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Melissa Etheridge Thursday, September 8, 2011 7th grade Reading 4th period
Informational Text: Text Features and Summarizing Information
Standard: Informational Text GLE 0701.6.3 Read, interpret, and analyze text features that support informational texts. Aligned Check for Understanding 0701.6.9 Use text features to locate information and make meaning from text (e.g. headings, key words, captions, tables of contents, footnotes, illustrations). GLE 0701.6.1Comprehend and summarize the main ideas and supporting details of informational texts. Aligned Check for Understanding 0701.6.5 Summarize succinctly the main idea and supporting details (presented as text and/or visuals) in informational text. Aligned Check for Understanding 0701.6.6 Summarize, paraphrase, and critique texts. Aligned Standard Performance Indicator (SPI) 0701.6.1 Formulate clarifying questions before, during, or after reading. Aligned Standard Performance Indicator (SPI) 0701.6.2 Identify the main idea and supporting details in text. Common Core Standards RI 7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI 7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. RI 7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
Essential Questions How does purpose shape the content and style of a text? How are informational texts used to determine information? How does one analyze the structure of texts?
Rationale for the Targeted Learning Informational text is designed to convey factual information rather than tell or advance a narrative. Informational texts contain ideas, facts, and principles related to the physical, biological, or social world. They may take many different forms: picture books, photo essays, chapter books, articles and essays, letters, diaries and journals, observational notes, factual references (almanacs, books of statistics, and books of world records), brochures, manuals, and text books. Informational text may employ techniques such as lists, comparing/contrasting, or demonstrating cause/effect, and may be accompanied by graphs or charts. The world is filled with a variety of informational texts; learners must have a comprehensive set of skills for effective interpretation of this type of text. From Tennessee Curriculum Center Web Site
Unit Goal 1. Determine the main ideas of text and explain how they are supported by key details. 2. Apply skills and strategies to comprehend grade-level informational text (e.g. formulate questions before, during, and after reading; visualize, predict, identify the writer’s purpose, highlight text). 3. Recognize relationships among ideas in informational text. 4. Infer and draw conclusions in informational texts. 5. Summarize and critique information in informational texts (informational and literary). 6. Identify the organizational structures of informational texts (e.g. chronological, sequential, problem-solution, comparison-contrast, cause-effect). 7. Recognize that print format varies in informational texts (e.g. prose, poetry, newspaper/magazine, letter, dramas, technical manuals, textbooks). 8. Follow instructions in informational texts.
Accommodations for Individual Student Needs Students will be matched with a partner who is performing at a level of mastery that is either above or below them. This first article in the unit comes from a set of alternate readings that are meant to be used before reading more complex pieces of text. This text is being used to introduce the strategy. Each student will be scored on several criteria: effort and completion, accuracy of responses, active participation, level of understanding, and improvement.
Prior Knowledge On Wednesday, TLW participate in a group activity called “brainwriting” to determine and build background knowledge related to this lesson. TLW also respond to the questions: What are text features? How do text features help you to understand text? TLW also read the article once silently before Thursday’s lesson. TLW have had the opportunity to look at the text features to and write their prior knowledge of the topic of the article, “Earth’s Natural Resources”.
Introduction of Lesson The teacher and students will discuss what we did the day before: built prior knowledge and assessed prior knowledge, looked at the title, headings, underlined words, and footnotes and wrote down their background knowledge of natural resources.
Curriculum Correlation This lesson correlates with all subjects in the curriculum as the student is learning to use those text features that are found in many types of informational text, especially textbooks. Students are also practicing a summarizing strategy which is helpful when reading informational text to aid in comprehension.
Mini Lesson TTW model the “magnet words” strategy for the student; TTW choose a passage from the selection that contains a word that I think will make a good magnet word. With input from students, TTW choose a magnet word for the passage and then choose details that relate to the word. TTW put the word on the board in a graphic organizer similar to the one on their handout. TTW then think aloud as I model how to create a summary sentence from the magnet word and details. TTW point out that this strategy will help the students when they are reading informational text or any textbook from another class.
