9. Resources

What resources and materials do you need for this unit, the lessons, and the activities?

Resources and Materials from Student Assessment 1:  What is the text mostly about? (Main idea-inferred)
  Various adopted programs (Daybook, rBook, Voyager, Read XL, etc.),
graphic organizers, trade books
Resources and Materials from Student Assessment 2: What is the text mostly about? (main idea - stated)
 Various adopted programs (Daybook, rBook, Voyager, Read XL, etc.), graphic organizers, trade books
Resources and Materials from Student Assessment 3: What is the text mostly about? (main idea author's purpose)
  Various adopted programs (Daybook, rBook, Voyager, Read XL, etc.), graphic organizers, trade books
Resources and Materials from Launch Activity 1:  Introducing the concept of identifying the main idea, author's purpose and inference.
 Plan for the accommodations needed in order to meet the interests,
learning styles, and abilities of all students.
Resources and Materials from Acquisition Lesson 1:  How does the reader use details to look for patterns and determine the main idea o essential message?

Appropriate Grade Level classroom or media library books, graphic organizers, video clips


Various adopted Materials and programs (Daybook, rBook, Voyager, Read XL, etc.), graphic organizers, trade books 


Resources and Materials from Acquisition Lesson 2: How does classifying help the reader organize information to show understanding?  
 

Appropriate Grade Level classroom or media library books, graphic organizers, video clips


Various adopted Materials and programs (Daybook, rBook, Voyager, Read XL, etc.), graphic organizers, trade books 

Resources and Materials from Acquisition Lesson 3: What key points (main idea) should be included to effectively write a summary?
Appropriate grade level materials

Various adopted programs (Daybook, rBook, Voyager, Read XL, etc.),
graphic organizers, trade books
Resources and Materials from Acquisition Lesson 4: How do readers identify word relationships in context (clues) to determine the meaning of new words?  
Appropriate grade level materials

 Various adopted programs (Daybook, rBook, Voyager, Read XL, etc.),
graphic organizers, trade books
Resources and Materials from Acquisition Lesson 5: How does the strategy of predicting help the reader understand unfamiliar words?   
Appropriate grade level materials

Various adopted programs (Daybook, rBook, Voyager, Read XL, etc.),
graphic organizers, trade books
Resources and Materials from Acquisition Lesson 6: How can you use the strategy of comparing and contrasting connotation and denotation to help in understanding new words?  
Appropriate grade level materials

Various adopted programs (Daybook, rBook, Voyager, Read XL, etc.),
graphic organizers, trade books
Resources and Materials from Acquisition Lesson 7: How does a reader use text evidence to determine the author's purpose?   
Appropriate grade level materials

Various adopted programs (Daybook, rBook, Voyager, Read XL, etc.),
graphic organizers, trade books
Resources and Materials from Acquisition Lesson 8: How does an author's technique contribute to the overall meaning? (abstracting)
Appropriate grade level materials

 Various adopted programs (Daybook, rBook, Voyager, Read XL, etc.),
graphic organizers, trade books
Resources and Materials from Acquisition Lesson 9: How do readers use inferring to determining the main idea of text? 
Appropriate grade level materials

Various adopted programs (Daybook, rBook, Voyager, Read XL, etc.),
graphic organizers, trade books
Resources and Materials from Acquisition Lesson 10: How does background knowledge help the reader to deduce and confirm complex predictions?   
Appropriate grade level materials

Various adopted programs (Daybook, rBook, Voyager, Read XL, etc.),
graphic organizers, trade books
Resources and Materials from Acquisition Lesson 11: How does knowing elements of plot structure within a variety of texts help with comprehension?
Appropriate grade level materials

Various adopted programs (Daybook, rBook, Voyager, Read XL, etc.),
graphic organizers, trade books
Resources and Materials from Acquisition Lesson 12: How do readers use predicting to comprehend text?   
Appropriate grade level materials

Various adopted programs (Daybook, rBook, Voyager, Read XL, etc.),
graphic organizers, trade books
Resources and Materials from Acquisition Lesson 13: How do readers analyze the author's perspective to  identify and classify various themes across a variety of works?
Appropriate grade level materials

Various adopted programs (Daybook, rBook, Voyager, Read XL, etc.),
graphic organizers, trade books
Resources and Materials from Acquisition Lesson 14: How do readers determine the meaning of words with multiple meanings? 
Appropriate grade level materials

Above activities and attachments.
Resources and Materials from Acquisition Lesson 15: How do readers identify word/phrase relationships to make meaning of text?  
Appropriate grade level materials

 Above activities and attachments.
Resources and Materials from Acquisition Lesson 16: How do readers identify cause and effect relationships? 
Appropriate grade level materials

Above activities and attachments.
Resources and Materials from Acquisition Lesson 17:  How do readers analyze the characteristics of various genre to make meaning? (analyzing perspectives)
Appropriate grade level materials
Above activities and attachments.
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Know - Understand - Do Organizer

Assessments:

1.  What is the text mostly about? (Main idea-inferred) 2. What is the text mostly about? (main idea - stated) 3. What is the text mostly about? (main idea author's purpose)

Culminating Activity:

1.  RAFT writing
Student Learning Map
Vocabulary Report

Launch Activity:

1.  Introducing the concept of identifying the main idea, author's purpose and inference.

Acquisition Lesson:

1.  How does the reader use details to look for patterns and determine the main idea o essential message?2. How does classifying help the reader organize information to show understanding?  3. What key points (main idea) should be included to effectively write a summary? 4. How do readers identify word relationships in context (clues) to determine the meaning of new words?  5. How does the strategy of predicting help the reader understand unfamiliar words?   6. How can you use the strategy of comparing and contrasting connotation and denotation to help in understanding new words?  7. How does a reader use text evidence to determine the author's purpose?   8. How does an author's technique contribute to the overall meaning? (abstracting)9. How do readers use inferring to determining the main idea of text? 10. How does background knowledge help the reader to deduce and confirm complex predictions?   11. How does knowing elements of plot structure within a variety of texts help with comprehension? 12. How do readers use predicting to comprehend text?   13. How do readers analyze the author's perspective to  identify and classify various themes across a variety of works? 14. How do readers determine the meaning of words with multiple meanings? 15. How do readers identify word/phrase relationships to make meaning of text?  16. How do readers identify cause and effect relationships? 17.  How do readers analyze the characteristics of various genre to make meaning? (analyzing perspectives)
Differentiating the Unit
Unit Calendar
Resources