4. Launch Activity 1:
How are you going to get students engaged?
Develop student interest and link their prior knowledge.
Start the Student Learning Map of the unit with students.
Preview key vocabulary with students.
Short Description:
Read aloud your favorite story. As you read, complete the "Strategies for Active Reading" graphic organizer with the students. Use the document camera as you read, think aloud, and complete the organizer so that the students can follow along. Discuss what constitutes "good reading" with the students and have them complete a reading interest survey. Finish by asking those who are willing to bring in their favorite stories to share.
Read aloud your favorite story. As you read, complete the "Strategies for Active Reading" graphic organizer with the students. Use the document camera as you read, think aloud, and complete the organizer so that the students can follow along. Discuss what constitutes "good reading" with the students and have them complete a reading interest survey. Finish by asking those who are willing to bring in their favorite stories to share.
Long Description:
1. Tell the students that they are in luck! They will be listening to you read your favorite story!
2. Give each student the attached Strategies for Active Reading graphic organizer. Be ready to fill one out using a document camera so that your students are able to see what you are writing.
3. As you read, complete the organizer. Using a think-aloud strategy, let them hear the connections you are making.
4. After you finish, begin a discussion with the students about why this is your favorite story and what, in your eyes, constitutes a good book or a good story.
5. Move the focus of the discussion to the students, and list--or let them list-- on the board their standards for good reading.
6. See if you can get titles of books and stories that they remember reading and enjoying.
7. Have them complete a Reading Interest Inventory and collect them.
8. Homework: Ask those who can to bring in a favorite story to share.
1. Tell the students that they are in luck! They will be listening to you read your favorite story!
2. Give each student the attached Strategies for Active Reading graphic organizer. Be ready to fill one out using a document camera so that your students are able to see what you are writing.
3. As you read, complete the organizer. Using a think-aloud strategy, let them hear the connections you are making.
4. After you finish, begin a discussion with the students about why this is your favorite story and what, in your eyes, constitutes a good book or a good story.
5. Move the focus of the discussion to the students, and list--or let them list-- on the board their standards for good reading.
6. See if you can get titles of books and stories that they remember reading and enjoying.
7. Have them complete a Reading Interest Inventory and collect them.
8. Homework: Ask those who can to bring in a favorite story to share.
Resources and Materials:
Document Camera, Favorite Story, attached graphic organizers
Document Camera, Favorite Story, attached graphic organizers
Time (in days):
2
2
Rubric(s):
Assessments:
1. Students should know that the FCAT 2.0 is 20% Vocabulary, 25% Reading Application, 25% Literary Analysis, Fiction/Non-fiction and 30% Informational Text and Research Process. Rubrics: Go to Rubistar.comCulminating Activity:
1. Update Student Portfolio's2. Student Portfolio's3. Student Portfolio'sLaunch Activity:
1. Read aloud your favorite story. As you read, complete the "Strategies for Active Reading" graphic organizer with the students. Use the document camera as you read, think aloud, and complete the organizer so that the students can follow along. Discuss what constitutes "good reading" with the students and have them complete a reading interest survey. Finish by asking those who are willing to bring in their favorite stories to share.Acquisition Lesson:
4. What is my fluency rate and Adjusted Maze score? Am I considered fluent or dysfluent and how can I put together a plan for my reading success? 5. How do writers use events from their own lives and times to generate ideas for writing? 3.1.16. How can stories, poems and plays reflect unique but common characteristics? 2.1.2, 2.1.10, 2.4.4 7. What makes a writer's style unique? 2.1.7 8. How can reading biographical information enhance understanding of an author's work? 2.2.5 9. How will my prior knowledge contribute to my understanding of text? 1.4.1, 1.7.110. How do writer's use language to convey emotion? 1.6.6 11. How are details from text used to support answers and add validity to interpretations? 2.2.212. What strategies can be used to determine the meaning of complex word/phrase relationships? 1.6.8 15. How does setting a purpose for reading relate to reading rate? 1.5.1 16. How will the reader's background knowledge impact an analysis of the author's message? 1.7.1 17. What fluency strategies can I use to enhance my comprehension? 1.5.118. How do reader's engage in thoughtful discussion of literary works to deepen understanding of text? 5.2.1, 5.2.3Extending Thinking Lesson:
1. How does one prepare for and engage in a discussion to analyze literature? 1.6.1, 1.6.22. How are different types of context clues used to reveal the meaning of unfamiliar and multiple meaning words? 1.7.8 (Inductive)