Reading Comprehension A Unit of Study for Lower-Intermediate ESL Students
Understanding by Design - (UbD)
Stage 1-2 Revised
Table of Contents
&
Stage 3
p. 1-2
Brief Summary and Overview
p. 3-4
Stage 1: Established Goals and Reasoning
p. 5-6
Stage 1: Understandings, Essen tial Ques tions, Knowledge, Skills
p. 7-8
Stage 2: Brainstorming
p. 9-10
Stage 2: Determining Acceptable Evidence
p. 11-12 p. 13-14 p. 15-16 p. 17-18 p. 19
Stage 2: Performance Task Blueprint New Student Help Stage 2: Performance Task Blueprint In Their Shoes Stage 3: Plan Learning Experiences and Instructions (Overview) Stage 3: Plan Learning Experiences and Instructions (Schedule) Works Cited
Reading Comprehension A Unit of Study for Lower-Intermediate ESL Students
Understanding by Design - (UbD)
Date:
Stage 1 Revised
Designer:
Unit Title: Levels:
Unit TimeFrame:
Travis M. Landers Reading Rainbow Lower-Intermediate ESL Students
4 weeks
NOTE: This is a minimum... Really the timeframe for this would depend a lot on the stories selected for class.
Subject/Topic Areas: Fictional Reading for Comprehension
Keywords:
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9/19/2014
comprehension, reading, vocabulary, inferences, strategies, skills
Brief Summary of the unit This unit is an overview of general comprehension strategies as they relate to non-fiction. It is meant to set up future units which would cover more specific genres of fictional literature like narratives for example. Those future units would utilize and reuse the teachings of this unit. Thus the aim is to get the students familiar with common strategies and the power in using them so that later they can practice and refine these strategies with more specific types of literature. The standards for this unit were taken from WIDA and Michigan’s Content Expectations. Much of this was gleaned from other references which are listed at the end of this document.
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Established Goals Explanations of Chosen Standards Being that I do not teach currently in the states nor have any standards to consider, I chose the following entities to emulate. 1. World Class Instructional Design and Assessment (WIDA) - According to their website their mission is to advance “academic language development and academic achievement for linguistically diverse students through high quality standards, assessments, research, and professional development for educators.“ At the time of this design, 36 states belonged to their consortium. Those states and a few more use their standards.1 2. Also, I included Michigan’s 3rd Grade Level Content Expectations (GLCE).3
Established Goals:
STRAIGHT FROM THE SOURCE
WIDA 1. English language learners “should“ communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Michigan Content Expectations for 3rd Grade 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. 3. Describe characters in a story (e.g., their traits, motivations, or feel-
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Superscript numbers denote the sources of this information on the works cited page at the end of this document. *
3. ings) and explain how their actions contribute to the sequence of events. 4. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. 5. Distinguish their own point of view from that of the narrator or those of the characters.
Established Goals:
UNPACKED AND ADAPTED
WIDA 1. Recall stories, discuss the details, and make connections to related concepts. Michigan Content Expectations for 3rd Grade 1. Demonstrate understanding of text by answering ?’s and creating their own ?’s. 2. Find central themes, messages, or morals and justify them with details. 3. Describe things from the characters point-of-view and their role in the story. 4. Learn different literature terms for organization. 5. Identify the differences between popular styles of literature. 6. Present an intelligent opinion that may be seperate from the author or characters but justified through details from the story.
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Understandings2 Students will understand that... • Using effective reading strategies helps the reader grasp the true meaning of a piece of writing. • A text’s style and structure can help one understand its meaning (most nonficiton stories contain problem,conflict, resolution, etc.) • We can learn new things about ourselves from text
KNowledge • Key Components of a Fictional Story (ex- characters, conflict, ...) • Vocabulary in Story • Vocabulary for Feelings • Literature Terminology (ex- chapter, paragraph, etc.) • Different Reading Strategies and their Purpose
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Superscript numbers denote the sources of this information on the works cited page at the end of this document. *
essential questions2 • • • • •
What can a story teach you? How do good readers think? What strategies do good readers employ? Why? How do we read between the lines? Why do writers sometimes mean things other than what they write?
skills4 • • • • • • •
Connecting (text-to-self, text-to-world, and text-to-text links) Determine Importance (big ideas versus details) Predicting (make thoughtful guesses) Questioning (Students actively ask themselves ?’s) Summarizing Noticing Similarities and Differences Sequencing Details
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Reading Comprehension
A Unit of Study for Lower-Intermediate ESL Students Stage 1
If the desired result is for learners to... understand that
A R B
Then I need evid dent’s ab explain
1. Reading strategies 2. Parts of text and what
• Using effective reading strategies helps the reader grasp the true meaning of a interpret piece of writing. 1. Meaning or moral of sto • A text’s style and structure can help one understand its meaning (most nonficiton sto- 2. How text connects to th ries contain problem,conflict, resolution, etc.)
apply by
• We can learn new things about ourselves 1. Identifying best strateg from text 2. Identifying the purpose
and thoughtfully consider the questions... • What can a story teach you? • How do good readers think? • What strategies do good readers employ? Why? • How do we read between the lines? • Why do writers sometimes mean things other than what they write?
