1. WKSEC “Process for Instruction” Alternate Assessment 2011-2012 Carolyn Downing and Sherida Gentry Educational Consultants

2. 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.

3. Scope and Sequence for Training Anchor Standards for Alternate Assessment

4. When? February Testing Window Anchor Standard 1 (Literature): 3 rd Anchor Standard 2 (Literature): 5 th, 6 th, 7 th 8 th, HS Anchor Standard 2 (Informative): 3 rd, 4 th Anchor Standard 3 (Literature): HS Anchor Standard 4 (Literature): 4 th, 5 th, 6 th, 7 th, 8 th, HS Anchor Standard 4 (Informative): 4 th 5 th 6 th, 7 th, 8 th Anchor Standard 9 (Informative): 3 rd

5. When? May Testing Window Anchor Standard 1 (Informative): HS Anchor Standard 2 (Literature): 4 th Anchor Standard 2 (Informative): 5 th, 6 th, 8 th, HS Anchor Standard 3 (Literature): 3 rd, 4 th, 5 th, 7 th Anchor Standard 3 (Informative): 5 th, 7 th Anchor Standard 4 (Literature): 3 rd Anchor Standard 5 (Literature): 8 th Anchor Standard 6 (Informative): 6 th, 8 th, HS Anchor Standard 7 (Informative): 3 rd, 4 th, 6 th, 7 th

6. 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.

7. 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.

8. Literary Text Types of literary text: – Drama – Prose fiction – Poetry – Autobiography – Film

9. How? Instructional Ladder for Anchor Standard 1 (Literature 3 rd grade/Informative HS) Anchor Standard 1 3 rd 3.1 4 th 5 th 6 th 7 th 8 th HS R-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: See graphic organizer R-HS.5 Teacher 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

10. Story Based Lesson Checklist

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

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

13. Inference Chart QuestionAnswerEvidence

14. Inference Chart for HS-5 Using a picture book as text. QuestionAnswerEvidence Why do you think it was dangerous for black children to go to a white school?

15. How? Instructional Ladder for Anchor Standard 2 (Literary) Anchor Standard 2 3 rd 4 th R-4.5 5 th R-5.3 6 th R-6.2 7 th R-7.2 8 th R-8.2 HS R-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-5.3 NOTE: How the character responds is answered in the 3 rd 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)

16. 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 Rabbit Peter He went into the garden and was chased by Mr. McGregor. Stay out of the garden. Listen to your mother.

17. 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? WilburHe 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 springHe was scared Charlotte diedSad but confident

18. details R-6.2 and HS-3 Theme

19. R-7.2 for Literature Theme Main Idea of an Episode

20. R-8.2 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? What did I learn? How did the character change? How did the setting change? How did the plot change?

21. HS-3 Theme Main Idea of an Episode Details

22. How? Instructional Ladder for Anchor Standard 2 (Informative) Anchor Standard 2 3 rd R-3.3 4 th R-4.3 5 th R-5.4 6 th R-6.4 7 th 8 th R-8.4 HS 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 Gist with 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)

23. Get the Gist Organizer-Get the Gist Most important person or thing What’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

24. . Mayfield team won state last year Strong offense Good Coach Play baseball All State Running back Worked hard

25. . Mayfield team won state last year Strong offense Good Coach Strong defense All State Running back

26. How? Instructional Ladder for Anchor Standard 3 (Literature) Anchor Standard 3 3 rd R-3.5 4 th R-4.4 5 th R-5.5 6 th 7 th R-7.4 8 th 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-4.4 Teacher 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-7.4 Teacher 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-2 1. 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.

27. R-3.5 (Literature) Main CharacterAction(s) Must be put in chronological order

28. 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 changes CharacterCharacter DescriptionSettingWhat happened? This is the episode when Charlotte dies. Barn Park Field Had a party Charlotte died Went to School

29. R-5.5 Literature Compare and Contrast Characters from Peter Rabbit

31. R-5.5 Literature Compare and Contrast Setting from Peter Rabbit

33. R-5.5 (Literature) Compare and Contrast Events from Peter Rabbit

36. R-7.4 (Literature) Interaction between character, plot, and setting

41. HS-2 Analyze how character’s develop over time.

43. Wilbur is born a runt Charlotte dies and Wilbur is sad Wilbur wins a blue ribbon!

45. Wilbur meets Charlotte Wilbur and Charlotte become friends Charlotte Dies Charlotte’s babies hatch

46. How? Instructional Ladder for Anchor Standard 3 (Informative) Anchor Standard 3 3 rd 4 th 5 th R-5.6 6 th 7 th R-7.5 8 th 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 contrast 1. 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-7.5 Teacher 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

47. R-5.6 (Informative) Determine relationships between events or ideas

51. R-7.5 (Informative) Explain the interactions between individuals & events in a text

53. Picture Bank for Boston Tea Party

55. How? Instructional Ladder for Anchor Standard 4 (Literature) Anchor Standard 4 3 rd R-3.4 4 th R-4.1 5 th R-5.2 6 th R-6.3 7 th R-7.1 8 th R-8.1 HS R-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 4.1 The 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 5.2 The 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 5.2 The 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-7.1 The 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-8.1 The 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.1 The 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.

56. R-3.4 Literature Determine meaning of words and phrases (literal and non-literal)

59. 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!Zeus Herasnakes

62. R-5.2 Literature Determine the meaning of figurative language

65. R-6.3 Literature Determine the meaning and impact of figurative and connotative words and phrases

69. R-7.1 Literature Determine the meaning of words and phrases as they are used in poetry-

72. R-8.1 Literature Determine the meaning or tone and impact of figurative and connotative words and phrases…

75. to help others understand what the sea looks like calm

76. R-HS.1 Determine the meaning, tone and cumulative impact of figurative and connotative works and phrases….

79. How? Instructional Ladder for Anchor Standard 4 (Informative) Anchor Standard 4 3 rd 4 th R-4.2 5 th R-5.1 6 th R-6.1 7 th R-7.3 8 th 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 organizer R-6.1 The 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 organizer R-7.3 The 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-8.1 The 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

80. Individual Student Planning

81. Wrap it UP!