Grade 6 TEXT INTRODUCTIONS AND PROCEDURE

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1 Grade 6 TEXT INTRODUCTIONS AND PROCEDURE Sharing Background Knowledge: Read the title and the text prompt. Students talk in pairs or triads. Then follow up with a whole class/group discussion. Keep the sharing to less than 20 minutes. After Sharing: Teacher reads the questions on the student response sheet aloud to the group. Text Prompts: Successful Failure of a Mission* This text is about astronauts and a space mission. Based on the title and your background knowledge, what are you wondering or thinking about? What do you know about astronauts, about how they get into space and what some of the dangers are? World Class Mountain Climber* This text is about a famous mountain climber. Based on the title and your background knowledge, what are you wondering or thinking about? How do people climb mountains and what are some of the dangers? Dangers of Smoking* This text is about smoking. Based on the title and your background knowledge, what are you wondering or thinking about? What do you know about smoking, cigarettes and health? Helping Mother Earth* This text is about Earth s renewable resources that supply us with energy. What are renewable resources? Based on the title and your background knowledge, what are you wondering or thinking about? What do you know about renewable resources found in and around your community? *After the text prompt discussion, remind students who have significant background knowledge on a topic to reference the information in THIS text when answering the assessment questions. 1

2 World Class Mountain Climber Selection 2 *Despite losing his vision at the age of 13, Erik has become one of the most celebrated and accomplished athletes in the world. Redefining what it means to be blind, Erik has transformed the image of blindness and opened up the minds of people around the world. He has never let his blindness interfere with his passion for an exhilarating and fulfilling life. Erik is a world class mountain climber. He is also a long-distance cyclist, marathon runner, skier, scuba diver, wrestler and acrobatic skydiver. Erik enjoys the challenge of finding ways to adapt to new sports. He has recently become one of the youngest climbers to scale the Seven Summits. They are the highest peaks on all seven continents. Fewer than 100 climbers have done this! Climbing Mount Everest Blind On May 25, 2001, Erik became the first blind person to reach the summit of Mount Everest, in Nepal. It is the highest peak in the world.* 2003 by Evan-Moor Corp. (Student copy for Oral Running Record) 2

3 Oral Running Record Name Date Grade 6 Before starting tell the student: While you are reading this, be aware of any strategies you use. I will be asking you to tell me about them when you are done reading. Errors SC World Class Mountain Climber Selection 2 *Despite losing his vision at the age of 13, Erik has become one of the most celebrated and accomplished athletes in the world. Redefining what it means to be blind, Erik has transformed the image of blindness and opened up the minds of people around the world. He has never let his blindness interfere with his passion for an exhilarating and fulfilling life. Erik is a world class mountain climber. He is also a long-distance cyclist, marathon runner, skier, scuba diver, wrestler and acrobatic skydiver. Erik enjoys the challenge of finding ways to adapt to new sports. He has recently become one of the youngest climbers to scale the Seven Summits. They are the highest peaks on all seven continents. Fewer than 100 climbers have done this! Climbing Mount Everest Blind On May 25, 2001, Erik became the first blind person to reach the summit of Mount Everest, in Nepal. It is the highest peak in the world.* Word Count: by Evan-Moor Corp. 3

4 Oral Reading Assessment Summary Sheet Name Date Grade Selection Circle the percentage and miscues. Accuracy Independent (98-100%) Instructional (95-97%) Frustration (<95%) (Use lower level text) Percentage Miscues Fluency halting careful fluent expressive phrasing often not in meaningful groups phrasing for meaning is inconsistent; wordby-word short phrases; mix of short and longer phrases; uses punctuation longer phrases; consistent use of punctuation Strategy Use: Make a note if student pauses while reading. After reading, ask When you paused here, what were you thinking? (Teacher checks appropriate boxes below and/or writes notes.) Note: Proficient readers may not pause and strategy use may be subconscious. You do not need to do a running record on these students after the first diagnostic assessment. Learning to Read Strategies: I stop when meaning is lost I stop when it doesn t sound right I stop when it doesn t look right I look for little words inside bigger words I look for chunks I know I reread I skip, read on, and then go back I self-correct Reading Comprehension Strategies: I think about what I already know (Access Background Knowledge) I make connections I make a picture in my head (Visualize) I ask questions I find the important ideas I read between the lines (Infer) I change my thinking (Synthesize) I use text features Teacher Notes: 4

World Class Mountain Climber Selection 2 2003 by Evan-Moor Corp. Close your eyes and picture yourself standing at the top of the world. How does it feel?

