Criteria for Transitional Checking For Understanding (cfu)



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Criteria for Transitional Checking For Understanding (CFU): 85% Before Moving on

Teaching Standard/Chunk:

RL 1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.





I. Opening:

  • Activate Prior Knowledge/Hook:

Refer back to different writing prompts—information and narrative—that the students have written. Activate prior knowledge about what they know about both.

  • Student Friendly objective:

I will be able to tell the difference between a story and informational text.

Be clear that today we will be READING what other kids have written and DECIDE if it is a story or information.



  • Importance to Student:

Share a personal story of choosing the wrong book—chose a story about frogs when you wanted an information book about frogs (i.e. Frog and Toad or Frogs)

Transitional CFU: _Students chorally repeat the objective. Pull 3-4 sticks.\



Ask a clarifiying question: Are we reading or writing?

OBJECTIVE

II. Presentation of Material:

  • Concept Development:

    • Definition(s)

Story—Tells about yourself

Tells about things you did or saw

Tells how you feel.

Information—Tells about a person, place or thing

Tells how it looks or what it does


    • Examples/Non-examples (when appropriate)

“My Pet Bunny” and “Chunky”—just read, then tell that it is a story or information

Transitional CFU: Choral Cloze Sentences. Tell a partner, shout it out.

Repeat the entire definitions.

A story tells about ____

Information shows how something _____________ or what it ________.

DEFINITION

III. Build Schema/Teacher Model:


TEACHER

STUDENT

Modeling-Think Aloud

Active Engagement

Processing Teacher Thinking



Bugs—Descriptive

Today I’m going to show how I know which passages are a story and which are information.
What am I going to do?
I need to look at the definitions to help me figure it out. Let’s read them again.

Repeat Story definition

Repeat Information definition
Here are the steps to figuring out if a passage is a story or information: (Put Up Poster with Steps)

  1. Read each line of the passage.

  2. Look at the definitions of story and information.

  3. Decide what each line of the passage is telling.

Step 1: Read each line.


What’s the first step?



Read first line of “Bugs”.
Step 2: Look at the definitions of story and information.

What’s the second step?
Look at the definitions again (repeat out loud, if necessary)
Step 3: Decide what the line of the passage is telling.
What’s the third step?
This is telling me about a thing and not myself. Circle “bugs” and label “thing” in text.What’s it telling me about?
I think this might be information because it’s telling me about a thing and not myself. Why do I think this might be information? Chunk sentence frame.
Repeat the steps of “recipe” for each line of text.
Read second line of “Bugs”. Ask Rhetorically: Is this about me and what I did or about the bugs? It’s about how the bugs look. Circle “small” and label “looks”. What is it about?
I think this might be information because it’s telling me about how the bugs look.

Why do I think this is information? Chunk sentence frame.
Read third line of “Bugs”. This is telling me what the bugs do. Circle “bite” and label “does”. I think it’s information because it’s telling me about what a bug does. What is it telling me?
I know it’s information because it’s telling me about a thing, what it looks like, and what it does. How do I know it’s descriptive? Chunk Sentence Frame.

Read fourth line of “Bugs”. This is telling me what the bugs do. Circle “itch” and label “does”. I think it’s information because it’s telling me about what a bug does. What is it telling me?

I know this paragraph is information because it’s telling me about a thing, what it looks like, and what it does. How do I know it’s information? Chunk Sentence Frame.

Choral

Partner

Partner


Chorally repeat each step.

Partner share each step.

Pull sticks to check each step.
Choral
Choral

Choral

Choral

Echo sentence frame in chunks



Choral

Echo sentence frame in chunks

Choral

Echo sentence frame in chunks

Tell a partner

Pull sticks


Choral

Echo sentence frame in chunks

Tell a partner

Pull sticks




Bugs—Story

I’m going to figure out how I know if this passage is a story or information.
What am I going to do?
Repeat the steps of “Recipe” for each line.
Read first line of “Bugs”. I see the word I and it’s telling me about something that happened to me. Circle “I” . What is it telling me?
I think this might be a story because it’s telling what happened to me.

Why do I think this might be a story? Chunk sentence frame.
Read second line of “Bugs”. Ask Rhetorically: Is this about me and what I did or about how the bugs look? It says “I woke up”, Circle “I woke up”. It is still telling about something that happened to me. What is it telling me?

I think this might be a story because it’s telling about what I did. Why do I think this is a story? Chunk sentence frame.
Read third line of “Bugs”. This is telling me about what I did. Circle “I called for my mom”. What is it telling me?

I think it’s a story because it’s telling about what I did. Why do I think it’s a story? Chunk Sentence Frame.

Read fourth line of “Bugs”. This is telling me about what I did. Circle “I had to sleep”. What is it telling me?
I know this is a story because it uses the word “I” and it’s telling about what I did. Why do I think it’s a story? Chunk Sentence Frame.


Choral

Choral


Echo sentence frame in chunks

Choral

Echo sentence frame in chunks

choral


Echo sentence frame in chunks

Choral


Echo sentence frame in chunks

Partner repeat

Sticks

Transitional CFU: _What are the steps to deciding if a passage is a



story or information? (Choral Repeat, Tell a

partner, Pull Sticks

HOW DID I DO THAT?

IV. Guided Rehearsal: (Working Memory: Teachers & Students working together to monitor and clarify) PRACTICE! PRACTICE! PRACTICE!


TEACHER QUESTIONING

Including How? and Why?



STUDENT ACTIVITY/THINK-ALOUDS












Transitional CFU __________________________________________

Check for student readiness for Independent Practice

Reteach if not ready

V. Independent Practice: (Matches Guided Practice)

CFU: Evidence of Learning (80-85%):

_
Possible Differentiation:

English Learners:

Special Needs:


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