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

3rd Quarterly LLT Training – February 2006

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Finding Your Way Through a “Functional

Passage”3rd Quarterly LLT Training

SBC 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


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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.


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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.


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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

http://www.cousd.k12.ca.us/


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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.


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All reading is not the same:Literature doesn’t prepare readers for

demands of informational reading

• External Features• Internal

Structures• Visual and

graphic information

• Vocabulary carrying concepts

• Look for different points of view

• Read for own purposes

• Use study strategies


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Functional Passage Text Structures

• 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


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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.


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RecipeCream of Potato & Turkey Soup

5 T. butter

1 medium onion chopped

5 large carrots peeled and diced

10 large potatoes peeled and cut in cubes

4 C. chicken broth

2 C. milk

3 C. ham cubed

1. Melt Butter into a pot2. Add onions and carrots and cook until soft. 3. Add potatoes and chicken broth.4. Cook covered until bubbly, then simmer for

1 hour. 5. Take half of the soup mixture and blend it in

a food processor or blender. 6. Return to pot; add milk slowly, stirring. Add

turkey and heat thoroughly.

Serves 8 - 10.

Features of this passage:

Heading

List of ingredients

Directions that are listed in a sequential order

GraphicPair Share

What are the important features of this passage?


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Food Label


HeadingSubheadingTable

Pair Share

What are the important features of this passage?


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Map


MapLegend

Pair Share What are the important

features of this passage?


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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?


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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?


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“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?


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–Determine whether a set of complex directions is complete and, therefore, clear.


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Hand and Foot Reindeer

Supplies:

• Brown and tan (or orange) construction paper • Pencil • Scissors • Glue • Googly eyes (optional)

http://www.enchantedlearning.com/crafts/christmas/


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TO MAKE THE REINDEER:

1. Trace around your foot using brown construction paper. This will be the reindeer's head.

2. Trace around your hands using tan construction paper. These 2 pieces will be the reindeer's antlers.

3. 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.

4. You can now decorate your house with these cute reindeers. 5. Don't forget to put your name and date on the back of the

reindeer.


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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.

___________________________________


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–Use information in charts, graphs, tables, diagrams, maps, and headings.

–Draw conclusions from information in charts, maps, and graphs, etc.


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Third Grade Sample Test Questions

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.


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Fourth Grade Sample Test Question 1. 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? 2. Directly on the map, draw the most direct public

train route you would take to get from Boston College to Braintree.


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Fifth Grade Sample Test Question:

1. 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.


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Fifth Grade Sample Test Question

1. 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


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Sixth Grade Sample Test Question

1. Give two reasons why early civilizations flourished in the valley of the Tigris and Euphrates rivers.


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Sixth Grade Sample Test Question

1. Which is the main reason that many early peoples settled between the Tigris and Euphrates rivers?

a) This river valley tended to be cooler than highland regions.

b) This river valley was almost free of danger from wild animals.

c) This river valley was easier to defend from attack than the higher regions.

d) This river valley was fertile because floodwaters left rich soil on the banks.


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Seventh Grade Sample Test Question

1. Look at the pie charts. Which of the following countries has the largest percentage of the world's population?

a) China

b) Indonesia

c) Pakistan

d) India


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Seventh Grade Sample Test Question

1. Which of the following continents has the most manufacturing and trade?

a) Australia

b) Europe

c) Africa

d) South America


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Seventh Grade Sample Test Questions

1. What percentage of the total population of Country 1 is age 70 or over?

a) 1.0%b) 1.2%c) 2.2%d) 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.


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Eighth Grade Sample Test Questions

1. The graph shows that: a) Wealthy people tend to have different political views that do

people with less money.b) The incomes of certain groups of voters have increased

dramatically.c) The higher someone’s income is, the more likely he or she is to

vote.d) Young people are more likely to vote than older people.

2. Give one explanation for the pattern of voter turnout shown in the graph.


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Eighth Grade Sample Test Questions

1. According to the charts, people are most likely to volunteer for organizations that:

a) focus on community affairsb) solve easy problemsc) solve problems the government thinks are unimportantd) 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.


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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.


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1. What does the word recede mean in the first sentence?

___________________________

2. Where might you find this sign?

_____________________________

3. Why should you pay attention to a siren?

_______________________________


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–Identify or summarize the order of events in a story or non- fiction account.


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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.


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• How does the experiment help explain why people often choose to wear white clothes in hot weather?


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Questions 1-13 The 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.


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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


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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.


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2. Each of the animals in the pond needs food. What are two things that the animals get from their food that keep them alive?


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4. Look at the picture below, which shows some of the organs that can be found inside the human body. What is the main job of the organ labeled 1?

A) Carrying air

B) Carrying food

C) Carrying blood

D) Carrying messages from the brain


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Functional Passage Student Steps

Step 1: Survey the Text. Have students scan the text and note the general purpose of the text. Pre-read questions.

Step 2: Identify the Features. Have students look for features such as headings, subheadings, captions, maps, diagrams, legends, photos, illustrations, tables, step by step directions

Step 3: Identify the Structure of the Text. Individually or in a small group, students should discuss what they think the main structure of the text “What kind of thinking will be necessary to understand the information in the text?

Step 4: Read the Text. Have students read the functional passage.

Step 5: Read and Answer Questions. Have student reread and answer questions.

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

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