He is blind! Erik crossing a crevasse on Everest. Re-defining Blindness *Despite losing his vision at the age of 13, Erik has become one of the most celebrated and accomplished athletes in the world.

5 World Class Mountain Climber Selection by Evan-Moor Corp. Close your eyes and picture yourself standing at the top of the world. How does it feel? Imagine that you climbed up that high wearing a blindfold. Now you must climb down. Erik Weihenmayer did just that, except he didn t wear a blindfold that he could take off whenever he wanted. He is blind! Erik crossing a crevasse on Everest. Re-defining Blindness *Despite losing his vision at the age of 13, Erik has become one of the most celebrated and accomplished athletes in the world. Re-defining what it means to be blind, Erik has transformed the image of blindness and opened up the minds of people around the world. He has never let his blindness interfere with his passion for an exhilarating and fulfilling life. Erik is a world class mountain climber. He is also a long-distance cyclist, marathon runner, skier, scuba diver, wrestler and acrobatic skydiver. Erik enjoys the challenge of finding ways to adapt to new sports. He has recently become one of the youngest climbers to scale the Seven Summits. They are the highest peaks on all seven continents. Fewer than 100 climbers have done this! Climbing Mount Everest Blind On May 25, 2001, Erik became the first blind person to reach the summit of Mount Everest, in Nepal. It is the highest peak in the world. * Erik used special methods and techniques to make the climb. His teammates wore bells on their clothing. Erik followed the sounds of the bells up to the top. His teammates also gave him detailed descriptions of the trail ahead. Erik used a special hammer to hear the pitch of the ice. He tapped his hammer against the ice and learned to judge the quality of the ice by the sound he heard. This helped him decide if the path was sturdy enough to support him. Erik using the hammer to hear the ice by Evan-Moor Corp. 5

The Challenge Although Erik was an experienced climber, tackling Mount Everest was no breeze. In fact, the breeze on top of Mount Everest often reaches speed of over 160 kilometers per hour.

6 The Challenge Although Erik was an experienced climber, tackling Mount Everest was no breeze. In fact, the breeze on top of Mount Everest often reaches speed of over 160 kilometers per hour. The mountain has defeated most who have tried to tackle it. In fact, 90 percent of those who attempt to reach the summit fail. Oxygen levels are dangerously low at all times. Many have died along the way. People think because I m blind, I don t have as much to be afraid of, like if I can t see a 2,000 foot drop-off, I won t be scared. That s insane. Look, death is death, if I can see or not. - Erik Weihenmayer Interview with Erik Weihenmayer Question 1: Why climb mountains when you can t see the view at the top? Erik: I love the beauty of it. I love the feeling of the rock under my gloves. I love the idea of adventure. I love figuring things out. And I like surrounding myself with people who make me stronger. Question 2: Doesn t a blind guy face unique problems and risks? Erik: Definitely. When I started iceclimbing climbing frozen waterfalls a lot of people said I was crazy. I knew I could figure out ways to climb. I think people get trapped into thinking about just one way of doing things. For me, that s where the adventure lies. Question 3: So anything is possible? Erik: No, there are limits. I can t drive a car. But I am always looking at how I am able to do as much as I can with what I have. Mt. Everest is in Nepal. Erik s climb was a testimony to his courage and strength. He set the highest goal he could imagine, and achieved it. Photos from Erik s website Reaching for the Sky Erik still climbs 50 days a year. He also plans climbs for blind Tibetan children. Erik continues to share his enthusiasm and determination with people around the world. He has written books about his experiences. His goal is to help people form a new idea about what it means to be blind by Evan-Moor Corp.

