ELLs are part of our world…so… 28

As you go, remember… “You get the best effort from others not from LIGHTING a fire beneath them, but by BUILDING a fire from within.” Bob Nelson 29

Become attached to these Important Links

Websites: 1.Text Features: Glossary-Titles-Subheadings-Bold-Color-Education-ppt-powerpoint / content/uploads/ExpositoryTextFeaturesBooklet_13A6A/TextFeaturesBooklet.pdf power point with visuals and explanations/student booklet 2.Figurative Language: rap song 2.Graphic organizers and worksheets: various and with benchmarks 31

/ s/Appendix_A.pdf schools.net