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see from the point 1. Main characters 2. Author 3. Other classmates
empathize with
1. Beginning readers that 2. Main characters, classm
reflect on
1. What reading strategie ones they could try
This was inspired by resource #5 on the works cited page at the end of this document.
G N I
n
M R O
T S IN
A
Understanding by Design - (UbD) Stage 2
Stage 2
dence of the stubility to...
So the assessments need to require something like...
• Develop reading tips for a new student who is not familiar with reading strategies
t they do
ory hings outside the story
gies given a text e of the text
of view of
t don’t know strategies mates
es they use and which
• “Cut up“ a sample text and explain what each part does • Given what we read in class, write a letter to a classmate recommending what that classmate should read next and why. • Students will imagine they are a character in the story and explain how they feel and what they think about the other characters’ actions • Pretend you are a librarian. Based on a patron’s request what kind of text would you recommend and why? • Develop a comic book showing the relevent parts of the story(characters, conflict, etc.)
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Stage 2: Determine Acceptable Evidence
Revised
t a h t w o h s l l i w hat evidence ? d n a t s r e d n u s t studen
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Performance Tasks* [Summary in GRASPS form]: New Student Help - You have been asked to develop a brochure with some reading tips for a new student who does not know about reading strategies. List strategies that they can use and why they are helpful. You need to convince the new student that reading strategies are helpful because they do not believe in them. Give examples from your learning or tell them why reading strategies can help. In Their Shoes - Your task is to imagine you are one of the characters in the story. From their eyes, what did they feel or think about the main character’s actions? You will create a letter to the main character describing your take on the situation. NOTE: CONNECTED PERFORMANCE TASK BLUEPRINTS ARE ON PAGES 11-12
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This was inspired by resource #6 on the works cited page at the end of this document.
Other Evidence
[quizzes, tests, prompts, observations, dialogues, work samples]:
Quiz: Nonfiction story elements[ characters(somebody),what do the characters want? (wanted),What is the problem? (but),How do they fix the problem? (so) ] and different parts of text[ what is a letter, word, sentence, paragraph? What is the beginning, middle, climax, resolution? ]. In addition another quiz would be samples of a student’s reading log where they used strategies from class. The students then would need to identify the strategies being used in each example. Simulations: Guided use of reading strategies. First teacher demonstrates it then gets others to do the same. As this progresses the teacher might demonstrate a previous strategy and then ask students to identify what strategy is being used. How did they know? Prompt: Students will keep a reading journal and be given a small task everyday after a mini lesson which focuses on this task is given. They will do things like: • Describe text-to-self, text-to-world, or text-to-text connections. • Predict what will happen next • Describe one reading strategy you used today and how • What are some similarities between this story and another story.
Student Self-Assessment and Reflection: 1. Self Assess the brochure, New Student Help. 2. Reflect on the charater’s position, In their Shoes.
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Performance Task Blueprint New Student Help
#1
What understandings and goals will be accessed through this task?
Students will describe reading strategies that could be used to learn more about stories. What criteria are implied in the standards and understandings regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met? Strategies covered in class should be described and applied to this new task. Through what authentic performance task will students demonstrate understanding? Task Overview In class we are learning many strategies for reading so I would like you to train our new classmate. You need to construct a brochure showing 2 strategies you learned and examples from your reading journal when you used it for a story you choose. Tell them what the strategy is and how to use it. Then use your own experience as an example. At the end, give your opinion on the strategy by telling why you think it is good or bad about the strategy. Your goal is to convince the new student on why certain reading strategies are good or bad. What student products and performances will provide evidence of desired understandings? Brochure with descriptions of the strategy, examples from their own experiences, and testimonials about why the strategies are good or bad.
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This was inspired by resource #7 on the works cited page at the end of this document.
By what criteria will student products and performances be evaluated? • Strategy is explained clearly so the reader could actually do it. • The examples from their experiences are appropriate. • They give an opinion about the strategy that is justified.
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Performance Task Blueprint In Their Shoes
#2
What understandings and goals will be accessed through this task?
