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Introduction to Responding to Text

Unit Plan

Introduction to Responding to Text

Objectives

In this unit, students will be shown how to respond to text before, during, and after reading. Students will:

  • use text evidence to build understanding of what is read.
  • reflect, interpret, and build on ideas before, during, and after reading text.
  • use text evidence to confirm understanding of text.

Essential Questions

How do strategic readers create meaning from informational and literary text?
How does what readers read influence how text should be read?
What is this text really about?
  • How do strategic readers create meaning from informational and literary text?
  • What is this text really about?
  • How does what readers read influence how text should be read?

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Formative Assessment

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    Short-Answer Items:

    Read the questions to students or provide copies for students to read independently, depending upon students’ reading abilities. Have students write or dictate their answers.

    1. Marcus gets his bicycle out of the garage to ride to his friend’s house. The bicycle has a flat tire. What do you predict will happen next?  Provide evidence to support your answer.
    2. Winter is coming. Mom takes out the coat Anna wore last year. When Anna puts it on, she can hardly move. The coat is too small for her. What inference can you make about Anna?  Use text evidence to support your answer.

     

    Short-Answer Scoring Rubric:

    Points

    Description

    4

    Student provides a reasonable answer for each item and provides adequate evidence to support his/her thinking.

    1. Possible predictions: Marcus will repair the tire. Marcus will walk to his friend’s house. Marcus will ask his friend to come to his house. Marcus will borrow another bicycle. 

    Evidence: The text says Marcus has a flat tire. I know you can’t ride a bike with a flat tire, so it either needs to be fixed or you need to make a different plan for getting somewhere.

    1. Possible inferences: Anna has grown since last year.

    Evidence: The text says that she could hardly move, so the jacket must be too tight. The text also says the coat was too small for her. This means she grew. I know when I outgrow my clothes they are too tight.

    3

    Student provides a reasonable answer for each item but provides adequate evidence to support only one of them.

    2

    Student provides a reasonable answer for one item and provides adequate evidence to support it.

    OR

    Student provides a reasonable answer for each item but does not provide adequate evidence to support either answer.

    1

    Student provides a reasonable answer for one item but does not provide adequate evidence to support it.

    0

    Student does not answer any of the questions correctly.

     

    Performance Assessment:

    Materials:

    • copies of the Performance Assessment Worksheet (L-2-4_ Performance Assessment Worksheet.doc)
    • a literary text to read aloud or a variety of literary texts at students’ independent reading levels, which can be read within about 20 minutes. Note that you may want students to have a copy of the text for reference.

    Give all students a copy of the Performance Assessment Worksheet and read the questions with them. You may choose to read aloud a book and have students complete the worksheet based on that book. Depending on students’ abilities, you may have them work independently, with a partner, or with a small group to read a book and complete the worksheet.

    Performance Assessment Scoring Rubric:

    Points

    Description

    4

    Student’s responses indicate understanding of all the following requirements:

    • how to make a prediction
    • how to make an inference about a character
    • how to make an inference about a story
    • how to use text evidence and his/her own ideas to support inferences

    3

    Student’s responses indicate understanding of three of the requirements.

    2

    Student’s responses indicate understanding of two of the requirements.

    1

    Student’s responses indicate understanding of one of the requirements.

    0

    Student is unable to complete any of the tasks or makes no attempt to complete the activity.

     

     

     

Final 4/24/14
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