Dear Families,
2014
is going to be a great year and I am excited to begin it with your children. As
they may have told you already, we will start a new type of reflection for Read
Across Kentucky (RAKY). The reflection is based on a strategy called
C-E-I-E-I-O that is used by many school districts across the country.
My reason
for changing the type of reflections is multi-purpose. One reason is that it is
simply time for a change! Another important reasons is that I strongly feel
this type of reflection will help your child successfully write Extended
Responses (see explanation below). This will help prepare for 5th
grade and various types of writing.
I have already explained everything
about the new RAKY C-E-I-E-I-O Reflections to your children and have modeled it
as well. I have given your child a packet
that includes an explanation of C-E-I-E-I-O, a list of prompts to choose from
(very important), an example of a
completed C-E-I-E-I-O, a blank template of C-E-I-E-I-O , and a copy of the rubric that I
will use to score reflections. I have encouraged your child to keep this
colored packet in a safe and accessible place at home so that they can use it
to guide their reflections. I have also uploaded these documents onto the
classroom website. (www.centerfieldbrown.weebly.com)
Please know that this is my first
year teaching RAKY and I have loved this experience! It has been a challenge
for both the students and me; however, so far we have all had success! Please
also understand I will possibly tweak the RAKY reflections again sometime in
2014, but will of course keep you in the loop.
Thank
you for your continued support and help! It is wonderful collaborating with
such amazing families! Please contact me if you have any questions or concerns.
Thanks,
Carrie Kapfhammer
RAKY Goals:
1. Total of 16 “Independent”
Reflections by February 14th
2. Total of 25
“Independent” Reflections and 10 “In-Class” Reflections completed by May 29th
Extended Responses
Definition: Through written extended response students
learn to respond to text by reading and comprehending ideas. In
answering complex questions students learn to construct deeper meaning by
conveying their own ideas in conjunction with the author's to explain their
reasoning.
Purpose: To deepen student understanding of literary works
through written responses related to reading passages. Regular practice of
these extended responses prepare students well for the KPREP (Kentucky State
Assessment Test.)
Read Across Kentucky Reflection - C –
E – I – E – I – O
C *
Change your prompt into a topic sentence.
E * Use evidence from
the text. (In the story it said …)
I* Interpret the
above evidence. (Clearly, this shows…)
E * Use evidence from
the text. (Another part of the story said …)
I* Interpret the
above evidence. (To me this means…)
O * State your “Oh”
or “Aha” moment. (From reading and thinking about this story, I now know…)
Evidence
Sentence Starters:
In the story… The author says… The story states…
In the text… The text states… The
author states…
I know… This shows
me… This
means to me…
I believe… It is clear to
me.... I think…
I learned… Now I realize…. I am beginning to think….
Now I know….. I believe… From reading this book I now understand….
RAKY
CEIEIO Prompts to Pick From:
Choose
one question from the list below and use CEIEIO to write your RAKY reflections.
Fiction:
- How did the characters
change from the beginning to the end of this text? Use information from
the text and your own ideas to support your answer.
- How are some of the
characters in this book alike or different? Use information from the text
and your own ideas to support your answer.
- Describe the internal
character traits of the main character from your text. Use information
from the text and your own ideas to support your answer.
- What was the theme of this
book? Use information from the text and your own ideas to support your
answer.
- In the story, what emotions
and feelings do the characters show? Use information from the text and
your own ideas to support your answer.
- What is the main idea of
this text? Use information from the text and your own ideas to support
your answer.
- Create an inference after
reading this text about the characters or plot of the story. Use
information from the text and your own ideas to support your answer.
- Describe the setting of this
story. Use information from the text and your own ideas to support your
answer.
- Describe the events from
this story (first, next, later, after that, and finally). Use information
from the text and your own ideas to support your answer.
- Describe the main characters
thoughts, words, and actions from one scene in this text. Use information
from the text and your own ideas to support your answer.
- Identify the poetic elements
in this text. Use information from the text and your own ideas to support
your answer.
Informational:
- How might people today be
inspired by this person? Use
information from the text and your own ideas and conclusions to support
your answer. (For biography.)
- What is the main idea of
this text? Include key details that support the main idea. Use information
from the text and your own ideas to support your answer.
- Summarize the text. Use the
strategy somebody, wanted, but, so, then, to help you. Use information
from the text and your own ideas to support your answer.
- Describe 3 key vocabulary
words from this text. Use information from the text and your own ideas to
support your answer.
- List 4 facts from this text.
Use information from the text and your own ideas to support your answer.
- What conclusions can you
draw from this informational text? Use information from the text and your
own ideas to support your answer.
- Identify and explain the
text structure (cause and effect, chronology, or compare and contrast).
Use information from the text and your own ideas to support your answer.
Name______________
Date_____________
Book _____________________ Author____________________
Genre____________________
RAKY
Reflection - C*E*I*E*I*O template
C * Change your prompt into a
topic sentence.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
E * Use evidence from the text. (In the story it said
…) ______________________________________________________________________________________________________________________________
I* Interpret the above evidence. (Clearly, this
shows…)
______________________________________________________________________________________________________________________________
E * Use evidence from the text. (Another part of the
story said …)
______________________________________________________________________________________________________________________________
I* Interpret the above
evidence. ( To me this means…)
______________________________________________________________________________________________________________________________
O * State your “Oh” or “Aha” moment. (From reading and
thinking about this story, I now know…)
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
___C Change the question into an answer sentence
___E Evidence (what the author/text says)
___I Interpretation (your voice…what you know)
___E Evidence (what the author/text says)
___I Interpretation (your voice…what you know)
___O Oh! I
get it. (What did you learn? What is the
big idea?)
___ Quality Work!
___________ Total
___ Please re-do and re-submit
___ I am concerned this book may have been too
easy or too hard for you.
STARS
– WISH -
