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Chronological Order

Chronological Order

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Chronological Order

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  1. Chronological Order LA. A. 2. 2. 1. The student constructs meaning from a wide range of texts.

  2. FCAT Testing Cluster 2 • Main Idea, Plot, and Purpose • LA. A. 2. 2. 1. • Main idea or essential message • Supporting details and facts • Chronological order or other sequence of events

  3. Chronological Order • An arrangement of events in the order of the time of their occurrence • Events described in the order they happened in time. Sequence of events: gives the order of action in a narrative or details in nonfiction.

  4. LA. A. 2. 2. 1. • The student reads text and determines the main idea or essential message, identifies relevant supporting details and facts, and arranges events in chronological order from text and identifies supporting information.

  5. Time Lines • A graphic arrangement of events in the sequence of time. • Example: • Sequence of life stages of a frog • Eggs • Tadpoles • Frog

  6. Words that show time • About After • Afterward As soon as • At Before • During Finally • First Immediately • Later Meanwhile • Next Next week • Second Soon • Then Third • Till Today • Tomorrow Until • When Yesterday

  7. Useful Graphic Organizers • Story Map • Time Line • Flow Map

  8. Key Questions • Tell the big events of the story in the order they happened. • List the key events in order. • What happened in each part of the story? • What happened just before the event? …just after? • What words tell what happened before or after?

  9. Key Questions, Continued • What are the steps in the process? • Trace the journey of the person or animal from location to location. • Name one important thing that happens early in the story or article. • What is the next important thing? • Tell 3 important events in the life story of…

  10. Key Questions, Continued • What did _______ do to solve his/her problems, step by step? • Where does the climax of the story come? • What did _________ do to become a hero?

  11. Response Attribute • 3rd Grade and 5th Grade • Multiple Choice Questions are worth 1 point each. • Distractors may include but are not limited to the following: • Events that are drawn from the passage and presented out of order • Plausible but incorrect responses based on the text

  12. Response Attributes • 4th Grade • Multiple Choice • Distractors may include but are not limited to: • Events that are drawn from the passage and are presented out of order • Inferences not supported by the text • Plausible but incorrect responses based on the text

  13. Short Response Attributes • Items will be scored with a holistic rubric that defines the performance criteria for each score point 2 Points The response indicates that the student has a complete understanding of the reading concept embodied in the task. The student has provided a response that is accurate and complete and fulfills all the requirements of the task. Necessary support and/or examples are included, and the information given is clearly text based. 1 Point The response indicates that the student has a partial understanding of the reading concept embodied in the task. The student is provided a response that includes information that is essentially correct and text-based, but the information is too general or too simplistic. Some of the support and/or examples may be incomplete or omitted. 0 Points The response is inaccurate, confused, and/or irrelevant, or the student has failed to respond to the task.

  14. Key Words for Short Response • What happened FIRST? • What happened NEXT? • What happened AFTER? • What step is LAST? • How do you … • What steps are taken to …

  15. Example of a Short Response Question • Describe how a beaver builds a dam. Use details and information from the article in your description.

  16. Extended Response Rubric 4 Points The response indicates that the student has a thorough understanding of the reading concept embodied in the task. The student has provided a response that is accurate and complete and fulfills all the requirements of the task. Necessary support and/or examples are included, and the information given is clearly text-based. 3 Points The response indicates that the student has an understanding of the reading concept embodied in the task. The student has provided a response that is accurate and fulfills all the requirements of the task, but the required support and/or details are not complete or are not clearly text-based. 2 Points The response indicates that the student has a partial understanding of the reading concept embodied in the task. The student has provided a response that includes information that is essentially correct and text-based, but the information is too general or too simplistic. Some of the support and/or examples and requirements of the task may be incomplete or omitted. 1 Point The response indicates that the student has very limited understanding of the reading concept embodied in the task. The response is incomplete, may exhibit many flaws, and may not address all requirements of the task. O Points The response is inaccurate, confused and/or irrelevant, or the student has failed to respond to the task.

  17. Sample Questions What happens after Mrs. Whipple brings Chili Bones to Jordy’s house? • Mrs. Whipple asks to have her slipper back. • Bloocher takes Jordy’s shoe away from him. • Jordy thinks that Bloocher might be allowed to stay. • Jordy’s mother thinks she might send Bloocher away.