ALEX Classroom Resource

  

Color My World: Expanding Meaning Potential through Media

  Classroom Resource Information  

Title:

Color My World: Expanding Meaning Potential through Media

URL:

http://readwritethink.org/classroom-resources/lesson-plans/color-world-expanding-meaning-30559.html

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

Overview:

This lesson is not about markers over pencils; it is about developing a relationship between students and media and how such nurtured connections can support students' ideas in what they write and how they write it. Through in-class discussions about writing/drawing materials and carefully observing how an illustrator uses media to communicate ideas, students will see how materials can extend knowing. This lesson provides opportunities for students to explore and experience the meaning potential of everyday writing and drawing tools in their own writing. The lesson can (and should be) adapted for older students.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 3
1 ) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RL.3.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.1- Answer who, what, and where questions to demonstrate understanding of a story.


English Language Arts
ELA2015 (2015)
Grade: 3
3 ) Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. [RL.3.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.3- Identify traits or feelings of a character in a story.


English Language Arts
ELA2015 (2015)
Grade: 3
6 ) Distinguish their own point of view from that of the narrator or those of the characters. [RL.3.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.6- Identify the narrator's or character's point of view in a story.


English Language Arts
ELA2015 (2015)
Grade: 3
7 ) Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). [RL.3.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.7- Use illustrations and words to answer questions about the characters, setting, or events of a story.


English Language Arts
ELA2015 (2015)
Grade: 4
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.4.10]


NAEP Framework
Anchor Standard::
Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Cognitive Target::
Consider Text(s) critically to evaluate the author's perspective or point of view within or across texts, take different perspectives in relation to a text, and compare or connect ideas, problems, or situations.
NAEP Descriptor::
Infer and explain a lesson common to story and poem. (Integrate and Interpret)

NAEP Descriptor::
Recognize surface similarity between story and poem. (Integrate and Interpret)


English Language Arts
ELA2015 (2015)
Grade: 4
10 ) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [RI.4.1]


NAEP Framework
Anchor Standard::
Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Cognitive Target::
  • Identify textually explicit information and make simple inference with and across texts, such as: definitions, facts, supporting details.
  • Make complex inferences within and across texts to describe problems and solution or cause and effect, determine unstated assumptions in and argument. Draw conclusions and provide supporting details.
  • Determine fact from opinion.
  • Identify textually explicit information within and across text, such as locating specific information in text or graphics. Make complex references within and across texts, such as draw conclusions and provide supporting information.

NAEP Descriptor::
Use examples from article to explain interpretation. (Integrate and Interpret)

NAEP Descriptor::
Recognize main questions answered by an article. (Integrate and Interpret)

NAEP Descriptor::
Interpret text details to select and provide one example. (Integrate and Interpret)

NAEP Descriptor::
Recognize explicitly stated information from an article. (Locate and Recall)

NAEP Descriptor::
Recognize explicitly stated information in an informational text. (Locate and Recall)

NAEP Descriptor::
Recognize cause explicitly stated in an informational text. (Locate and Recall)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.10- Answer who, what, when, and where questions to demonstrate understanding of an informational text.


English Language Arts
ELA2015 (2015)
Grade: 4
11 ) Determine the main idea of a text and explain how it is supported by key details; summarize the text. [RI.4.2]


NAEP Framework
Anchor Standard::
Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Cognitive Target::
  • Identify textually explicit information within and across text, such as topic sentence or main idea, locate specific information in text or graphics.
  • Make complex references within and across texts, such as summarize major ideas.

NAEP Descriptor::
Recognize the main topic of informational article. (Integrate and Interpret)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.11- Identify the main idea of an informational text and details that support the main idea.


English Language Arts
ELA2015 (2015)
Grade: 4
12 ) Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. [RI.4.3]


NAEP Framework
Anchor Standard::
Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Cognitive Target::
Identify textually explicit information within and across texts to find evidence in support of an argument.
NAEP Descriptor::
Describe a process with text support. (Integrate and Interpret)

NAEP Descriptor::
Interpret information in expository passage to describe steps in a process. (Integrate and Interpret)

NAEP Descriptor::
Recognize best description of character based on action described in expository passage. (Locate and Recall)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.12- Identify events, procedures, ideas, or concepts in an informational text.


English Language Arts
ELA2015 (2015)
Grade: 4
17 ) Explain how an author uses reasons and evidence to support particular points in a text. [RI.4.8]


NAEP Framework
Anchor Standard::
Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Cognitive Target::
Analyze the presentation of information, evaluate the strength and quality of evidence used by the author to support his or her opinion, determine the quality of counter arguments, judge the coherence, logic or credibility of an argument.
NAEP Descriptor::
Make a text-based inference to recognize reason for action. (Advanced, Integrate and Interpret)

NAEP Descriptor::
Connect text ideas to recognize an explanation. (Advanced, Integrate and Interpret)

NAEP Descriptor::
Recognize interpretation of a paragraph in an informational text. (Advanced, Integrate and Interpret)

NAEP Descriptor::
Recognize purpose of action in a process explicitly described in and expository passage. (Proficient, Integrate and Interpret)

NAEP Descriptor::
Recognize author's main purpose for writing an expository text. (Proficient, Integrate and Interpret)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.17- Identify reasons or evidence to support the main idea or points in an informational text.


English Language Arts
ELA2015 (2015)
Grade: 4
19 ) By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.4.10]

English Language Arts
ELA2015 (2015)
Grade: 5
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.5.4]

a. Read on-level text with purpose and understanding. [RF.5.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.5.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.5.4c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.21- Read/identify 200 words associated with pictures or tangible objects.


English Language Arts
ELA2015 (2015)
Grade: 5
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.5.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.5.3a]

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. [W.5.3b]

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [W.5.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.5.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.5.3e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.24- Compose narrative texts by introducing characters or a narrator, organizing events in sequence and providing an ending related to the event sequence.


English Language Arts
ELA2015 (2015)
Grade: 5
25 ) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.5.4]

English Language Arts
ELA2015 (2015)
Grade: 5
26 ) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-5.) [W.5.5]

English Language Arts
ELA2015 (2015)
Grade: 5
28 ) Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. [W.5.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.28- Identify evidence from more than one text to support a research topic.


English Language Arts
ELA2015 (2015)
Grade: 5
29 ) Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. [W.5.8]

English Language Arts
ELA2015 (2015)
Grade: 5
30 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.5.9]

a. Apply Grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]"). [W.5.9a]

b. Apply Grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]"). [W.5.9b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.30- Analyze evidence from literary or informational texts to support a research topic.


English Language Arts
ELA2015 (2015)
Grade: 5
31 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.5.10]

English Language Arts
ELA2015 (2015)
Grade: 6
39 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.6.3]

a. Vary sentence patterns for meaning, reader or listener interest, and style.* [L.6.3a]

b. Maintain consistency in style and tone.* [L.6.3b]

English Language Arts
ELA2015 (2015)
Grade: 6
40 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 6 reading and content, choosing flexibly from a range of strategies. [L.6.4]

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. [L.6.4a]

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). [L.6.4b]

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. [L.6.4c]

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). [L.6.4d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.40 - Determine the meanings of words.
ELA.AAS.6.40a - Use phrases and context clues to determine the meaning of a word or phrase.
ELA.AAS.6.40c - Use reference materials to find the pronunciation of a word or determine its meaning.
ELA.AAS.6.40d - Verify the meaning of a word or phrase by using a dictionary.


English Language Arts
ELA2015 (2015)
Grade: 6
42 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.6.6]

Tags: communication, discussion, Doodle Splash, drawing, media, writing
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Author: Cassie Raulston