GPB LIVE-STREAMING PROFESSIONAL LEARNING GRADE 3

FEBRUARY 29, 2012

ADDENDUM TO RESOURCE PACKET:

SMARTBOARD MATERIAL

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Text example for teaching figurative language.

TREES

I THINK that I shall never see A poem lovely as a tree. A tree whose hungry mouth is prest Against the earth's sweet flowing breast; A tree that looks at God all day, And lifts her leafy arms to pray; A tree that may in summer wear A nest of robins in her hair;

Upon whose bosom snow has lain; Who intimately lives with rain. Poems are made by fools like me, But only God can make a tree. - Joyce Kilmer

Example of an inadequate, DOK Level 1 set of questions on that poem.

1. This is a line from Joyce Kilmer’s poem “Trees”:

And lifts her leafy arms to pray

This line seems to be saying that trees have arms. What kind of

figurative language is this?

a) metaphor b) simile c) personification d) verb

2. Which of these lines from the poem is “literal,” (means exactly

what it says):

a) Poems are made by fools like me

b) a nest of robins in her hair

c) a tree whose hungry mouth is prest

3. Identify 3 descriptive words in the poem:

___________________ ______________________

_____________________

Additional texts that could be added to the poem to increase the rigor of the lesson.

Winnie the Pooh thought he looked like a little black cloud floating up

into the blue. “Every little cloud always sings aloud!” sang Pooh, as

he floated among the welcoming branches of the leafy oak tree. Up

above he could hear the buzzing of the bees. Pooh thought he looked

very much indeed like a cloud, but the bees were buzzing as

suspiciously as ever.

(Note that this one is an informational text.)

The Mandolin Trail in northern California winds peacefully through the

trees which bend and rise toward Mount Tamalpais. Boys and girls

from local scout troops had volunteered to help clean up the litter

from the trail. As they worked, they listened to the songs in the leaves

and on the breeze as they picked up the bottles, cans, and wrappers

left behind by littering visitors. The scouts were tired but happy as

they left the mountainside at dusk, and the Mandolin Trail showed her

thanks with a golden sunset and a leafy goodbye.

Rigorous, CCGPS-appropriate writing prompts that represent a better assessment on these texts.

Prompt 1

We have read a poem, a paragraph from Winnie the Pooh, and an

article about boys and girls who helped clean up a hiking trail. All

three of the texts talked about trees. Using words from the texts,

show how each author used figures of speech (non-literal words) to

describe the trees, and tell why you think the author decided to use

figures of speech instead of just saying what he or she meant directly.

Prompt 2

We have read a poem, a paragraph from Winnie the Pooh, and an

article about boys and girls who helped clean up a hiking trail. All

three of the texts talked about trees using figures of speech (non-

literal words). Authors usually use figures of speech to help describe

things in a way that is more powerful than just using adjectives. For

example, if you really like ice cream, you might say ice cream is like a

party in your stomach! That is a little more interesting than just

saying you like it, isn’t it? It lets your reader know that you like ice

cream because it is like a party: festive, sweet, special, delicious, and

fun. Find the figures of speech describing trees in two of the three

pieces of text above (any two you choose), and explain how you think

the author wanted you to feel about those trees.

Student work sample in response to the second prompt on the previous page.

In the Winnie the Pooh story, the author said

the tree had “welcoming branches.” When someone

is welcoming to you, it means they want you to be

there. I think in this story the author must have

wanted to make me feel like Winnie the Pooh was

in a friendly place where he belonged when he was

in the Hundred Acre Wood. In the poem about

trees, the author said that the tree was like a poem.

Poems are pretty and they are fancy and sometimes

they are complicated. I think the author probably

wanted me to think that a tree was beautiful like

that. She also made the tree do things, like wear a

hat made of a bird’s nest and lift its arms. That

made me think that tree was like a person, so it

made me feel like a tree could be my friend. She

must want me to like trees more.

Science-content text (This is not meant to represent grade 3 text or to have a connection to grade 3 science standards. It is simply provided as an example of how to use disciplinary lenses to consider the purpose of a text and how to better analyze informational

text. Please see the corresponding PPT slide to see the graphic organizer that accompanies this text.)

Everything is made of chemicals, and chemicals can be sorted into various categories. Some chemicals are acids. Some chemicals are bases. Some chemicals are in between acids and bases and are called neutral.

Acids have a sour taste and can create certain reactions in addition to the color change in the next paragraph. Acids can react with limestone to produce carbon dioxide or react with various bases to form salts and water.

Bases have a bitter taste and sometimes a soapy or slippery feel. They react with oils and grease, as well as reacting with acids to form salts and water. Acids produce protons (H+) and bases produce hydroxide ions (OH-)

Red cabbage juice has an interesting property; it changes colors depending upon whether it is exposed to an acid or a base (cabbage juice is known as an acid/base indicator). Cabbage juice is naturally neutral. When it is neutral, it is a purplish color. If an acid is poured into it, it will turn reddish. If a base is added, it turns blue or greenish. Vinegar makes your juice turn red, so vinegar is an acid. Baking-soda makes it turn blue or greenish, so baking-soda is a base.