7 World Class Mountain Climber: STUDENT RESPONSE SHEET Name Date READ THE ENTIRE TEXT. THEN DO YOUR ANSWERS. 1. Using information from the section Climbing Mount Everest Blind, give the main idea in your own words. Find 3 or more important details that support the main idea. Main Idea (in your own words) Supporting Details (from text) 1. Main idea and supporting details Not Yet Meeting Minimally Moderately Fully Meeting Exceeding -no main idea -finds part of the main idea -details are missing or -identifies few relevant details incorrect -finds main idea; states in own words -identifies 3 relevant details -finds main idea; states in own words -identifies many relevant details, all of which are from the specified section 2. Use your own words to explain what you think the underlined words mean in this text. transformed - pitch - quality - Not Yet Meeting Minimally Moderately Fully Meeting Exceeding -definitions are mostly vague -definitions are mostly or incorrect in this context clear and correct in this -student may use the word in context a sentence 2. Word skills -definitions are incorrect in any context -definitions are wellexplained and correct in this context 7

8 3. Explain a connection you made between this text and what you already know about this topic (text-to-self, text-to-text, or text-to-world). 3. Connecting Not Yet Meeting Minimally Moderately Fully Meeting Exceeding -makes a vague connection -explains a relevant to this text connection to this text -unable to make a connection to this text -clearly explains a deep, relevant connection to this text 4. How might Erik have transformed the image of blindness and opened up the minds of people around the world? Explain your thinking using information from the text. 4.Inferring Not Yet Meeting Minimally Moderately Fully Meeting Exceeding -unable to infer or -inference(s) is basic inference(s) is illogical -lacks evidence from the text -inference(s) is logical and supported with some evidence from the text -inference(s) is insightful and supported with specific evidence from the text 5. What do you think the author really wants you to know about this text? Explain why you think this. 5. Critical Literacy -response is illogical or not related to text 8 Not Yet Meeting Minimally Moderately Fully Meeting Exceeding -literal response; lacks insight -no explanation -response is beyond the text; shows some insight -limited explanation -response links to bigger ideas/issues; insightful interpretation -detailed explanation

9 ANSWER KEY with Sample Student Responses World Class Mountain Climber Grade: 6 Selection: 2 1. Using information from the section World Class Mountain Climber, give the main idea in your own words. Find 3 or more important details that support the main idea. Grade 6: Selection 2 Question 1 Not Yet Meeting Minimally Moderately Fully Meeting Exceeding Main idea Supporting details He used a hammer He is a runner A blind guy -he can hear the ice -he can climd mount eveist blind -he can t drive a car Climed mt. everest Blind -Erik became the First to climd mt Everest -despite losing his vison -Erik used spesil methods Erik being the first blind person to climb mount everest. -Erik used special methods and techiques -his teammates help him -he used a special hammer to help him find ice The main idea is how Eric (the first blind person to climb mount everest)got to the top using techniques and method. -his teammates wore bells on their clothing -his teammates gave detailed descriptions of the path -he used a special hammer to hear the pitch of the ice -he tapped the ice with his hammer to judge the quality of the ice -this helped him decide if the path was sturdy enough to hold him 2. Use your own words to explain what you think the underlined words mean in this text. Grade 6: Selection 2 Question 2 Not Yet Meeting Minimally Moderately Fully Meeting Exceeding transformed - used a toy - changed his life pitch - to gon in - he yoused a spetial hamer to hear ice quality - something in it - well done - changed - i think it means to change something or become something different - loudness of stuff - how high or low a certain sound is - how good it is - how good or bad something is - changed the image so instead of thinking blind people can t do anything know they can. - a sound to tell how thick it is - to measure the strength of the ice 9

