Discovering the Titanic

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Discovering the Titanic"

Transcription

1 TM Celebration Press Reading DRA2 Level 30 Guided Reading Level N Genre: Nonfiction Narrative Reading Skill: Discovering the Titanic By Cindy Trumbore The Titanic, the largest ship ever at the time, set sail on April 10, On April 14, it hit an iceberg and sank early the next morning. Discovering the Titanic tells the story of the mighty ship s only voyage, and describes how the wreck was found more than seventy years later. Features of This Text Supportive Features Photographs enhance meaning of text Chapters organize material High-interest nonfiction Challenging Features Extended use of nonfiction text features Technical vocabulary Text placement varies Focus for Instruction Reading Skill: Text Structure: and Word Study Mini-lesson: Plurals debris (p. 34) sonar (p. 30) fascinated (p. 6) telegraph (p. 17) lifeboats (p. 9) tragedies (p. 11) passengers (p. 12) voyage (p. 9) press (p. 41) watertight (p. 14) site (p. 43) wreck (p. 26) Additional Activities Nonfiction Features: Contents, Index Writing: Write a News Story Use this book to inform instruction in the following area: Teach student how to use graphic organizers to keep track of key ideas and facts Use the following Words Their Way: Word Study in Action sort with this book: Level C, Sort 20 Shared Reading Connection: Unit 5, Week 4 (pp ) DRA2 Level 30 Teaching Plan 10

2 Guiding the Reading Day 1 (pp. 1 11) In This Section Chapter 1 gives an overview of the book. It introduces Dr. Robert Ballard, who searched for years to find the sunken Titanic, and describes the infamous ship that set sail and sank in Explain to students that this book tells about the Titanic, a large ship that sank in It describes how the ship sank and how it was later found, and does so in the order in which the events happened. Discuss with students how reading about the events in the order in which they happened helps readers better understand the text. Have students share what they know about the Titanic. Then ask students what questions they hope will be answered as they read this book. Explain that when people are fascinated (p. 6) by something, they are very interested in it. Ask students to name something they are fascinated by. Other Words to Know lifeboats (p. 9): boats carried on big ships and used to help save people s lives at sea tragedies (p. 11): an event that is sad or disastrous voyage (p. 9): a long journey across water Remind students that events have causes, or reasons why they happen. As an example, turn off the lights. Ask what happened as a result. Point out that the cause was that you turned off the lights; the effect was that the room got darker. To help students understand cause-and-effect relationships, read aloud the first sentence on page 5. Then model your thinking: I ask myself this question: Why did the ship set out? Then I answer the question: It set out to discover hidden treasure. The cause, or reason why the ship sailed, is that someone wanted to find treasure. The effect, or result of someone wanting to find treasure, is that a ship set out to look for it. Understanding this cause-and-effect relationship helps me set a purpose for reading. I wonder what treasure the man wants to find, why he wants to find it, and whether he will find it. I ll keep reading to find out. As students read, have them think about important events and why they happen. Ask them to mark important causes and effects they find with sticky notes. During Reading Why does the author call the Titanic a floating palace? What phrases can help you figure it out? How does the photograph help you understand the Titanic tragedy? Have students reread page 9. Discuss what caused the Titanic to sink and the effect of its sinking. Then have partners discuss other causes and effects they marked. Have students begin to complete the reproducible on the back cover. Use Captions Point out and discuss the captions in Chapter 1. Ask how captions help readers when they read nonfiction. Then ask students to draw a picture of something they read about in the chapter and write a caption. Does the student recognize causes and effects in the chapter? Does the student read captions and connect them to the photographs?

