GRADE 1 Sample Analysis Earthworms by iW5Nyk


									                               Analysis of Complex Text
                                   Grade 1 - Collaborative Plan

Text: ___EARTHWORMS BY CLAIRE LLEWELLYN________________________________________


                               BACKGROUND INFORMATION ON TEXT
Title of Text: Earthworms                                 Genre: Informational Text – All About
Author: Claire Llewellyn                                  Publication Year: 2000
Where did you get the book? (X)
____Title One Writing Institute Book                     _____ K CCSS Institute Materials
____ Reading Series: ______________________              _____ School Library
_X_ Buzz About It                                        _____ Science Series: ____________________________
____ Social Studies Series ________________
____ Online (Add Site) _______________________________________
____ Other (List) _____________________________________________
When would you recommend this sequence be implemented during the school year?
Implement with Treasures Unit 4, Week 4. The content in the book supports the unit theme of
Nature Watch and the week’s theme of What Scientists Do.
                                   ANALYSIS OF TEXT COMPLEXITY
Quantitative           Lexile Level: 700L                         Readability Level (e.g. basal
                                                                  grade level or guided reading
                                                                  level): 2.8 grade level
Qualitative            Challenging Tier 2 Vocabulary              Challenging Tier 3 Vocabulary
                       • patch                                    • brandling worm
                       • wriggly                                  • compost hemps
                       • spade                                    • worm cast
                       • damp                                     • saddle
                       • meadows                                  • cocoon
                       • peelings                                 • hatching
                       • segment                                  • hedgehogs
                       • bristles                                 • shrews
                       • nibble                                   • pantry
                       • anchors                                  • thrush
                       • coats                                    • fishers
                       • burrow
                       • coil
                       • scarce
                       • bait

                                   ANALYSIS OF TEXT COMPLEXITY (Continued)
                    Language Demands                       Content Demands (Informational
                    content specific language              Text)/
                    throughout the text                    Knowledge Demands (Literary
                    unfamiliar and complex vocabulary Texts)
                    multiple meanings                      Common, everyday experiences and
                    varied sentence structure              knowledge about worms and soil
                    Levels of Purpose/Meaning              Text Structure
                    Author’s purpose is clearly stated.    Graphics are essential to
                    Contains clearly factual situations    understanding the text.
                    Explicitly stated purpose              Text features provide additional
                                                           information not conveyed in the
                                                           Sophisticated text features
Reader and Task     This section is dependent on reader variables (motivation, knowledge,
                    and experience) and task variables (purpose and the complexity
                    generated by the task assigned and questions posed). Think about how
                    this applies to your students as you discuss this part of text complexity
                    with your team. Do not complete.
                                      STANDARDS FOCUS
          English Language Arts Standards (# and standards-add boxes as needed)
RI.1.5 Know and use various text features (e.g.,     RI.1.7 Use the illustrations and details in
headings, tables of contents, glossaries, electronic a text to describe its key ideas.
menus, icons) to locate key facts or information in
a text.
SL.1.1 Participate in collaborative conversations    L.1.5 With guidance and support from
with diverse partners about grade 1 topics and       adults demonstrate understanding of
texts with peers and adults in small and larger      word relationships and nuances in word
groups.                                              meanings.
          Content Area Disciplinary Standards (# and standards-add boxes as needed)
SC.1.N.1.4 Ask “how do you know?” in                 SS - Social Studies Standards do not apply
appropriate situations.                              to this text.

                                TEXT DEPENDENT QUESTIONS
General Understanding     Using the title, what is the topic of the text?
Key Details               What information can you learn from the table of contents?
Vocabulary &              Reread the caption on p. 12. Using the glossary, what does worm
Text Structure            cast mean?
                          Reread the sentence, “As the worm moves forward, its body coats the
                          soil with slime.” What is the meaning of coats in the sentence?
Author’s Purpose          How do the text features help you as a reader understand the
                          author’s purpose?
Inferences                How does the author use both the text and the text features to help
                          you understand earthworms?
Opinions                  How are the glossary and index similar and different?

