Reading Performance Task Teacher Instructions

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1 Reading Performance Task Teacher Instructions Clifford the Big Red Dog Instructions for the Teacher The Clifford performance task centers on Norman Bridwell s Clifford the Big Red Dog, an illustrated text in which a young girl describes what life is like with her dog Clifford. The teacher reads the text to and/or with the student, monitors comprehension, and promotes engagement and skill scaffolding during and after the reading. The teacher then asks students to use a combination of drawing, dictating, and writing to provide responses to the story. Read the teacher instructions, student performance task, and text, and familiarize yourself with the tasks the student will be asked to complete. Provide students with copies the student performance task and means (paper, pencils, crayons and/or colored pencils) to write and/or draw their responses. The recommended time for completing the task is under thirty minutes. s complete the task individually, with teacher support. Assess student performance based on the accompanying rubric. Performance Task Skills Locate the capital letter that begins a sentence, and the period, question mark, or exclamation point that ends it Distinguish kinds of sentences based on their end punctuation Segment single-syllable spoken into their component phonemes, including consonant blends, in sequence (e.g., the initial, middle, and final sounds of glad are /g/ /l/ /a/ /d/) Decode regularly spelled grade-appropriate (e.g., pick the word last from last, list, lost) Segment syllables in VC-CV to decode basic two-syllable patterns in Read grade-level sight automatically (e.g., again, could, every) Identify with guidance the purpose for reading (e.g., for enjoyment, to learn something new), and show comprehension of on-level texts by answering questions after reading that reflect on the purpose (e.g., what parts of the story did you like or what did you learn?) Name antonyms for grade-appropriate frequently used (e.g., before/after) in isolation or in context Prereading Before introducing the reading, revisit the concept that every syllable must have a vowel sound. With that in mind, lead students to decode the following two-syllable VC-CV from the book: 1 of 9

2 Grade 1: after, biggest, catches, flowers, other, reddest. Include Clifford too. Grade 2: spotted Grade 3: matter, mistakes Grade 4: perfect, problem Procedure suggestion: Write the one at a time on the chalkboard. Do not say the word, but allow students to examine each word's parts. Then model how to use syllabication to read the word. Use a card to cover the second syllable. Say something like the following (starting with after). Each syllable has a vowel sound. There are two vowels in this word separated by two consonants. If we divide the word between the consonants, we get af and ter. Cover ter and pronounce af and then, removing the card, pronounce ter. When we say these two syllables together, we get after. Continue by writing, one at a time, the 2-syllable from the book. Have students chorally read each word. Provide modeling as necessary. Conclude by displaying this sentence from the book for students to read individually or together: But I have the biggest, reddest dog on our street. Part 1: Reading the Text Introduce the task and text to the students. Say: Now we are going to read the story. The story is called Clifford the Big Red Dog. First, I will read the story to the whole class. Then we will talk about it in small groups. Show the cover of Clifford the Big Red Dog to the students. Say: This story is called Clifford the Big Red Dog. What is this story called? (Wait for student response, providing prompting and support as necessary.) Look at the picture on the cover. What do you see? (Wait for student response, providing prompting and support as necessary. s will observe that there is a girl hugging a very large dog.) What do you think this story will be about? (Wait for student response, providing prompting and support as necessary. Prompt the students to provide more information after responding if necessary, e.g., Why do you think it s about that? ) Read the book to the class. Then set aside time to discuss with groups of students (2 or 3 students per group). Reintroduce the cover of Clifford the Big Red Dog to the students. Say: Remember that this story is called Clifford the Big Red Dog. Can you point to the word red in the title? (Wait for student response, providing prompting and support as necessary.) Can you point to the word dog in the title? (Wait for student response, providing prompting and support as necessary.) Can you point to the 2 of 9

3 word big in the title? (Wait for student response, providing prompting and support as necessary.) Clifford the Big Red Dog is by Norman Bridwell. Now let s talk about the story! 1. Occasionally stop and encourage a student to read or reread aloud a paragraph from the book as the student is able, monitoring the student s ability to read and pronounce grade-level sight. Work with the student to decode unfamiliar by segmenting them into component phonemes, including consonant blends (e.g., in like throw, brings, play, chew, first, small, black, brown). Pay special attention to VC-CV (e.g., other, matter, perfect, after, problem), working with the student to segment and decode them as needed while reading the text. 2. Monitor each student s comprehension and encourage engagement with the text by periodically asking the student discussion questions. Support the student in responding to these questions verbally. Some possible questions include the following: Who is Emily Elizabeth? What does Emily Elizabeth look like? How do you know? What pet does Emily Elizabeth have? Who is Clifford? What does Clifford look like? How do you know? Clifford is a big dog. If Clifford were the opposite of a big dog, what would he be? How is Clifford different from the other dogs on the street? What do Clifford and Emily Elizabeth do together? Why do the games they play turn out differently than expected? What do you notice about Clifford when he is playing hide-and-seek? (Turn to that page.) How do you know that he likes that game? How do you think Clifford feels about camping? What makes you think this? What tricks does Clifford do? What are Clifford s bad habits? What sort of cat does Clifford chase? What do you notice about how that cat feels and why is it unusual? Clifford eats and drinks a lot. If Clifford ate the opposite of a lot, how much would he eat? 3 of 9

