Transcript RRS 10-13 Student Friendly Benchmarks

Creating
Student Friendly
Benchmarks
Will you be
my friend?
Why?
Will you be
my friend?
Help students take charge of their literacy learning.
Communicate expected outcomes to students.
Professional Language may require rewording before it
can be readily understood by students
Effective Visual Reminders of Important Benchmarks
(February/March 2010). Reading Today, 27(4), 18.
www.floridastandards.org
Third Grade
Unit 2, Week 3
LA.3.1.7.3 The student will determine explicit
ideas and information in grade-level text,
including but not limited to main idea,
relevant supporting details, strongly implied
message and inference, and chronological
order of events.
NOT
FRIENDLY!
Third Grade
Unit 2, Week 3
Sample Item 13 Relevant Details
The sample item below is based on “Swim, Baby,
Swim!” on page H–2.
At the end of the story, where does the young bird
land safely?
Instructional Focus Calendars
A. on the shore ★
B. in the cattails
C. in the farm pond
D. on a willow branch
I can find
important details
as I read and
explain why they
are important.
Opportunities for Explicit and Systematic Instruction and
Practice of this Skill Throughout the Week
(Whole Group, Small Group, Independent Practice and Application)
After Reading the Main Selection….
Dive deeper into the Benchmark
Day 3?
Day 5?
P. 219 A
I can use important
details in the text
to figure out the
author’s essential
message.
Additional Resources
BEEP Unit Plans
Skills’ Charts
Main idea
Content Area
Connections
Read Alouds
Resource Room
Third Grade
Unit 2, Week 4
LA.3.1.7.3 The student will determine explicit
ideas and information in grade-level text,
including but not limited to main idea,
relevant supporting details, strongly implied
message and inference, and chronological
order of events.
I can use important
details in the text
to tell what the
paragraph,
passage, or whole
selection is all
about.
Let’s Do One Together….
LA.3.2.2.1 The student will identify and
explain the purpose of text features (e.g.,
table of contents, glossary, headings, charts,
graphs, diagrams, illustrations).
?
Next Steps
•Team Planning
•Get to Know the Benchmarks
(how taught in core, how tested,
resources to Support, etc.)
•How will you ensure mastery from
all students?
LOOKING FOR MORE????
Have You Unwrapped
The Benchmarks?
Larry
Ainsworth
Unwrapping
the Standards.
HRD Training
Contact Camile
Spence
Unwrap the Nouns
State Standard- The student comprehends the wide array of
informational text that is part of our day to day experiences.
Benchmark Description: LA.4.6.1.1
The student will read informational text and text features (e.g., format, graphics,
legends, illustrations, diagrams) to organize information for different purposes
(e.g., being informed, following multi-step directions, creating a report, conducting
interviews, preparing to take a test, performing a task).
Unwrap the
Verbs
Verbs . . . What
ARE the
cognitive
tasks?
Benchmark Description: LA.4.6.1.1
The student will read informational text and text features (e.g., format, graphics,
legends, illustrations, diagrams) to organize information for different purposes
(e.g., being informed, following multi-step directions, creating a report, conducting
interviews, preparing to take a test, performing a task).
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Add Nouns and Noun Phrases from the Item
Specs (Clarification, Content Focus, Content
Limits, Text Attributes)
Add Verbs and Verb Phrases from the Item
Specs (Clarification, Content Focus, Content
Limits, Text Attributes)
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“Bloom” the Verbs
comprehends
read
organize
identify
determine (meaning)
locate
interpret
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How does __________ help the reader to better understand _____________?
What is the purpose of the ____(text feature)_______ used in the section _____?