2. Martha Valdes Division of Bilingual Education and World Languages June 2011

3. Objectives Next Generation Sunshine State Standards (NGSSS) FCAT 2.0 Reading Reporting Category 2 Text Structures/Organizational Patterns Main Idea, Relevant Supporting Details, Conclusions/Inferences, Chronological Order Fluency 2

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5. FCAT 2.0 Assessment The primary purpose of the FCAT 2.0 test is to assess student achievement of the higher- order thinking skills as represented in the Next Generation Sunshine State Standards (NGSSS). 4

6. corestandards.org The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) Issued by the states to create the next generation of K–12 standards Led by the Council of Chief State School Officers (CCSSO)and the National Governors Association (NGA) To ensure that all students are college and career ready in literacy 5

7. flstandards.org 6

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9. FCAT Reading Reporting Category 2: Reading Application Author’s Purpose/Perspective Main Idea/Relevant Supporting Details Conclusions/Inferences Chronological Order Cause/Effect Text Structure/Organizational Patterns Theme/Topic Compare/Contrast 8

10. Text Structures/Organization Patterns: If students know what to look for in terms of text structure, they grasp the meaning more easily. Text structure supports comprehension. 9

11. What are the structures or patterns? The common forms of text structure or organizational patterns found in written text include: Description Problem/Solution Time/Chronological Order Comparison/Contrast Cause/Effect Argument/Support 10

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14. Organization of a Text 13

15. Main Idea Details Inferences Chronological Order What’s the Big Idea? 14

16. Main Idea, Relevant Supporting Details, Conclusions/Inferences, Chronological Order MAIN IDEA LA.3-5.1.7.3) What is the MAIN IDEA of this story/passage/article? What is the most important lesson learns in the story/passage? Why do you think this story/article has the title “ ”? What would be another good title for this story? What is the essential message in the story/article? Which sentence from the article tells the author’s main message? Which sentence best tells what the passage is about? What is the primary topic of the article? ****************************************************** ******** Which sentence gives the best summary? Which accomplishment/idea is the most valuable? Which statement best describes the lesson/moral of this story? CHRONOLOGICAL ORDER (LA.3-5.1.7.3) What happened just BEFORE/AFTER What happened first, last, etc. …? What happens AFTER but BEFORE ? What happened between and ? What is the first step in _____? Retell the events leading up to/following _______. Explain the steps for _______ and the reasons why. According to the article, what happened first? RELEVANT SUPPORTING DETAILS (LA.3-5.1.7.3) Which is a way to improve_____? At the end of the story, where does go? Which detail from the article helps show how _______? Other relevant detail questions begin with: How? What happened? What caused? ******************************* How does support the idea that ? Why does offer to ? 15

17. Rigorous Planning…  Select the Literary Text  Target the Benchmarks  Choose Task Card Questions  Determine the Strategy & Graphic Organizers 16 Houghton-Mifflin Grade 4

18. Explicit instruction is the key to the development of successful readers! 17

19. Taking Marginal Notes to… Get the GIST! Students make their connections visible by jotting notes on the margins of a passage or on paper as they read. 18 WIN Strategy  Who or What the section is about?  The most important information about the who or what?  Written in the least number of Words.

20. What is Reading Fluency? Fluency is the ability to read with accuracy, expression/phrasing and appropriate rate, to achieve comprehension. 19

21. Fluency Strategies for ELLs Fluency instruction must be balanced by not just focusing on reading rate but also on expression and comprehension. Allow students to build fluency through repeated readings. Give students a chance to practice independent level text by reading out loud. Allow students to practice reading along with taped text. 20

22. Video Clip Write three things that interest you… http://learn.nefec.org/resources/content/movieWindowFull.aspx?movieName=R oxanneHudsonHearExperts.flv&hexValue=8d8d8d&path=http://learn.nefec.or g/resources/content/ 21

23. What does Research say about ELLs? “If English language learners are to develop reading and writing skills that are comparable to those of their English-speaking peers, they must develop literacy skills as they continue to increase their oral English language proficiency.” (Hickman-Davis, Kouzekanani, Linan-Thompson, & Vaughn, 2003). 22

24. http://www.fcrr.org/ http://www.corestandards.org/ assets/Appendix_A.pdf http://bilingual.dadeschools.net/ http://languageartsreading.dade schools.net/ 23

25. http://www.justreadflorida.com/ http://www.justreadflorida.com/LEaRN/ 24

26. Concluding Thoughts “We cannot hold a torch to light another's path without brightening our own.” (Ben Sweetland) 25