4 Clifford is a good watchdog. If Clifford were the opposite of a good watchdog, what kind of watchdog would he be? What does Emily Elizabeth do before she takes Clifford to the dog show? How does Clifford feel about this, and how do you know? What does Emily Elizabeth use to comb Clifford s hair? What happens at the dog show? How does Emily Elizabeth feel about what happens at the dog show? How does Emily Elizabeth feel about Clifford? How do you know? 3. Ask the students to point to the beginning and end of sentences on a given page. Ask each student how he or she knows it is the beginning or end of the sentence, and what effect the capital letter and period have on how the text is read. Demonstrate or ask each student to show the difference between reading two sentences in succession, observing the period and not observing the period dividing them. 4. Draw the students attention to the last sentence in the story. Ask how this sentence is different from the other sentences in the book. Ask the students what punctuation mark it ends with, and why. Ask each student to answer the question: Would he or she keep Clifford? Encourage the student to explain his or her answer with details from the text. Part 2: Culminating Activity Introduce the culminating activity to the students. Say: We just read the story Clifford the Big Red Dog. Now I am going to ask you a few questions about the story. You can answer the questions by writing and drawing pictures. I can help you with the spelling of some if you like, but it s all right to work on your own too. Then you will show me your paper and tell me about what you wrote and drew. Make sure each student has the student performance task, a pencil, and a set of crayons or colored pencils to write and draw responses. Allow the student to refer to the book as he or she responds to each question. Direct the students as follows. (Allow each student adequate time to respond to the direction, observing and evaluating the student responses based on the rubric before moving on to the next one). 1. Say: Draw a picture showing how Clifford is different from other dogs. Below your picture, write some that describe Clifford. 2. Say: Clifford does lots of things with Emily Elizabeth. Draw a picture showing an activity that the two of them do. Write what the activity is below your picture. 3. Say: Clifford has some bad habits. Draw a picture showing which habit you think is the funniest. Write what Clifford is doing under your picture. 4 of 9

5 4. Say: Think about your favorite part of the book about Clifford. Write down what it is. Tell why you like it. After observing and evaluating the students written responses, have each student discuss his or her responses, explaining the drawings and as needed. (As the student responds, provide additional prompting and scaffolding if needed. For example, I see you drew a picture of [x]. Why did you like that part? Did you think it was funny? What about it made you laugh? Which picture in the book did you like best? Why? ) As the student responds to the question in spoken and/or written form, use the rubric to monitor and evaluate his or her written, pictorial, and spoken responses to the question. Score Print Concepts Phonological Awareness Phonics and Word Recognition Fluency Vocabulary 4 3 Locates the capital letter that begins a sentence, and the period, question mark, or exclamation point that ends it, as by reading and/or writing about the story without errors Locates the capital letter that begins a sentence, and the period, question mark, or exclamation point that ends it, as Segments syllables in VC-CV to decode basic twosyllable patterns in, as by reading and/or discussing the story using these without errors Segments syllables in most VC-CV to decode basic two-syllable patterns in Decodes all regularly spelled gradeappropriate, as by reading, writing about, and/or discussing the story without errors Reads all grade-level sight automatically, as by reading, writing about, and/or discussing the story without errors Decodes most regularly spelled gradeappropriate Reads most grade-level sight automatically Thoroughly and accurately answers questions after the reading that reflect on the purpose (e.g., what parts did you like?) Mostly thoroughly and accurately answers questions after the reading that reflect on the purpose Names antonyms for gradeappropriate frequently used Names antonyms for gradeappropriate frequently used 5 of 9

6 by reading and/or writing about the story with few errors (e.g., what parts do you like?) 2 partially: Locates some cues to indicate the beginning or ending of sentences partially: Segments syllables in a some VC-CV to decode basic two-syllable patterns in partially: Decodes some regularly spelled gradeappropriate Reads some grade-level sight automatically partially: Provides some answers to questions after the reading partially: Names some antonyms for gradeappropriate frequently used 1 Locates few or no cues to indicate the beginning or ending of sentences Segments syllables in few or no VC- CV Decodes few or no regularly spelled gradeappropriate Reads few or no grade-level sight automatically Answers questions after the reading, but the answers are incomplete, unclear, and/or not related to the story or purpose Names few or no antonyms for gradeappropriate frequently used 6 of 9

7 Instructions for the 1. Draw a picture showing how Clifford is different from other dogs. Below your picture, write some that describe Clifford. 7 of 9

8 2. Clifford does lots of things with Emily Elizabeth. Draw a picture showing an activity they do. Write what the activity is below your picture. 3. Clifford has some bad habits. Draw a picture showing which habit you think is the funniest. Write what Clifford is doing under your picture. 8 of 9

9 4. Think about your favorite part of the book about Clifford. Write down what it is. Tell why you like it. 9 of 9

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