3 Day 2 (pp ) In This Section On its maiden voyage, the Titanic hit an iceberg and sank. Since there were not enough lifeboats, many passengers died. Ask students to read the titles of Chapters 2 and 3 and examine the photographs and captions. Remind students to continue to use sticky notes to mark causeand-effect relationships. Explain that passengers (p. 12) are people who ride in a vehicle. Ask students whether or not the captain and crew on the Titanic were passengers. Lead students to see that the word does not usually refer to a person operating a vehicle. Other Words to Know telegraph (p. 17): an instrument used to send coded messages over wire or by radio watertight (p. 14) not allowing water to get in During Reading What does that expression mean? What clues does the text give you? What pictures came to mind as you read this part? Have students discuss cause-and-effect relationships that they noted while reading. Then have partners continue to complete the reproducible. Understand Character Discuss the Titanic s captain, Edward J. Smith. Ask students whether or not they think he was a good captain. Why might he have made the choices that he did? Make Connections Ask students to imagine that they survived the sinking of the Titanic. Have them write a journal entry to tell what happened and how they felt during the tragedy and after the rescue. Can the student summarize why the Titanic sank? Does the student make judgments about how people reacted before and during the tragedy? Day 3 (pp ) In This Section Scientist Robert Ballard began planning a search for the Titanic in In 1985, he and his crew finally discovered the ship. Have students summarize what they have read so far. Then have them read the titles of Chapters 4 and 5, along with the captions. Ask students to predict what will happen next. Point out the word debris on page 34. Tell students how to pronounce the word (deh-bree), and explain that it means scattered, broken pieces. Have students brainstorm places where they might see debris. Then discuss whether they think debris is helpful or harmful, and why. Other Words to Know sonar (p. 30): something that finds things underwater by using sound waves and echoes wreck (p. 26): something that has been ruined or badly damaged

4 During Reading When did this event happen? Think about the event the author described before this one. How can that photograph help you visualize what the author is describing? Ask partners to discuss what they think caused Dr. Ballard to decide to look for the debris field instead of the wreck and to use video pictures instead of sonar. Then have them record cause-and-effect relationships on their reproducibles. Understand Sequence of Events Draw a timeline that stretches from 1953 to Ask students to tell where on the timeline each event leading to the discovery of the Titanic belongs. Does the student recognize and understand the effects of Dr. Ballard s hard work? Does the student use context clues to understand the technical terms in the text? Day 4 (pp ) In This Section Dr. Ballard used a submarine and a robot to learn more about the wreck. Other teams also explored the site. them predict how they think the book will end. What new discoveries might be made about the Titanic? Have students locate the word press on page 41. Explain that the word is used as a noun that means people who report the news. Discuss why the press is important. Another Word to Know site (p. 43): a place where something is or was During Reading Is that word plural or singular? What does the author want you to realize here? Have partners list the possible causes of the Titanic tragedy. Then, have them complete the reproducible and share with the group. Summarize Have students write one to two paragraphs summarizing what they learned about the search for the Titanic. Can the student express how the discovery of the Titanic helped people understand why it sank? Does the student use nonfiction features to deepen his or her understanding of the text? Have students preview Chapters 6 and 7 by looking at the headings, illustrations, and captions. Have

5 Options for Further Instruction Digging Deeper Nonfiction Features: Contents, Index Point out that when a reader is searching for specific information in a nonfiction book, it s not always necessary to read the entire book. Nonfiction books contain several features that help readers find the information they re looking for quickly and easily. Have students turn to the contents on page 3, and briefly explain how to use it to locate a specific chapter. Then have students use the contents page to answer the following questions: What chapter begins on page 19? What is the title of Chapter 5? How does the contents page help you before you read a book? How can you use the contents page to summarize what you read? Next, point to the index on page 49. Explain that an index lists topics in alphabetical order, along with the page number where each topic is found in the book. Have students use the index to tell on what pages selected topics are found. Then discuss with students how both features help readers save time. Writing Write a News Story Have students use their sticky notes to review the events in this book. Then ask students to choose one event, such as the sinking of the Titanic, the discovery of the wreck, or the opening of the movie Titanic. Have students write a news story to tell about the event. Remind them to write a headline and to give all the important information about the event by answering the questions Who? What? Where? When? Why? and How? Word Study Mini-lesson Plurals Remind students that a plural noun names more than one person, place, or thing. Share some classroom examples, such as two books, four desks, or twenty chairs. Remind students that plurals are formed in different ways. Explain that most words add an -s or -es to form the plurals. Write passenger (p. 12) and dish on the board. Have students read the words and add -s or -es to make the plurals. Write mystery and mysteries (p. 6). Explain that to make the plurals of some words that end in -y, the -y is changed to i before adding -es. Write person and people. Explain that some words have irregular plurals, and the whole word changes to make the plural. Write these words on the board: story, tragedy, man, discovery, woman, day, body. Have students copy the words and write the plurals. Then have them check their spellings in a dictionary. Support Use the illustrations to check students understanding of the story and to give them practice using the vocabulary. After they read page 1, for example, have students tell about the picture. You might want to model a response: This is Dr. Ballard. He was a scientist. He was looking for a treasure. Follow a similar procedure with other pictures in the book.

