UDL Project: Text Features Concept : Text Features Reading Standard: Common Core Reading Grade 2 – Informational Text: Craft and Structure 5. Know and use various text features to locate key facts or information in the text efficiently. Science Standard: NH GLE Grade K-2 LS 1 - All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). 1.) LIVING THINGS AND ORGANIZATION 1. Recognize that plants and animals have features that help them live in different environments. Big Ideas : How to gain knowledge from informational text Essential Questions : 1. How do we gain knowledge about our world through text? Goals : 1.) Identify key text features (ex: charts and diagrams, captions, bold print, headings and subheadings, glossary, index, and table of contents). 2.) Explain the purpose of key text features. 3.) Use text features to answer questions related to a text. Barriers : 1.) Different text levels required throughout the class 2.) Remembering text features vocabulary (word retrieval) 3.) Differentiated vocabulary needed throughout nonfiction 4.) Lack of organizational/executive functioning skills
Transcript
UDL Project: Text Features
Concept: Text Features
Reading Standard: Common CoreReading Grade 2 – Informational Text: Craft and Structure 5. Know and use various text features to locate key facts or information in the text efficiently.
Science Standard: NH GLE Grade K-2
LS 1 - All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species).
1.) LIVING THINGS AND ORGANIZATION 1. Recognize that plants and animals have features that help them live in different environments.
Big Ideas: How to gain knowledge from informational text
Essential Questions: 1. How do we gain knowledge about our world through text?
Goals: 1.) Identify key text features (ex: charts and diagrams, captions, bold print, headings and subheadings, glossary, index, and table of contents).2.) Explain the purpose of key text features.3.) Use text features to answer questions related to a text.
Barriers:1.) Different text levels required throughout the class 2.) Remembering text features vocabulary (word retrieval) 3.) Differentiated vocabulary needed throughout nonfiction4.) Lack of organizational/executive functioning skills
Informational Text
Text Features
Parts of Informational Texts
captions
Bold print
headings/subheadings
glossary
index
table of contents
charts/diagrams
1. Can I locate the table of contents, index, and glossary in an informational book?
2. How do captions and subheadings help me learn more about a topic?3. How do text features enhance my understanding of informational text?
a. independent reading
b. comprehension
c. organization of text
1. Mini-lesson introducing text features using a chart (Pinterest)
2. Go on a text feature hunt around the room
3. Use Raz-Kids.com to answer questions after listening to a story
4. Comparing text features of 2 books on mammals
5. Use a given picture of a mammal and create a caption
6. Make a Venn diagram to compare and contrast two mammals
7. Use a digital book to answer questions about text features
and they work with your respiratory system to allow you to take in fresh air, get rid of stale air.
3Reminding word
Breathe
1 Term
Live birth
4 LINCing Story
The dog had a litter of new puppies.
My mom had a baby boy.
5 LINCing Picture 2 Definition
Animals that give birth to live offspring or babies are mammals.
(as opposed to laying eggs.)
3 Reminding word
Baby
1 Term
Specific Color
4 LINCing Story
That giraffe is a mix of brown, black and tan.
5 LINCing Picture 2 Definition
A mammal is a shade of black, brown, white and tan. There are no exceptions to this rule; a mammal cannot be a bright color such as neon green or orange.
3 Reminding word
No brightcolors
Tier 2: Most children will learn about the habitats of mammals.
1 Term
Habitat
4 LINCing Story
Dolphin
My habitat is the ocean.
5 LINCing Picture 2 Definition
The place that a mammal calls home.
3 Reminding word
Home
1 Term
Ocean
4 LINCing Story
Dolphins and whales are mammals that live in the ocean.
5 LINCing Picture 2 Definition
The entire body of salt water that covers more than 70 percent of the earth's surface.
Underground means beneath the surface of the earth . 3 Reminding word
In the ground
1 Term
Land
4 LINCing Story
Humans and lots of animals live on different land forms or continents.
5 LINCing Picture 2 Definition
The solid part of the Earth's surface not covered by a body of water.
3 Reminding word
Ground
Tier 3 : Some children will learn about what mammals eat.
1 Term
Herbivores
4 LINCing Story
Cows, elephants and goats are all plant eating herbivores.
5 LINCing Picture2 Definition
An animal that feeds only on plants. 3 Reminding word
Plants
1 Term
Carnivores
4 LINCing Story
Lions, tigers, and the largest land mammal. The polar bear, are all carnivores.
5 LINCing Picture 2 Definition
An animal that feeds only on meat.
3 Reminding word
Meat
1 Term
Omnivores
4 LINCing Story
Humans are both plant and animal eaters called omnivores.