                                             PERFORMANCE TASK
Authentic, meaningful task that requires the students to synthesize knowledge and skills learned and
apply them to construct a response, create a product and/or performance to demonstrate
understanding of the text (text-based evidence). Use the CCSS and your selected text as a guide when
creating the performance task. Appendix B ( of
the CCSS provides examples of performance tasks at the K-1 level on pages 14-36.
Students locate key facts or information in Earthworms, by Clair Llewellyn, by using various
text features found in the text. [RI.1.5]
                         ASSESSMENT RUBRIC for PERFOMANCE TASK
An explicit set of criteria used for assessing a particular type of work or performance. How will you
assess students’ work to determine if they are progressing towards mastery of grade level standards?
For each part of the scale below, provide a description of what a student might complete at each level.
Provide specific examples relative to the performance task. NOTE: One performance task may address
one standard or multiple standards.
Standard/Standards       Experimenting (1)          Emerging (2)           Developing (3)         Proficient (4)

RI.1.5 Know and         Students are unable      Student can locate      Student locates a     Student locates key
use various text        to locate key facts or   the key facts, but      key fact or           facts or information
features (e.g.,         information in the       does not use the text   information using a   using text features.
headings, table of      text.                    features.               text feature.
contents, glossaries,
electronic menus,       EXAMPLE                  EXAMPLE                 EXAMPLE               EXAMPLE
icons) to locate key    This book is about       (Student flips          (Student turns to     (Student turns to
facts or information    worms or I don’t         through the pages       Table of Contents.    the index to find
in a text.              know where to find       and stops on one        Student locates the   where the
                        that information.        page.) Here are the     heading A Worm’s      information about
                                                 facts about the giant   Body and turns to     worm cast is
                                                 worm and garden         page 10. Using the    located. Student
                                                 worm.                   diagram the student   turns to page 12.
                                                                         describes the parts   Then student checks
                                                                         of a worm’s body.)    the glossary after
                                                                         A worm has no         reading the caption
                                                                         skeleton, eyes or     where the term
                                                                         ears. Worms are       worm cast is found.)
                                                                         made up of little     Worms use the good
                                                                         sections.             part of soil and the
                                                                                               bad part comes out
                                                                                               as waste. Worms
                                                                                               have no teeth or
                                                                                               jaws so they have to
                                                                                               suck it up with their
                                                                                               little lips.

          How can this performance task be differentiated to meet individual students’ needs?
Provide a variety of different options to address students’ needs.

Additional Support:
       •provide scaffolded support as student works with a partner through a
       •reread the book to the student(s) individually or small group while having the
       students pause to discuss the key facts and text features on each page
       •provide additional practice locating key facts from one page using a text feature
Enrichment Support:
       •use the information in the back of the book to find additional key facts to support the
       main topics in the text.
       •use the text to specifically cite how the text features support key facts
How could you use      Text Structure: Discuss the structure of the text. Notice how the text
this as a “mentor      structure repeats throughout (i.e. heading, description). The author also
text” in writing       uses text features (i.e. headings, diagrams, illustrations, photos, table of
workshop?              contents, glossary, and index) to provide more information about
                       earthworms. Point out several examples of the text structure and
                       encourage students to apply it in their own writing.
Online Support for     National Geographic Kids
                       Discovery Kids – Yucky site All About Earthworms
Technology             Walk around the school and take pictures of worms. Compile into a
Integration for        presentation about earthworms.
instruction and
student application
                       Use United Streaming video clip on earthworms.
                                           CONTENT AREAS
How does this text     SC.1.N.1.4 Ask “how do you know?” in appropriate situations.
support the content
area disciplinary
                       The text explicitly describes an earthworm and how it grows and
                       reproduces. Students will present main ideas using key details and text
                       features from the text to demonstrate their understanding of

* Use only if applicable to your text and lesson


To top