This document provides information about NJ ASK standardized testing for grades 3-5. It outlines the testing schedule, with Language Arts Literacy tests on May 10th and 11th. It also defines "everyday text" as materials like magazines and newspapers that convey information through nonfiction writing around 700-1400 words. The document discusses common challenges students face with everyday texts, such as vocabulary, charts and diagrams, and informational text structures. It also reviews various patterns of text organization, including description, time order, comparison/contrast, cause/effect, and problem/solution. Sample passages are provided to illustrate each pattern.

1. Everyday TextNJ ASK grades 3-51

2. Grades 3 and 4May 10 –14, 2010Day 1 –Monday, May 10, 2010 –Language Arts LiteracyDay 2 –Tuesday, May 11, 2010 –Language Arts Literacy2

3. Everyday Text“Everyday text” conveys information about a topic

4. shows a process

5. magazines, newspapers, “how-to” books, and workbooks

6. 700 to 1,000 words for grade 3

7. 1,000 to 1,400 words for grade 43

8. Can you identify your challenges? Take a minute or two to talk to a partner and identify one challenge your students have working with everyday text. Post your response to the chat window or into the microphone.4

9. Common ChallengesStudent Factorslack of interestlack of experiencelack of prior knowledgepoor attitude toward readingText Factorstechnical vocabularymaps, charts, tables, diagramsthe structure of informational writing- chapters, headings, subheadings5

10. Patterns of Text OrganizationDescription or Enumeration Text Patternlist pieces of information (facts, ideas, steps, etc.) signal words- one, two, first, second, third, to begin, next, finally, most important, when, also, too, then, to begin with, for instance, for example, and in fact“All living things fit into one of six kingdoms: Protista, Plantae, Fungi, Animalia, Eubacteria, or Archaebacteria. Bacteria make up the kingdoms Eubacteria and Archaebacteria . These two kingdoms contain the oldest forms of life on Earth.” (Microorganisms, Fungi, and Plants).6Can you think of a sample from your own class?Use a flowchart for an enumeration pattern

11. Time Order or Sequence Text Pattern putting facts, events, or concepts in order of occurrencesignal words: on (date), not long after, now, as, before, after, when, first, second, then, finally, during, finally, and until“The Planet closest to the Sun is Mercury, then comes Venus, and next is Earth.. Because of Earth’s distance from the Sun, it alone has the right temperature for liquid water-vital to life. At 900 degrees Fahrenheit, on Venus water turns to vapor. And on Mars, all the water is frozen at the poles” (Kids Discover Magazine—Solar System).7Can you think of a sample from your own class?

12. Comparison-Contrast Text Patternpoints out likenesses (comparison) and/or differences (contrast)signal words: however, but, as well as, on the other hand, not only...but also, either...or, while, although, similarly, yet, unless, meanwhile, nevertheless, compared to“The Sun dominates our location in space. It is quite different from the planets and all the other bodies in the solar system. The Sun is a star, just like the stars we see in the night sky, but much closer to Earth. It is a great ball of very hot gas that gives out vast amounts of energy as light and heat. In contrast, the other bodies in the solar system are made of rock, ice, or cold gas. And they give out no light of their own. We see them shining in the night sky only because they reflect light given off by the Sun” (Kids Discover Magazine—Solar System).8Can you think of a sample from your own class?Venn diagram, data chart, used to visualize a comparison contrast

13. Cause-Effect Text Patternshows how facts, events, or concepts (effects) happen because of other facts, events, or concepts (causes)signal words: because, cause, since, therefore, consequently, as a result, this led to, so, so that, nevertheless, accordingly, if....then, and thus “When sound waves hit an object, some of them bounce back toward their source. This bounce is an echo. Some animals use this echo effect to help them survive. They send out sounds that bounce off objects and other animals. The echoes of the sounds then bounce back to the source animal. This is called echolocation. The bouncing sounds help the animals “see.” “(Physics of Sound).9Can you think of a sample from your own class?Use a flowchart for a cause-effect pattern

14. Problem and Solution Text Patternshows the development of a problem and the solution(s) signal words: because, cause, since, therefore, consequently, as a result, so, so that, nevertheless,accordingly, if....then, and thus 10What was the most famous repair job in space? Fixing the Hubble Space Telescope. It didn’t work perfectly at first. One of its mirrors was a bit too flat. This blurred the images. Also, there was a slight wobble as the satellite traveled in orbit. In 1993, NASA sent astronauts up in a shuttle to repair the Hubble. They caught the telescope with a 50-foot (15.2 m) robot arm and pulled it into he shuttle’s open cargo bay. They replaced some parts, added new instruments, and launched it back into orbit.” (Can You Hear a Shout in Space?).Can you think of a sample from your own class?