5 LINCing Picture 2 Definition
An animal that eats both meat and plants.
3 Reminding word
Meat and Plants
Activities
1. Activity: Mammal Venn diagram
Purpose of the activity: To compare and contrast the characteristics and habitats of whales and polar whales.
Teacher introduces activity with large Venn diagram chart and reviews the concept of chart. Pair students together based on reading level and assign appropriate book (see below). Teacher explains to students that while reading to look for characteristics of each mammal and their habitat. Teacher instructs students to use text features to help them complete diagram after
reading. The students will read both books in partners then complete Venn diagram. Teacher monitors students and assists student with scaffolding if needed.
Below Grade: available in Fountas and Pinnell Levels E, H or K - Animals, Animals ( Reading A to Z available in paper or projectable)
On Grade: DRA Level 24/ Fountas and Pinnell Level M- Polar Bears by Michele Dufresne, Pioneer Valley Educational Press, Inc. - Whales by Alan Parker and Catherine Parker, Rigby PM Collection
Above Grade: Fountas and Pinnell Level O/DRA Level 28 - Whales (Reading A to Z available in paper or projectable)
Research: According to Regina G. Richards (2008) “visual organizers are extremely valuable techniques and there are many different types. It is useful to select a format that matches the type of information the student is reading.” http://www.ldonline.org/article/5598
New Hampshire State Standard:
Reading Standard: Common CoreReading Grade 2 – Informational Text: Craft and Structure 5. Know and use various text features to locate key facts or information in the text efficiently.
Science Standard: NH GLE Grade K-2
LS 1 - All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species).
1.) LIVING THINGS AND ORGANIZATION 1. Recognize that plants and animals have features that help them live in different environments.
1. Provide options for perception1.1 Options that customize the display of information
2. Provide options for language, mathematical expressions, and symbols2.3 Options for decoding text or mathematical notation
3. Provide options for comprehension3.2 Highlight patterns, critical features, big ideas, and
relationships
3.3 Options that guide information processing
II. Provide Multiple Means for Action and Expression:
4. Provide options for physical action 4.3 Options for accessing tools and assistive technologies
5. Provide options for expressive skills and fluency 5.3 Options in scaffolds for practice and performance
6. Provide Options for Executive Functioning
6.1 Options that guide effective goal-setting
6.2 Options that support planning and strategy development
III. Provide Multiple Means for Engagement:7. Provide options for recruiting interests
7.3. Options that reduce threats and distractions
8. Provide options for sustaining effort and persistence
8.2 Options that vary levels of challenge and support
8.3 Foster collaboration and community
9. Provide options for self-regulations
9.2 Options that scaffold coping skills and strategies
2. Activity: Create a caption
Purpose of the activity: To create a caption that matches a picture of a given mammal. This will support the students’ understanding of the purpose of caption.
Teacher introduces activity with a read aloud. The teacher will use a projectable visual of a book with captions and models to the students how the captions correspond with the pictures. Each student will be given a choice of a picture of a mammal. The teacher explains to the students that while looking at their pictures, they will try to think of an appropriate caption that would suit their picture. Students will present their caption and picture either on paper or type it on the computer. The teacher gives the students examples, such as: identifying habitats, foods, or characteristics of mammals. Teacher monitors students and assists student with scaffolding if needed and invite the students to share their work at the end of the lesson.
Executive Functioning Routines: - Familiar activity routine ( introduce, complete, share)- Autonomy – students will be given choice of picture they will add caption to - Teacher monitors: attention and sensory breaks given if necessary
Book for Modeling:
On Grade: DRA Level 28/ Fountas and Pinnell Level O- Bats (Reading A to Z)
Research: According to Reading Rockets (2011), “Captions are usually right under photographs, figures, maps, and charts. Captions give a quick summary of what information is presented in the graphic.” http://www.ldonline.org/article/47164
New Hampshire State Standard:
Reading Standard: Common CoreReading Grade 2 – Informational Text: Craft and Structure 5. Know and use various text features to locate key facts or information in the text efficiently.
Science Standard: NH GLE Grade K-2
LS 1 - All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species).
1.) LIVING THINGS AND ORGANIZATION 1. Recognize that plants and animals have features that help them live in different environments.
