1. Instructional Ladders for Planning Across Grade Levels With Instructional Samples for Alternate K-PREP Standards Reading fall 2011 Carolyn Downing and Sherida Gentry Educational Consultants West Kentucky Special Education Coop

2. Objectives Participants will….. – learn how to deconstruct the Anchor Standards for Reading (General Education) for increased understanding of the new Alternate K-PREP Reading Standards. – learn the importance of teaching pre-requisite skills at all grade levels in preparation for assessment – understand the scope and sequence of instruction for the Anchor Standards for the Alternate K-PREP Reading Standards. – become familiar with a multi-grade level planning process to be utilized with the existing KDE Individual Student Planning Tools to assist special education teachers in planning instruction for the New Alternate K-PREP Standards across grade levels. – learn how to adapt evidenced based reading strategies utilized with general education students for those students participating in Alternate Assessment.

3. 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.

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

5. 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.

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

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. Disclaimer The information in this Powerpoint was not meant to be utilized as the only instructional options for the Alternate K-PREP Reading Standards. The examples are simply meant to be a starting point to show how strategies for teaching reading can be adapted for use with the alternate K-PREP standards. CAUTION: You should utilize the Instructional Planning Tools located on the KDE website to organize your collaborative discussions with content specialists in order to develop the most appropriate instructional options for your students.

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 Lessons and Leveling Comprehension Questions

11. You have some strategies and organizers to teach comprehension… What questions will you ask? Using Bloom’s Taxonomy to Construct Comprehension Questions

12. Bloom’s Taxonomy Classification of levels of intellectual behavior important in learning The six levels are: 1.Knowledge 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation

13. Categories Key Words Suggested Activities http://www.flickr.com/photos/doug belshaw/4100721032/

14. Comprehension Questions at Levels-Knowledge* Answers can be “pulled from the page” (literal) Title, author, characters, setting, action, descriptors Point to the title. What did Wilbur do? What was the barn like? (size, color) *Browder & Spooner, 2011

15. Comprehension Questions at Levels- Comprehension* Answers can be inferred from what is on the page – Prediction, sequencing, identifying conflict/problem, identifying ending – What happened last? – Why was the girl afraid? (conflict) – Put these pictures in order to show what happened in the story. *Browder & Spooner, 2011

16. Comprehension Questions at Levels- Application* Requires using student’s own background knowledge – Make connections; use materials in a new way – Point to a picture on the page of something we have in our classroom. – The children had a scavenger hunt. What did you find on our scavenger hunt? – This article is about whales. Where do whales live? What else do you know about whales? *Browder & Spooner, 2011

17. Comprehension Questions at Levels- Analysis* Breaking the information into parts – Classify, compare, contrast, categorize – Put these pictures into categories (people and actions) – Compare what is the same and different about these 2 characters – This article was about the past. What was different in their day? *Browder & Spooner, 2011

18. Comprehension Questions at Levels- Synthesis* Combining the parts into a whole – Infer; determine the main idea; find cause and effect – Retell the story in your own words – What effect did the hurricane have? – What will happen to people if they have no jobs? *Browder & Spooner, 2011

19. Comprehension Questions at Levels- Evaluation* Making a judgment according to some standard – Real/not real; nonfiction/ fiction; fact/opinion; author’s point of view – Do elephants talk? – Did this really happen or is it fiction? – Why did the author write this (persuade, entertain) *Browder & Spooner, 2011

20. Comprehension Questions Teacher Action Comprehension questions can be asked immediately after reading the line in which the answer appears or after reading the book. Support student responding with offering choices with – distracter options varying number of options, and types of distracters – voice output devices, pair pictures with words, eye gaze board, etc. Example: “Who was in our story?” Was it an elephant or a steam train?

21. Systematic Instruction of Comprehension Use repeated readings of a story Use supported comprehension – Simplify response mode Determine if will use read aloud, student reading or both Build from easy to hard – But include a mix of easy, medium, and hard questions….Why?

22. Inference Chart QuestionAnswerEvidence

23. 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?

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

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

26. 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)

27. 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)

28. 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.

29. Picture Bank for R-4.5

30. 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? Character’s Challenge (Teacher)Character’s Response (Student)

31. 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

32. Picture Bank for R-5.3

34. details R-6.2 and HS-3 Theme

35. There was a disagree ment between Orlov and Chowig Karana wonders to herself why her father reveals his secret name Chowig and Orlov finally agree that they will split the spoils strangers lands on the shore R-6.2 and HS-3 strangers lands on the shore Karana is concerned about what will happen to her island. Ch. 1

36. Picture bank for Islands

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

38. R-7.2 for Literature Hatchet Brian must work to survive in the wilderness on his own. Ch. 1-3 Brian flies in a small plane to Canada to see his Dad but the pilot has a heart attack Brian has to fly the plane but it crashes Brian is alone and hungry in the wilderness

39. Picture Bank for Hatchet

41. 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?

42. R-8.2 Hatchet 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? Staying calm and working hard is important to survive Scared to calm From civilization to wilderness Brian was living with his Mom in NY and then was stranded by himself in the wilderness Brian Plane crashed and he was stranded in wilderness That he had to stay calm, work to eat and survive

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

44. details HS-3 step 1 (Cheaper By the Dozen) Dad liked to take us riding in the car

45. HS-3 Cheaper by the Dozen Dad was proud of his children and loved his family Dad loved to take us riding in his car. Dad would do assembly call to get us together Dad liked us to perform for he and mother Dad tricked us by saying look at the birdie and then he blew the horn We went on a trip to visit the beach Dad would line us up Dad wanted us to be efficient Dad would discipline us and give us treats We put on shows for mother and Dad We would sing in the car on trips which made mother happy We played jazz on the record player

46. Picture Bank for Cheaper by the Dozen

48. 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)

49. 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

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

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

52. 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.

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

54. Picture Bank for Peter Rabbit

56. 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

57. Picture bank for Charlotte’s Web

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

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

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

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

67. Picture Bank for Hatchet

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

73. Picture Bank for Cheaper by the Dozen

75. Cheaper By the Dozen Character Development Father and mother go on a trip Father and mother get married Father takes us to the beach Father buys a house Father dies Father is upset that sister cut her hair HS-2

76. Father and mother get married Fatherbuys a house Father is upset that sister cut her hair Father dies HS-2 Father’s Character Development Father and mother have a dozen children

77. The Development of Father’s interaction with Children over time for HS-2 Father and mother have a dozen children Father teaches us to do chores and be efficient Father takes us around town in his car Father takes us to the beach Father teaches us new things as we grow up

78. 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

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

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

85. Picture Bank for Boston Tea Party

87. 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.

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

91. 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

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

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

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

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

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

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