Formative Assessments 1 Text Features RI 4 7

Formative Assessments 1 Text Features RI 4. 7 Can students fill in this chart to tell how the different text features guide their understanding of the text and what the author wrote? 2 Using Context Clues to Determine the Meaning RI 4. 4 Use graphic organizer to show the meaning of unknown words and what clues from the text allowed the reader to know the meaning. 3 Telling What Happened and Why RI 4. 3 Use graphic organizer to tell what happened in a historical or scientific text and why. 4 Explaining the steps in a technical text in my own words RI 4. 3 Read a technical, procedural text and explain what happened in own words 5 What Information Did I Read from Both Texts? RI 4. 6 During and after reading a firsthand secondhand account of the same event, what information did I read that gave me information about the event? 6 How are the two accounts you read similar? RI 4. 9 Tell about how the firsthand secondhand accounts read about the same event are similar. 7

Name: ______________ My Observation of the Text Features Information from the text Unit 5 Exit Slip RI 4. 7 Summarizing Formative Assessment Information from the chart I’m making observations from a text that was: q read to me q I read to myself Information from the photograph

Name: ______________ Unit 5 Exit Slip RI. 4. 4 Writing a Summary Formative Assessment Meanings of Unknown Words Using Context Clues Word or Phrase The Meaning of the word or phrase I’m finding words from a text q read to me q I read to myself How I inferred the meaning

Name: ______________ Writing a Summary Formative Assessment What Happened and Why Did It Happen? I read…. . Or What happened? Unit 5 Exit Slip RI. 4. 3 I’m explaining events from a text q read to me q I read to myself This Happened Because…. . Or Why?

Unit 5 RI 4. 3 Formative Assessment You just read a bunch of directions that told you how to do something. Now, in your own words, tell me how to do it. _________________________ _________________________ _________________________ _________________________

Unit 5 RI 4. 6 Formative Assessment You just read a firsthand secondhand account of the same event. What information did you learn from each source? Firsthand Account Secondhand Account

Unit 5 RI 4. 6 Formative Assessment How are the two accounts you read similar? _________________________ _________________________ _________________________ _________________________

exit slips 1 Text Structure 2 Text Features II (RI 4. 5) Have students write about why the author chose to organize the information in this passage as compare/contrast. How do text features provide clues to the overall structure of a text? Determining the Main Idea and 3 Details that Support Use the graphic organize to find the main idea of a paragraph and list supporting details that tell about the main idea. (RI 4. 2) How do the details 4 support the main idea? Use this chart to have students show the details they have chosen support the main idea of the passage or paragraph. (RI 4. 2) 5 Was what I read a first or secondhand account? (RI 4. 6) Determine whether the text is a first or second hand account and tell which details helped you know. 6 Finding Common Points Between Two Texts (RI 4. 6) Students will determine some common points about two texts about the same topic. 7 Determining Details that Support the Author’s Point (RI 4. 8) Note the details from the text that support the point the author is making.

Name: ___________________ Unit 5 Exit Slip Why did the author organize the text as compare/contrast? ___________________________________ ___________________________________

Name: __________________________________________ EXIT SLIP How do text features provide clues to the overall structure of a text?

Name: __________ Unit 5 Exit Slip Main Idea: Details: Name: __________ Main Idea: Details: Unit 5 Exit Slip

Name: __________ Main Idea: Unit 5 Exit Slip How do these details support the main idea? Details: Name: __________ Main Idea: Details: Unit 5 Exit Slip How do these detail support the main idea?

Name: __________ Unit 5 Exit Slip What told me if it was What this a first or secondhand account? Name: __________ What this a first or secondhand account? Unit 5 Exit Slip What told me if it was a first or secondhand account?

Name: ___________________ Text 1 Common Points Unit 5 Exit Slip Text 2

Name: __________ The Author’s Point Details that support the author’s point Name: __________ Author’s Point Unit 5 Exit Slip Details that support the author’s point

instructional tools Performance 1 Task: Wildfires by Seymour Simon (RI 4. 4) 2 3 Frayer Model (RI 4. 4) Synonym Word Chains (RI 4. 4) Students determine the meaning of domain-specific words or phrases, such as flammable, consumed, ablaze, and charred, and important general academic words and phrases that appear in Seymour Simon’s Wildfires. This graphic organizer allows students to place the new vocabulary term in the center and lists essential characteristics, nonessential characteristics, examples and non-examples (Frayer, Frederick, Kausmeier (1969). A sample suggestion is provided. Create a map with a target word in the center. Students discuss personal associations and record these synonyms around the target center (Reading First, 2004). http: //www. glencoe. com/sec/teachingtoday/download s/pdf/keyword_cluster. pdf

Performance Task: Wildfires by Seymour Simon Nonfiction text includes words that we say are “domain specific”. This means that they are words that relate directly to a topic. For example, if you are reading about space, the word “Satellite” would be domain specific. Read Seymour Simon’s Wildfires. Make a list of words you think are domain specific and create definitions for each. Word Definition

Performance Task: Wildfires by Seymour Simon Nonfiction text includes words that we say are “domain specific”. This means that they are words that relate directly to a topic. For example, if you are reading about space, the word “Satellite” would be domain specific. Read Seymour Simon’s Wildfires. Then, look at the list of domain specific words from the text, and add a definition on the box provided. Word flammable ablaze consumed charred cycles renew Definition

Name: Definitions: Characteristics: Word Examples Non-Examples

Key Word Cluster We’ve just read a lot about the Titanic. In each box, write a key word associated with the Titanic. The Titanic

Key Word Cluster We’ve just read a lot about Space. In each box, write a key word associated with Space