UDL Guidelines:
3. Activity: Comparing text features
I. Provide Multiple Means of Representation:
1. Provide options for perception 1.1 Options that customize the display of information
2. Provide options for language, mathematical expressions, and symbols
2.5 Options that illustrate key concepts non-linguistically
3. Provide options for comprehension3.1 Options that provide or activate background knowledge
3.2 Highlight patterns, critical features, big ideas, and relationships
II. Provide Multiple Means for Action and Expression:
4. Provide options for physical action4.3 Options for accessing tools and assistive technologies
5. Provide options for expressive skills and fluency5.1 Options in the media for communication
5.3 Options in scaffolds for practice and performance
6. Provide Options for Executive Functioning
6.2 Options that support planning and strategy development
6.3 Options that facilitate managing information and resources
III. Provide Multiple Means for Engagement:7. Provide options for recruiting interests
7.1 Options that increase individual choice and autonomy
8. Provide options for sustaining effort and persistence
8.1 Options that heighten salience of goals and objectives
9. Provide options for self-regulations
9.3 Options that develop self-assessment and reflection
Purpose of the activity: To compare text features between two books. This will support the students’ understanding of a variety of text features.
Teacher introduces activity by showing the students a completed t-chart after comparing two books with text features. The teacher will use a projectable visual of the chart and model to the students that she found text features in both books. Students will be given the books independently based on their level. The teacher explains to the students that while looking at their books, they will list the text features they find on their given t-chart. Students can refer to directions written on the board in order to stay on track. Students will present their findings during the share time. Teacher monitors students and assists student with scaffolding if needed.
Executive Functioning Routines: - Familiar activity routine ( introduce, complete, share)- T chart given for organization of information- Teacher scaffolding as necessary
Book for Activity: Teacher will choose two grade 2 books for the students to compare.
DRA Level 18/ Fountas and Pinnell Level K- Gorillas (Reading A to Z)
DRA Level 18/ Fountas and Pinnell Level J- Ocean Animals (Reading A to Z)
DRA Level 28/ Fountas and Pinnell Level N- Elephants (Reading A to Z)
DRA Level 19/ Fountas and Pinnell Level M- A Prairie Dog’s Life (Reading A to Z)
Resource: http://www.worksheetworks.com
Research: According to Regina G. Richards (2008) “visual organizers are extremely valuable techniques and there are many different types. It is useful to select a format that matches the type of information the student is reading.” http://www.ldonline.org/article/5598
New Hampshire State Standard:
Reading Standard: Common CoreReading Grade 2 – Informational Text: Craft and Structure 5. Know and use various text features to locate key facts or information in the text efficiently.
Science Standard: NH GLE Grade K-2
LS 1 - All living organisms have identifiable structures and characteristics that allow for survival
ResourceOn Grade: DRA Level 24/ Fountas and Pinnell Level MWhales by Alan Parker and Catherine Parker, Rigby PM Collection
Summary and Key ConceptWhales, was created to teach students about text features. The book includes a table of
contents, glossary, and index. Also, this digital book contains bold print and headings throughout the text. Two motivational coaches are used to guide students through the book so they recognize these text features and how they are useful while reading. Visuals of whales are used to help enhance the learning experience.
Anticipatory Activities-The teacher will introduce the topic of whales as part of the classroom’s study on mammals. The teacher explains that this book will further help the children understand more about why text features are helpful to readers.-The teacher will introduce the vocabulary words that go with the book about whales. She will also show them visuals and explain each vocabulary word to the students.-Each student will be assigned a partner and directed to draw a visual for each vocabulary word presented to them.-The teacher will regroup the class and the children will share their vocabulary visuals.-The teacher will refer back to the visuals previously shown and show the class the book’s glossary they will be using in the lesson.
During Reading-The students will listen to and read the digital book independently. They will use the motivational coaches to prompt them to pay attention to the text features throughout the book on whales. While reading, each child will locate the table of contents, index, and glossary in the digital book.
After Reading-The teacher will regroup the children to wrap up the lesson on text features. She will ask the students if they noticed the table of contents, the index, and the glossary while reading.-The teacher will ask the students if they noticed any headings while reading the digital book. If headings were noticed, the students will be asked to elaborate.-The teacher will conclude the lesson with a chart. She will title the chart “How Text Features Help Me While I’m Reading.” The students will volunteer with responses about the features they saw while reading and how it helped them learn more about whales.
The digital book is written at a mid-second grade level. This book, found on CAST UDL Book Builder, accommodates for all readers by providing audio, visuals, and motivational coaches throughout the text. This book allows children to read independently or listen to the story. The students have the ability to
select specific parts of the text to be read aloud to them if they do not need the whole book on audio.
New Hampshire State StandardReading Standard: Common CoreReading Grade 2 – Informational Text: Craft and Structure 5. Know and use various text features to locate key facts or information in the text efficiently.Science Standard: NH GLE Grade K-2
LS 1 - All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species).