By mixing an acid to a base (like when you added vinegar to your baking-soda and juice mixture), you made your solution become more an acidic. As you add acid, your solution changes from a base (blue/greenish) to a neutral solution (purple) and finally to an acidic solution (reddish). The opposite is true when you add a base to an acid solution.

ELA graphic organizer illustrating the inadequacy of using an ELA lens in considering text from other domains.

FIVE W’S AND AN H COMPREHENSION CHART

Who

Students

What

Experiment about acids and bases

When

I don’t know when they did the experiment

Where

The kitchen

Why

To prove that they change color in cabbage juice

How

By putting acids and bases in cabbage juice and seeing what color they change to

Grade 3-appropriate content science text used to illustrate the principle of disciplinary lenses for considering domain-specific text.

Fossils are rock prints of plants and animals. These prints were made millions of years ago. Plants and animals got buried under layers of dirt and mud. Pressure turned the layers into rock.

Some of the best fossils are prints of things that were hard, like bones and seashells. There were probably lots of organisms that existed that were never fossilized because they only had soft parts. There are also “trace” fossils, which are made from marks left by animals, like footprints or teeth marks.

Sometimes fossils can tell us things about the environment that existed when the organism was alive. For example, some fossils show evidence of the chemicals that were in the air because of meteorite or volcanic activity, such as iridium.

Fossils are often found far from where they were formed. As time passed, the Earth’s crust moved. Fossils of ancient sea animals are even found on mountainsides! - Nancy Jameson, “All About Fossils”

Two graphic organizers illustrating the superiority of using the appropriate disciplinary focus in reading.

FIVE W’S AND AN H COMPREHENSION CHART

Who

Nancy Jameson

What

Fossils

When

Millions of years ago

Where

Everywhere, even on a mountainside

Why

Pressure

How

Pressed mud into rock

Science Note-Taking with Disciplinary Literacy

Process Product Properties Results/Facts

Organisms dying Skeletons, teeth, bones

Hard and durable Hard artifacts left in mud and dirt

Mud layers turn to rock

Fossils Outlines and imprints of the organism

A “picture” record of what organisms looked like

Chemicals trapped in fossils

Chemical record of environment

Chemicals such as iridium

Evidence of volcanic or meteoric activity, help in dating fossils

Two grade 3 text choices, literary.

Texts representing informational choices that are thematically connected to the literary choices on the previous page.

Instructions illustrating the use of a model (informational text) to teach steps of a process and temporal words.

ELACC3RI8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). ELACC3W3c. Use temporal words and phrases to signal event order.

Example of a DOK Level 1 reading comprehension quiz.

1. What was the date of Paul Revere’s famous ride

through Lexington and Concord? 2. Paul Revere had to get a message to Patriot

leaders John ____________ and Samuel _____________.

3. What was the signal Paul Revere had been

waiting for? 4. What job did Paul Revere go back to doing after

the Revolutionary War? 5. About how many farmers were gathered and

ready to fight the British?

Example of an appropriately rigorous CCGPS assessment on the same reading material, with student response sample.

Our unit is about Americans in history who showed courage in helping to shape our country. What kinds of facts did the author choose to put in this text that helped to prove that Paul Revere was courageous? Choose 3 facts to discuss and explain how they show Paul Revere’s courage. For extra points, give 3 details about Paul Revere that are interesting but do not have anything to do with bravery.

The author of this story told us many things

about Paul Revere. She told us that he made false

teeth and church bells and that he lived in Boston

and that he liked to draw, but none of those things

prove that he was brave. One thing that does prove

it is that Paul Revere was a spy against the British

government. Paul Revere had to be brave to be a

spy because spies can get killed or put in jail if they

get caught, so he was taking a big chance with his

life. Also, when he was on his ride, he was

outnumbered by the British policemen by 6 to 1, but

he still fought them and won so he could keep

riding to warn people. I don’t think I would want

to fight against six people, so I think this proves he

was pretty brave. Finally, I think that when Paul

Revere heard the British might be coming, he could

have gone far away out of town with his family

and stayed safe. But instead he volunteered to be

right in the middle of the danger so that he could

encourage and lead other people to be strong and

to fight. To go into danger on purpose to do a good

thing proves you are very brave.

Illustration of expanded vocabulary study (words from text, words thematically related to text from other domains, and academic vocabulary. Based on Charlotte’s Web.)

VOCABULARY STUDY TEXT

Delectable Versatile Salutation

DOMAIN-SPECIFIC

Arachnid Mammal Agriculture

ACADEMIC

Abstract Excerpt Compile Identify Format