Introduce Book and Preview Technical Vocabulary: This book is called Rosa. It …
Introduce Book and Preview Technical Vocabulary: This book is called Rosa. It was written by Nikki Giovanni. It is a nonfiction book about Rosa Parks, who is a famous American because of her work for equal rights for all people. Teach Text Structure Model a Comprehension Strategy and Ask Questions During Reading Engage Students in Discussion Update Text Structure Anchor Chart Teach Sentence Composing Assign or Model Written Response Review and Share Written Responses
Introduce Book and Preview Technical Vocabulary: This book is about a famous …
Introduce Book and Preview Technical Vocabulary: This book is about a famous singer from Philadelphia, Pennsylvania (Marian Anderson) by Pam Muñoz Ryan. Teach Text Structure Model a Comprehension Strategy and Ask Questions During Reading Engage Students in Discussion Update Text Structure Anchor Chart Teach Sentence Composing Assign or Model Written Response Review and Share Written Responses *Planning Notes There are many YouTube examples of Marian Anderson singing. Find one to play while projecting the lyrics on pages 19-20. The three pages at the end of the book are not included in this plan, but they contain valuable information you may wish to share. A map of Europe would be useful on Day 4 to point out the places mentioned.
Read Theory is an online tool that offers reading activities for all …
Read Theory is an online tool that offers reading activities for all levels. It will adapt to the student’s individual lexile level. It provides a plethora of articles with skill building exercises. It provides data on each student.
In this lesson, students explore the module anchor text, My Librarian Is …
In this lesson, students explore the module anchor text, My Librarian Is a Camel. They discuss what makes it different from the literary texts read in Unit 1 and read and find the gist of an excerpt of this text. This text will be used throughout the unit as students build their understanding of how people around the world access books (RI.3.4, L.3.4). Boyds Mills Press, publisher of My Librarian Is a Camel, has granted permission to make facsimiles of pages or use brief quotes, in context, for classroom use. No adaptation or changes in the text or illustration may be made without approval of Boyds Mills Press. The following credit must be used: From My Librarian Is a Camel by Margriet Ruurs. Copyright (c) 1994 by Nancy Springer. Published by Boyds Mills Press. Reprinted by permission. In Opening B, students return to the module guiding questions to help focus their work and build a bridge between Units 1 and 2 (SL.3.1b). Throughout this unit, students learn about countries around the world and how some people in these countries access books. Consider researching students' countries of origin and help all students make connections between their country of origin and how books are accessed, if they are. Example: Consider asking students and their families to give a brief presentation on their country of origin or to bring in mementos to share. Students practice their fluency in this lesson by following along and reading silently as the teacher reads excerpts from My Librarian Is a Camel in Opening A and Work Times A and B. The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to overcoming challenges in access to education, books, and reading near and far. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.
In Unit 2, students move from analyzing challenges others face in accessing …
In Unit 2, students move from analyzing challenges others face in accessing schools to more specifically analyzing challenges others face in accessing books. Students closely read excerpts from My Librarian Is a Camel by Margriet Ruurs, which describes ways people living in different countries around the world access books. For a mid-unit assessment, students demonstrate their reading skills by reading a new excerpt from this book and determining its main idea. In the second half of the unit, students switch gears to begin writing informative texts. Using what they have learned about reading informational texts in the first half of the unit, they plan, write, revise, and edit an informative paragraph describing how people in a particular country overcome the challenge of access to books. For the End of Unit 2 Assessment, students write a new informative paragraph describing the challenge and how it was overcome, using evidence from the excerpt from My Librarian Is a Camel read for the mid-unit assessment.
The lesson opens with time for students to share their reflections about …
The lesson opens with time for students to share their reflections about the module guiding questions if they choose. Continue to be sensitive to students and families' feelings about literary classics like Peter Pan and to acknowledge that these feelings and experiences may differ. Some students may have little schema about this concept of a classic, which is also fine. In Work Time A, students read an informational text about the author and the historical context of the story to help them understand many of the issues they may encounter (e.g., the stereotypes result from the time period in which the text was written). After reading each chapter, students make connections between what they have read in Peter Pan and the informational text "Peter Pan: The Author and Historical Context" to ground their understanding of the issues that Peter Pan presents in a common text. This routine is introduced in Work Time B of this lesson and will be continued in later lessons. Pay careful attention to the routine in this lesson in order to apply it to subsequent lessons. Monitor your students and determine whether there are issues surfacing that need to be discussed in more detail as a whole group, in smaller groups, or independently. In this lesson and throughout Modules 3-4, ELL supports and the Mini Language Dives within the Meeting Students' Needs column will continue to be labeled and condensed (see Teaching Notes in Unit 1 Overview). In this lesson, the habit of character focus is on working to become ethical people. The characteristic that students practice in this lesson is respect, because of the potentially diverse views of students in response to the guiding questions. Students practice their fluency in this lesson by following along and reading silently as the teacher reads "Peter Pan: The Author and Historical Context" in Work Time A. In this lesson, students choose independent research reading books (RL.3.10, RI.3.10). Consider using the Independent Reading: Sample Plans if you do not have your own independent reading review routines (see the Tools page). The research reading that students complete for homework will help build both their Vocabulary and knowledge pertaining to literary classics. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.
The K-5 Text Analyses includes an analysis of every central text used …
The K-5 Text Analyses includes an analysis of every central text used in the EL Education Language Arts Curriculum, focusing on four specific qualitative aspects of complexity: meaning, structure, language features, and knowledge demands. This document includes text analyses for grade 5.
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