Dr. Audrey Cooper-Stanton, Chief Officer Session Facilitators: Heather Connolly

1. Finding Your Way Through a “Functional Passage”3rd Quarterly LLT TrainingSBC Administrative OfficesThursday, February 9, 2006 Dr. Audrey Cooper-Stanton, Chief Officer Session Facilitators: Heather Connolly Tracey Garfield-Mbolela Carmel Perkins Kenya Sadler Cynthia Slater-Green 3rd Quarterly LLT Training – February 2006

2. Office of LiteracyMission Statement The Office of Literacy’s mission is to provide a framework for high quality literacy instruction that is focused on the four components of the Reading Instruction Framework -- word knowledge, fluency, comprehension, and writing -- to meet the diverse needs of all students. 3rd Quarterly LLT Training – February 2006

3. Session Purpose • Develop a clear understanding of the purpose of a functional passage. • Examine types of functional passages and how they vary in complexity from grade to grade. • Review examples of functional passages at each grade level. 3rd Quarterly LLT Training – February 2006

4. Functional Passages • A functional passage relates useful information and facts. Directions and recipes are examples of functional reading materials. • Functional material, also called informational material, is writing that is intended to convey information or demonstrate how to do something. Some examples are the writing on a cereal box, road directions, and instructions on how to put a bookcase together. • Retrieved from www.cousd.k12.ca.us – Charter Oak Unified School District Parent Study Guide – Reading Grade 6, p. 10 3rd Quarterly LLT Training – February 2006

5. The Paired, Functional Passage • Addresses the following IAF-R assessment objectives: • Determine whether a set of complex directions is complete and, therefore, clear. • Use information in charts, graphs, tables, diagrams, maps, and headings. • Identify or summarize the order of events in a story or non-fiction account. 3rd Quarterly LLT Training – February 2006

6. External Features Internal Structures Visual and graphic information Vocabulary carrying concepts Look for different points of view Read for own purposes Use study strategies All reading is not the same:Literature doesn’t prepare readers for demands of informational reading 3rd Quarterly LLT Training – February 2006

7. List items (numbered) Sequential order Chronological order Simple to complex Least to most important Description How the author remembers the details/events Compare/Contrast Cause/Effect Problem/Solution Functional Passage Text Structures 3rd Quarterly LLT Training – February 2006

8. Functional Passage Structures When students understand how different functional passages are structured, they stand a better chance of remembering what they have read. The general structure of the functional passages may vary from a map, to a diagram, to a recipe. In this activity, you will become more familiar with aspects of understanding structure of functional passages and their varying levels of complexity. 3rd Quarterly LLT Training – February 2006

9. Recipe Features of this passage: Heading List of ingredients Directions that are listed in a sequential order Graphic Cream of Potato & Turkey Soup 5 T. butter1 medium onion chopped5 large carrots peeled and diced10 large potatoes peeled and cut in cubes4 C. chicken broth2 C. milk3 C. ham cubed • Melt Butter into a pot • Add onions and carrots and cook until soft. • Add potatoes and chicken broth. • Cook covered until bubbly, then simmer for 1 hour. • Take half of the soup mixture and blend it in a food processor or blender. • Return to pot; add milk slowly, stirring. Add turkey and heat thoroughly.Serves 8 - 10. Pair Share What are the important features of this passage? 3rd Quarterly LLT Training – February 2006

10. Food Label Features of this passage: Heading Subheading Table Pair Share What are the important features of this passage? 3rd Quarterly LLT Training – February 2006

11. Map Features of this passage: Map Legend Pair Share What are the important features of this passage? 3rd Quarterly LLT Training – February 2006

12. What should the students look for in a functional passage? Help the student look at the structure of the passage. Ask questions about the passage. • What is the title? • What kind of predictions can you make about the passage based on the title? • Is there a numbered list? How long is the list? • Is there a legend? Could this be a map? • Is there a list of supplies? Are there ingredients for a recipe? 3rd Quarterly LLT Training – February 2006

13. Let’s look at a functional passage… • See copy of AppleSeeds Magazine, “Check It Out,” pp. 10-11. • What types of questions can we answer about the structure of the passage? 3rd Quarterly LLT Training – February 2006

14. “Check It Out” • What is the title? • What kind of predictions can you make about the passage based on the title? • Is there a numbered list? How long is the list? • Is there a legend? Could this be a map? • Is there a list of supplies? Are there ingredients for a recipe? 3rd Quarterly LLT Training – February 2006

15. Determine whether a set of complex directions is completeand, therefore, clear. 3rd Quarterly LLT Training – February 2006

16. Hand and Foot Reindeer Supplies: 3rd Quarterly LLT Training – February 2006

17. TO MAKE THE REINDEER: • Trace around your foot using brown construction paper. This will be the reindeer's head. • Trace around your hands using tan construction paper. These 2 pieces will be the reindeer's antlers. • Glue the handprint "antlers" to the top of the reindeer. Add a bright red paper nose, a paper (or drawn) mouth, and googly eyes (or paper eyes) to the reindeer's head. • You can now decorate your house with these cute reindeers. • Don't forget to put your name and date on the back of the reindeer. 3rd Quarterly LLT Training – February 2006

18. 1. What would you do if you didn’t have glue? __________________________________ 2. What other objects could be used for eyes? Tell why you chose these objects. ___________________________________ 3rd Quarterly LLT Training – February 2006

19. Use information in charts, graphs, tables, diagrams, maps, and headings. • Draw conclusions from information in charts, maps, and graphs, etc. 3rd Quarterly LLT Training – February 2006