Students will try to empathize with the main character and in doing so hopefully learn something about themselves. What criteria are implied in the standards and understandings regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met? Details from the story should be used to backup the way their chosen character is feeling. Through what authentic performance task will students demonstrate understanding? Task Overview We have been reading ********. In this story the main character, *******, did this *********. You have been asked to write a letter to the main character. You are writing the letter from the perspective of one of the other characters in the story. In the letter you need to describe why you agree or disagree with the main character’s actions. Remember, your opinion is not your own but rather the character you choose from the story. Use facts from the story to justify your opinion. Also, use at least one text-to-world connection. This may be anything you wish but should be related to the story.
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This was inspired by resource #7 on the works cited page at the end of this document.
What student products and performances will provide evidence of desired understandings? Letter detailing the characters opinion of the action backed up with details from the story. One text-to-world connection should be used to further back up their stance. By what criteria will student products and performances be evaluated? • Opinion of character makes sense based on details given. • Text-to-world connection makes sense based on opinion and details.
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Stage 3: Plan Learning Experiences and Instruction
e b d l u o h s s e i t i iv hat learning act ? e f i l m o o r s s a l c ur o f o t r a e h e h t t a
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Brief Overview of Strategies and Concepts A lot of this unit will be about the teacher first demonstrating reading strategies through an interactive read-aloud and then later the students working to apply these strategies on their own as they select individual books to read. The students will keep reading logs to document the use of strategies and their thoughts as they read. The interactive read-aloud consists of the teacher reading and demonstrating the strategies out loud that they normally would do in their head. The idea is to uncover the best metacognitive processes great readers use to understand text. Strategies that will be used in the day-to-day learning experiences are listed on the next page to give you a better idea of what the unit is all about. This can be used as a reference as you read through proposed schedule for the unit.
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This was inspired by resource #4 on the works cited page at the end of this document, particularly Chapter 8. This is a great resource that is highly recommended.
Reading Comprehension Strategies Activating Background Knowledge: Readers make connections between what they know and the information in the text. They connect in 3 ways: 1. Text-to-Self: Link ideas from reading to their own lives. 2. Text-to-World: Relate what they are reading to world knowledge. 3. Text-to-Text: Link the text to another book that was read. Determining Importance: Notice big ideas so they don’t get overwhelmed with the details. Drawing Inferences: Using background knowledge and clues to “read between the lines“. Evaluating / Monitoring / Questioning / Repairing: Readers supervise their reading and expect the text to make sense. They change things when it doesn’t. They assume responsibility for the strategies they use. They ask themselves ?’s about the text. Setting a Purpose: Readers identify a broad goal to direct their reading. Summarizing: Readers paraphrase the big ideas. Visualizing: Readers create mental images of the text to make it more memorable.
Taken from resource #4, page 207, Figure 8-2.
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Whereto - Sequencing the learni Monday
Tuesday
1. Start with a picture walkthrough to predict what might happen. Start a KWL chart with the class before reading. Then read The grasshopper and the Ant.(Interactive read-
3. Go back to the KWL chart to fill in some thinks we learned, revisiting our big idea. 4. Do a quick profile of a famous person from history that used a plan wisely like Ben Franklin with electricity for example. 5. Model predicting and activating background knowledge strategies in a class reading log.
6. Give the kids som ask them to make an Later give the kids s instructions about d Link to “Good reader and have a plan.“ 7. List predicting an strategy list on wall. 8. Get kids to choos independently, and u logs.
18. Have kids share their stories and reading logs. They can evaluate what others are doing. 19. Remind of “New Student Help“ task and link.
20. Present differe story books and as these the same?“ > wards most fiction (Somebody, Wante 21. Read story toge (Somebody, Wante summarizing skill.
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aloud to demonstrate predicting)
2. Pose the “How was ant different than the grasshopper?“. Then link this to the big idea, “Good readers use strategies and have a plan.“
HW
14. Ask “Why do people read?“ 15. Introduce some different styles of text and ask why we read them.(narrative, magazine, etc.) 16. Introduce the comprehension strategy >> Setting a Purpose(p.16) 17. Have students choose new books to read solo and review strategies thus far in mini groups.
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HE R
27. Quiz about (Somebody, Wanted, But, So) 28. Read a 1st person narrative to help introduce the idea of empathizing with the characters. 29. Construct an open-mind portrait of the character in our story.
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39. Quiz about students writing logs and their strategies. 40. Read a longer 1st person narrative to help introduce the idea of empathizing with the characters and continue through the end of this unit. 41. Discuss it in a grand conversation.
