3rd Quarterly LLT Training

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Finding Your Way Through a Functional
Passage3rd 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
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Office of LiteracyMission Statement

• The Office of Literacys 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

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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 sameLiterature doesnt
prepare readers for demands of informational
reading

• Look for different points of view
• Read for own purposes
• Use study strategies

• External Features
• Internal Structures
• Visual and graphic information
• Vocabulary carrying concepts

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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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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?
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Food Label

• Features of this passage
• Heading
• Subheading
• Table
• Pair Share
• What are the important features of this passage?

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Map

• Features of this passage
• Map
• Legend
• 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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Lets 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
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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.

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• 1. What would you do if you didnt 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
 

• 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.

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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.

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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

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Sixth Grade Sample Test Question

• 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

• 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. 

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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

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Seventh Grade Sample Test Question

• Which of the following continents has the most
  manufacturing and trade? 
• Australia
• Europe
• Africa
• South America 

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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.

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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 someones 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.

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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.

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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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• What does the word recede mean in the first
  sentence?
• ___________________________
• Where might you find this sign?
• _____________________________
• 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.