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21. 1. If Central Bridge is closed for repairs, what will happen in Milltown? a) More people will drive faster. b) More people will use Upper Bridge. c) More people will use Central Avenue. d) The shopping center will close. 2. If Central Bridge is closed for repairs, what do you think will happen to the workers who live on Front Street? a) They will have to drive farther to work. b) The mill will close and they will lose their jobs. c) They will get to work faster. d) They will have to move. Third Grade Sample Test Questions 3rd Quarterly LLT Training – February 2006

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23. Fourth Grade Sample Test Question • Which question could you answer based only on the information in the map? • a)At what times co the public trains arrive? • b)How much time does it take to go from Forest Hills to Oak Grove? • c)How many miles is it from one station to another? • d)How can one travel from Alewife to the Aquarium by public train? • Directly on the map, draw the most direct public train route you would take to get from Boston College to Braintree. 3rd Quarterly LLT Training – February 2006

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25. Fifth Grade Sample Test Question: • What explains the change in voter registration shown by these graphs? a) New laws made it difficult for African Americans to vote. b) Most African Americans were Democrats. c) Most African Americans moved out of Louisiana. d) The White population in Louisiana increased greatly. 3rd Quarterly LLT Training – February 2006

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27. Fifth Grade Sample Test Question • Look at the map of Africa. Which of the following countries is north of the equator and west of the prime meridian? a) Sudan b) Congo c) Mauritania d) Egypt 3rd Quarterly LLT Training – February 2006

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29. Sixth Grade Sample Test Question • Give two reasons why early civilizations flourished in the valley of the Tigris and Euphrates rivers. 3rd Quarterly LLT Training – February 2006

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31. Sixth Grade Sample Test Question • Which is the main reason that many early peoples settled between the Tigris and Euphrates rivers? • This river valley tended to be cooler than highland regions. • This river valley was almost free of danger from wild animals. • This river valley was easier to defend from attack than the higher regions. • This river valley was fertile because floodwaters left rich soil on the banks.  3rd Quarterly LLT Training – February 2006

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33. Seventh Grade Sample Test Question • Look at the pie charts. Which of the following countries has the largest percentage of the world's population? • China • Indonesia • Pakistan • India 3rd Quarterly LLT Training – February 2006

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35. Seventh Grade Sample Test Question • Which of the following continents has the most manufacturing and trade?  • Australia • Europe • Africa • South America  3rd Quarterly LLT Training – February 2006

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37. Seventh Grade Sample Test Questions • What percentage of the total population of Country 1 is age 70 or over?  • 1.0% • 1.2% • 2.2% • 3.0% 2. Describe the difference in population patterns for people age 60 and over in countries 1 and 2. Give one possible explanation for the difference you have identified. 3rd Quarterly LLT Training – February 2006

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39. Eighth Grade Sample Test Questions The graph shows that: Wealthy people tend to have different political views that do people with less money. The incomes of certain groups of voters have increased dramatically. The higher someone’s income is, the more likely he or she is to vote. Young people are more likely to vote than older people. 2. Give one explanation for the pattern of voter turnout shown in the graph. 3rd Quarterly LLT Training – February 2006

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41. Eighth Grade Sample Test Questions • According to the charts, people are most likely to volunteer for organizations that: • focus on community affairs • solve easy problems • solve problems the government thinks are unimportant • relate to international concerns 2. Choose three areas of volunteer activity listed in Chart 1. For each one, identify specific action individuals can take outside their homes, and explain how it will make a difference in their own community. 3rd Quarterly LLT Training – February 2006

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43. Tsunami Warning Signs • If you see the water recede quickly and unexpectedly from a beach (this is called drawback), run toward higher ground or inland -- there may be a tsunami coming. • Also, if you are on the coast and there is an earthquake, it may have caused a tsunami, so run toward higher ground or go inland. • The first wave in a tsunami is often not the largest; if you experience one abnormally-huge wave, go inland quickly -- even bigger waves could be coming soon. • Some beaches have tsunami warning sirens -- do not ignore them. 3rd Quarterly LLT Training – February 2006

44. What does the word recede mean in the first sentence? ___________________________ • Where might you find this sign? _____________________________ • Why should you pay attention to a siren? _______________________________ 3rd Quarterly LLT Training – February 2006

45. Identify or summarize the order of events in a story or non- fiction account. 3rd Quarterly LLT Training – February 2006

46. One hot, sunny day Sally left two buckets of water out in the sun. The two buckets were the same except that one was black and one was white. At the end of the day, Sally noticed that the water in the black bucket felt warmer than the water in the white bucket. Sally wondered why this happened, so the next day she left the buckets of water out in the hot sun again. She made sure that there was the same amount of water in each bucket. This time she carefully measured the temperature of the water in both buckets at the beginning of the day and at the end of the day. The pictures below show what Sally found. 3rd Quarterly LLT Training – February 2006

47. How does the experiment help explain why people often choose to wear white clothes in hot weather? 3rd Quarterly LLT Training – February 2006

48. Questions 1-13The picture below shows a pond ecosystem. Use this picture and what you know about the things in it to answer the questions in this section. 3rd Quarterly LLT Training – February 2006

49. 1. Which of the following living things in the pond system uses the energy from sunlight to make its own food?  A)  Insect B)  Frog C)  Water lily D)  Small fish 3rd Quarterly LLT Training – February 2006

50. Extended-Response • If all of the small fish in the pond system died one year from a disease that killed only the small fish, what would happen to the algae in the pond? Explain why you think so. •   What would happen to the large fish? Explain why you think so. 3rd Quarterly LLT Training – February 2006