Guided Practice TLW work in pairs to read the selection again and respond to the margin questions in a strategy called “marking the text”. TLW discuss what words are important in each passage; the recorder (the student responsible for taking notes) will write the “magnet word” in the center of each “notecard” on the handout. TLW then discuss what details are central to the text’s meaning; the recorder will write those details in area surrounding the “magnet word”. TLW then discuss how to best use the “magnet word” and details to write one sentence that summarizes the passage. The recorder will write the summary sentence on the summary sentence handout. Finally, TLW then discuss how to best combine the sentences to construct an overall summary of the text. The recorder will write the summary statement on the back of the handout.
Depth of Knowledge, Blooms Taxonomy, and Marzano Strategies: Levels of Learning Because this lesson requires students to read material for comprehension and subsequent processing of text and to apply skills and concepts that are covered in Level 1 of Webb’s DOK scale, the lowest DOK Level is 2—Basic Application of Skill/Concept. As the student progresses through the targeted learning activity, the student is required to go beyond the text while still showing an understanding of the text. The student must summarize information and support his idea with details and examples. This type of thinking falls into Webb’s DOK scale at a Level 3—Strategic Thinking. Because students are required to explain their ideas using details from the text and apply that information in their summary paragraph, students are Understanding, Applying, and Analyzing information (Bloom’s Taxonomy). While many of Marzano’s High Yield strategies are implemented in this learning activity, the three most noticeable are summarizing and notetaking (34% gain), nonlinguistic representation (27% gain), and cooperative learning (27% gain). *The percentages represent the researched average gains in learning when the strategy is effectively implemented.
Reflection and Lesson Closure TLW write an “exit” idea on a sticky note and place on “twitter” board as he leaves. TLW will respond to the essential questions meant to focus the targeted learning: • • • How does purpose shape the content and style of a text? How are informational texts used to determine information? How does one analyze the structure of texts?
Assessment: Formative and Summative
Formal: TLW be assessed on his “magnet word” cards and summary sentences and paragraph. Informal: TLW be assessed on his participation, effort, and completion of task as well as “exit slip” response. Ongoing: TTW continue to monitor the learners’ progress and improvement on a daily basis through observation and conference (status of the class), daily “tickets”, “exit slips”, and independent practice activities. Assessment Plan for the Unit: TLW take a TCAP-style test to show the level of mastery for the Informational Text Standard. The questions will come from both Elements of Language and Literature textbook resources, ExamView New Learning Series question banks (these questions are aligned with the state standards and include DOK and Bloom’s levels of instruction), the TCAP Item Sampler and Practice Book. In addition to answering multiple choice type questions, TLW be required to construct short answer written responses to the guiding questions that target this learning. Extended Written Assessment that correlates with the Writing and Research Standards: TLW write a report of information in which the learner must focus a subject, find and evaluate sources, take notes, add sentence variety to his writing, and format sources.
Student Progress Reports and How Assessment will Inform Future Instruction
TTW assess the progress of the students and record the information in Making The Grade (software grading program); MTG assignment identifier will include the check for understanding and Standard Performance Indicator numbers. This type of record keeping will allow me to quickly and efficiently see which students have a mastery level of 70% or better on specific SPI’s. The information included on MTG will help me determine how to formally plan my instruction before conducting a summative assessment of the target learning for this unit. MTG will also identify which students have basic or below basic proficiency overall or on a specific SPI; this information will guide me to formally plan my remediation sessions which take place on Tuesdays during SSR. I will also use observation and monitoring of students as well as the daily “tickets” and “exit slips” to informally monitor the student’s progress and mastery of this standard; I will use this information to make small but significant changes in daily lesson plans. These changes will be targeted to specific students and classes. All formal written assignments will be kept in the student’s portfolio (located in a file drawer in my classroom) along with the rationale for my score based on the TCAP Writing Assessment Scoring Rubric (I will also use the Six Traits of Writing skills and strategies when scoring written assignments).
Materials needed for this Lesson One copy of “Earth’s Natural Resources” (alternate reading selection from Elements of Language teacher resources) for each student to read and “mark” One copy of Magnet Summaries handout for each group (includes notecards and sentence summary sheet) One sticky note for each student