10 3. Explain a connection you made between this text and what you already know about this topic (text-to-self, text-to-text, or text-to-world). Grade 6: Selection 2 Question 3 Not Yet Meeting Minimally Moderately Fully Meeting Exceeding Connecting don t have one Erik is also a long distance biker and enjoy biking too. my antie climded mt. everest I have a text to text connection. A book called the Mountain. Its about a man who climdbe Mount everest. This helps me Read better because I know what it looks like. 4. How might Erik have transformed the image of blindness and opened up the minds of people around the world? Explain your thinking using information from the text. Grade 6: Selection 2 Question 4 Not Yet Meeting Minimally Moderately Fully Meeting Exceeding Inferring Erik was blind and coldn t see he was blind and cood go on mountins Erik was cool becuase he could do lot of great stuff even tho he was blind Erik showed that being blind doesn t stop him from doing what he likes. Erik can still hike, bike and skis which is tricky because he can t see the trees. 5. What do you think the author really wants you to know about this text? Explain why you think this. Grade 6: Selection 2 Question 5 Not Yet Meeting Minimally Moderately Fully Meeting Exceeding Critical Literacy he wants you to belive in adventare I think that the auther mostly wants to tell people about Erik and the amazing Athileatic things he does. I think this because they mostly talked about that. I think he wants us to know what Erik did and that you can do stuff like climb mountains even if your blind That if you want to do something do it Eric was blind but he made it to the top. If you set your mind to it you can do almost anything. Eric lost his vision at 13 and his teammates helped him through the problem. This reminds me of how Terry Fox got cancer at a young age and his brother and friends helped him through the problem. Both of them had help. People now know that being blind or a parapalegic or deaf doesn t mean that you can t live an exciting life. Erik has done amazing things like climbing the seven summits. Erik opened people s minds when he climbed Mt. Everest. The author wanted us to be more open minded about other people and that maybe we need to look at people that have disabilities in a diffrent way. 10

11 GRADE 6 RUBRIC: READING FOR INFORMATION Name: Term 1 Date: Term 2 Date: Term 3 Date: Selection Selection Selection 1. Main idea and supporting details Not Yet Meeting Minimally Moderately Fully Meeting Exceeding no main idea details are missing or incorrect 2. Word skills definitions are incorrect in any context 3. Connecting unable to make a connection to this text 4. Inferring unable to infer or inference(s) is illogical 5. Critical Literacy response is illogical or not related to text finds part of the main idea identifies few relevant details definitions are mostly vague or incorrect in this context student may use the word in a sentence makes a vague connection to this text inference(s) is basic lacks evidence from the text literal response; lacks insight finds main idea; states in own words identifies 3 relevant details definitions are mostly clear and correct in this context explains a relevant connection to this text inference(s) is logical and supported with some evidence from the text response is beyond the text; shows some insight finds main idea; states in own words identifies many relevant details; all of which are from the specified section all definitions are well-explained and correct in this context clearly explains a deep, relevant connection to this text inference(s) is insightful and supported with specific evidence from the text response links to bigger ideas/issues; insightful interpretation no explanation limited explanation detailed explanation Overall Assessment Not Yet Meeting Minimal Moderate Fully Exceeding Implications for Teaching: 11

12 GRADE 6 PLANNING SHEET Date Category Fully Meeting INSTRUCTIONAL PLANS FOR THE CLASS, SMALL GROUP, or INDIVIDUAL 1. Main idea and supporting details - finds main idea; states in own words - identifies 3 relevant details 2. Word skills - definitions are mostly clear and correct in this context 3. Connecting - explains a relevant connection to this text 4. Inferring - inference(s) is logical and supported with some evidence from the text 5. Critical Literacy - response is beyond the text; shows some insight - limited explanation Other implications for teaching 12

Grade 7 TEXT INTRODUCTIONS AND PROCEDURES

Grade 7 TEXT INTRODUCTIONS AND PROCEDURES Sharing background knowledge: Read the title and the text prompt. Students talk in pairs or triads. Then follow up with a whole class/group discussion. Keep the