1. LIVING THINGS AND ORGANIZATION1) Recognize that plants and animals have features that help them live in different environments.
ReadabilityThe readability of this digital book was calculated using OKAPI!!
Title: Whales
Author: Alan Parker and Catherine Parker
Total Words in Sample: 102
Total Sentences in Sample: 12
Average Number of Words Per Sentence: 8.5
Number of Words Not Matched to Revised Spache Word List: 17
Percentage of Words Not Matched to Revised Spache Word List: 16.66
Spache Readability Index: 3.47
Whales are found in oceans all over the world. They are the largest living animals. They weight of the blue whale is equal to the weight of 25 elephants. But not all whales are huge; dolphins are small whales. Whales are not fish. They are mammals that live in the sea. Whales live in groups called pods. A male is called a bull and a female is called a cow. A young whale is called a calf. Each whale has a long stream lined body with a powerful tail that pushes it through the water. A whale's flippers help it to steer.
(0.141 * 8.5 Avg. Number of Words Per Sentence)+ (0.086 * 16.66 Percent of Words in Sample Not Found on Spache Revised Word List) + 0.839 = 3.47 Grade Equivalent
Readability Analysis
Title: Whales
Author: Alan Parker and Catherine Parker
Total Rd Wds:_____|#Errors: ___|Correct.Rd Wds:_____|%Correct.Rd Wds:____
Total Words in Sample: 102
Total Sentences in Sample: 12
Average Number of Words Per Sentence: 8.5
Number of Words Not Matched to Revised Spache Word List: 17
Percentage of Words Not Matched to Revised Spache Word List: 16.66
Spache Readability Index: 3.47
Whales are found in oceans all over the world. They are the largest living animals. They weight of the blue whale is equal to the weight of 25 elephants. But not all whales are huge; dolphins are small whales. Whales are not fish. They are mammals that live in the sea. Whales live in groups called pods. A male is called a bull and a female is called a cow. A young whale is called a calf. Each whale has a long stream lined body with a powerful tail that pushes it through the water. A whale's flippers help it to steer.
Spache Readability Formula for This Passage =
(0.141 * 8.5 Avg. Number of Words Per Sentence) + (0.086 * 16.66 Percent of Words in Sample Not Found on Spache Revised Word List) + 0.839 = 3.47 Grade Equivalent
Use this interactive website to create a Venn diagram. Create a project to compare and contrast the characteristics and habitats of whales and polar whales. Give your project a title, label both circle 1 and 2, and generate the concepts. Click and drag where they belong!
Resource: Xtranormal
Website: http://www.xtranormal.com/
Watch a 3D animated movie to learn more about text features. It’s that simple.
Want to use the computer to draw instead of paper and pencil? Go online and use Kerpoof’s to create an mammals habita ! Click on make a drawing and use the tools and colors to illustrate. You can also create a title for your picture using the text option. When you are finished you can save and print!
Use this website to read a Just Right Book. The Raz-Kids animated leveled books and interactive quizzes give you many choices. Listen to your favorite book on mammals or read aloud with the help of the computer.
Resource: CLiCK, Speak
Website: http://clickspeak.clcworld.net/
Lexile: 230L-1220L User Name: None required
Password: None required
Download CLiCK, Speak from the website above. This is a text-to-speech program that read web pages! Begin by researching information about mammals. When you find a web page, click on the selection and then click the GO button. If you don’t need or want to use the CLiCK, Speak feature, then you don’t need to! It’s that simple!
Resource: Grolier Online
Website: www.go.grolier.com/
Lexile: 0L-above 1200 User Name: School must have access
Password: School must have access
Use this online research database to find information about mammals easily. You can refine your search to locate your results that are within your reading level! Use this resource to not only find research articles but videos, an atlas, dictionaries, and more!
Works Cited
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA
CAST UDL. Book Builder. http://www.cast.org/learningtools/book_builder/index.html
CliCK, Speak. http://clickspeak.clcworld.net/
Grolier Online. www.go.grolier.com/
K-12 New Hampshire Common Core Standards. (2012). New Hampshire, US
K-12 Science New Hampshire Curriculum Framework. (2006, June). New Hampshire, US
The University of Kansas. LINCS. http://www.ku-crl.org/sim/strategies/lincs.shtml
OKAPI The Internet Application for Creating Curriculum-Based Assessment Reading Probes. http://www.lefthandlogic.com/htmdocs/tools/okapi/okapi.php
Parker, A. & Parker, C. (2000). Whales. Austin, TX: Harcourt Achieve Inc.