15. Everyday Text Sample11Weather is the condition of the air at a certain time and place. Knowing what the weather is going to be like is useful whether you are planning a special event or performing a task. One way to learn about the weather is to listen to a weather report.A weather report usually answers these questions: (1) What is the temperature? (2) Is the sun shining or is it cloudy? (3) Has there been any rain, snow, or hail? (4) How windy is it? (5) Is there much dampness – humidity – in the air?

16. How would you guide your students to interpret this question?According to the passage, which question would a weather report answer?A. Where are we?B. What time is it?C. Who are you?D. How hot is it?12What type of question is this?Main ideaFact/opinionVocabularySequenceSupporting detailsInference

17. How would you guide your students to interpret these questions?1. The author wrote this selection to describe how to A. recognize trees. B. identify the parts of a leaf. C. complete a nature rubbing. D. examine tree bark.2. What makes the leaf pattern? A. cracks B. veins C. stem D. color3. Which of these might be considered bad weather conditions for bark rubbing?A. coolB. cloudyC. windyD. sunny13What type of question is this?Main ideaFact/opinionVocabularySequenceSupporting detailsInference

18. How would you guide your students to interpret these questions?What type of question is this?Main ideaFact/opinionVocabularySequenceSupporting detailsInferenceCause/effect4. Why does the bark of a tree crack and flake?A. Animals try to eat it.B. Water passes through it.C. Softer wood is protected by it.D. New bark grows underneath it.5. For bark rubbings, the author tells you to find a tree that has knobby bark. Knobby probably meansA. hard.B. dark.C. bumpy.D. smooth.14

19. How would you guide your students to interpret these questions?15What type of question is this?Main idea/supporting detailsFact/opinionVocabularySequenceInferenceDrawing conclusionCause/effect

20. How would you guide your students to interpret these questions?16What type of question is this?Main idea/supporting detailsFact/opinionVocabularySequenceInferenceDrawing conclusionCause/effect

21. How would you guide your students to interpret these questions?1. Which of these creatures would need an environment that would be difficult toprovide in a school environmental center? A. hopping twig B. snowshoe hare C. leafy leaper D. cricket2. Suppose you were selecting creatures for a school environmental center. Which of the following questions could you ask to help you decide which creatures to choose? A. Do some of these creatures eat others? B. Are any of these creatures pets? C. Who will take care of the garden? D. Do any of these creatures have nests?17What type of question is this?Main idea/supporting detailsFact/opinionVocabularySequenceInferenceDrawing conclusionCause/effect

22. Open Ended Questions18

23. What graphic organizers could you use to teach students to organize these questions?As the article explains, Sybil Ludington was a real person. • How did Sybil’s actions affect the American Revolution? • How could this historic ride influence other people? Use specific information from the article and any additional insight to support your response.This article is about female patriots and their experiences. • Why does the author choose to write about female patriots? • Explain why it is important to recognize everyone’s part in history. Use specific information from the article and any additional insight to support your response.19

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27. 23Your score ___________

28. Score Point 2provides several text-based reasons for using lightweight paper does not provide an explanation response is general demonstrates a partial understanding24

29. 25Your score________________

30. Score Point 0no information that connects to passagethe information is irrelevant discussion indicates only that the student has read the question26

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32. 28Your score___________

33. Score Point 3student has synthesized the text uses relevant information to explain details are simple and merely imply how the paper functions29

34. 30Your score____________

35. Score Point 1minimal understanding of taskvague reference to text [The paper was folded into a cone. . . the balloon was placed in it] explanation simply describes does not explain the reason for using paper that is lightweight31

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37. 33Your score__________

38. Score Point 4clearly demonstrates student has synthesized text provides appropriate and elaborated reasonsdetails develop the explanationscontrolled use of relevant text to draw logical conclusions34

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