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30. Remind of “New Student Help“ task and link. Give example and assign for Homework due Friday. 31. Review (Somebody, Wanted, But, So) by assigning student goups a part and allowing them to choose a medium to present it to us. Could be drawn or acted. Students reflect on the 2 presentations.
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Wedn
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32. Have students c
books to read solo a strategies thus far in 33. Have them cons
mind portrait of a c story.
TO
42. Remind of the performance task “In Their Shoes“ (p.13) 43. Begin constructed a class sample with the new book we started yesterday.
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44. Put kids into gro with specific strateg (example - one group dicting, etc.) Read through our lon and have groups do 45. Give short profile people from history wisely. How are they How are readers the
This was inspired by resource #6 on the works cited page at the end of this document. However, this information was inspired more from chapters 9 and 10.(not Ch.7)
ing - Daily Learning Experiences Thursday
nesday
me paper and n airplane. some paper and different airplanes. rs use strategies
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nd background on . se, read use reading HE
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ent fictional sk “Why are >> Leading tonal stories follow ed, But, So) (p.10) ether and identify ed, But, So) Link to
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HW
choose new and review n mini groups.
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struct an opencharacter in their
EE2
oups gy in mind. p should do all pre-
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nger story together their jobs. es of a famous that used a plan y the same? e same?
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Friday
9. Have a few kids share their stories and reading logs. 1st the teacher models it.(new story) 10. As reviewing reading strategies introduce the performance task “New Student Help“ (p.11)
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11. Continue sharing reading logs 12. Read a short story about a detective and link to using strategies idea in a grand conversation together. Again teacher models with students together using predicting, background knowledge, and KWL chart. 13. Before leaving pose ? and each student writes down: “What 2 2 reading strategy did you use this E T O week? Example?“
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22. Have kids share their stories and reading logs. They can evaluate what others are doing. 23. Identify what strategies they use and together construct (Somebody, Wanted, But, So) 24. Have students construct comic strip of their stories (Somebody, Wanted, But, So) 2
25. Reminder of quiz about (Somebody, Wanted, But, So) on Monday. 26. Put kids into groups with specific strategy in mind. (example - one group should do all predicting, etc.) Read through a story together and have groups do their jobs.
34. Have kids share their stories and reading logs. They can evaluate what others are doing. 35. Identify what strategies they use and together construct (Somebody, Wanted, But, So)
36. Collect HW (New Student Help) and demonstrate how to evaluate a few. 37. In groups, have students evaluate a few and present their findings. 38. Remind of quiz on Monday about reading strategies.
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RE2
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46. Have kids construct their performance task “In Their Shoes“. 47. After writing, have stations to check different aspects of the writing. 48. Final fixes and pictures.
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49. Share and evaluate “In Their Shoes“. 50. Review reading strategies learned with examples from class and sharing. 51. Read more of longer group book chosen on #16.
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Works Cited 1- English Language Development (ELD) Standards. (n.d.). Re trieved September 20, 2014, from http://wida.us/standards/eld. aspx 2 - McTighe, J., & Wiggins, G. (2004). Stage 1-Desired Results: Design Tools and Samples. In Understanding by design: Pro fessional development workbook (pp. 60-133). Alexandria, Va.: Association for Supervision and Curriculum Development. 3 - MDE - English Language Arts. (n.d.). Retrieved September 20, 2014, from http://mi.gov/mde/0,4615,7-140- 28753_64839_38684_28758---,00.html 4 - Tompkins, G. E. (2011). Literacy in the early grades: a suc cess ful start for PreK-4 readers and writers (3rd ed.). Boston, Mass.: Allyn and Bacon. 5 - McTighe, J., & Wiggins, G. (2004). Stage 2-Evidence: Design Tools and Samples. In Understanding by design: Pro fessional development workbook (pp. 155-164). Alexandria, Va.: Association for Supervision and Curriculum Development. 6 - Wiggins, G., & McTighe, J. (2006). Chapter 7: Thinking Like an Assessor. In Understanding by design (Expanded 2nd ed.). Upper Saddle River, NJ: Pearson Education. 7 - McTighe, J., & Wiggins, G. (2004). Stage 2-Evidence: Design Tools and Samples. In Understanding by design: Pro fessional development workbook (pp. 175-179). Alexandria, Va.: Association for Supervision and Curriculum Development.
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This document was prepared for AEP867 Instructional Design and Assessment. Our focus is using Understanding by Design (UbD). Travis Landers is pursuing a graduate degree in education with a focus on ESOL learners. This document was part of that process. November 2014
Stage 1&2 Revised
&
Stage 3