6 Name Date A cause is why something happens. An effect is what happens. Record cause-and-effect relationships in the book. Celebration Press Reading: Good Habits, Great Readers Copyright 2007 by Pearson Education, Inc., publishing as Celebration Press, an imprint of Pearson Learning Group, 299 Jefferson Road, Parsippany, NJ All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher, except for the Back Cover Reproducible, which may be reproduced for classroom use only. For information regarding permission(s), write to Rights and Permissions Department. Pearson is a registered trademark of Pearson PLC. Celebration Press is a registered trademark of Addison-Wesley Educational Publishers, Inc. Developmental Reading Assessment and the DRA logo are registered trademarks and DRA is a trademark of Pearson Education, Inc. Words Their Way is a trademark of Pearson Education, Inc. Printed in the United States of America ISBN:

Guiding the Reading. Day 1. Before Reading. During Reading. Categorize and Classify. Focus Attention. Vocabulary. Other Words to Know. (pp.

Guiding the Reading. Day 1. Before Reading. During Reading. Categorize and Classify. Focus Attention. Vocabulary. Other Words to Know. (pp. TM Celebration Press Reading DRA2 Level 38 Guided Reading Level P Genre: Nonfiction Reference Reading Skill: Categorize and Classify Encyclopedia of World Sports By Maddalen Esposito Encyclopedia of World

More information

Away We Go! Features of This Text. Focus for Instruction

Away We Go! Features of This Text. Focus for Instruction TM Celebration Press Reading DRA2 Level 34 Guided Reading Level O Genre: Nonfiction Informational Reading Skill: Use Nonfiction Features Away We Go! By Nat Gabriel Since the late 1700s, people have used

More information

King Midas & the Golden Touch

King Midas & the Golden Touch TM Celebration Press Reading DRA2 Level 30 Guided Reading Level N Genre: Fiction Traditional Tale Reading Skill: Analyze Theme King Midas & the Golden Touch Retold by Alan Trussell-Cullen Illustrated by

More information

A Year in Antarctica. Features of This Text. Focus for Instruction

A Year in Antarctica. Features of This Text. Focus for Instruction TM Celebration Press Reading DRA2 Level 38 Guided Reading Level P Genre: Nonfiction Narrative Reading Skill: A Year in Antarctica By Anita Ganeri What happens when a team of scientists sets out to spend

More information

Pompeii: A City Frozen in Time

Pompeii: A City Frozen in Time Celebration Press Reading DRA2 Level 50 Guided Reading Level V Genre: Nonfiction Expository Reading Skill: Pompeii: A City Frozen in Time By Emily Costello One day, in a port city on the west coast of

More information

Playground Science. Features of This Text. Focus for Instruction

Playground Science. Features of This Text. Focus for Instruction TM Celebration Press Reading DRA2 Level 34 Guided Reading Level O Genre: Nonfiction Reading Skill: Understand Nonfiction Text Structure Playground Science By Elizabeth Paren Playgrounds are great places

More information

The Legend of the Blue Bonnets

The Legend of the Blue Bonnets Celebration Press Reading DRA2 Level 34 Guided Reading Level O Genre: Legend Reading Skill: Understand Plot The Legend of the Blue Bonnets Retold by Alan Trussell-Cullen Illustrated by Malcolm Stokes When

More information

Ellis Island. Teacher s Guide. Level L /24. Small Group Reading Lesson Skills Bank Reproducible Activities. Content Vocabulary Immigrants feelings

Ellis Island. Teacher s Guide. Level L /24. Small Group Reading Lesson Skills Bank Reproducible Activities. Content Vocabulary Immigrants feelings Ellis Island Level L /24 Social Studies Teacher s Guide Skills & Strategies Anchor Comprehension Strategy Draw Conclusions Content Vocabulary Immigrants feelings Grammar/Word Study Suffixes -tion, -ion

More information

Titanic Treasure LEVELED READER T. Visit for thousands of books and materials.

Titanic Treasure LEVELED READER T.  Visit  for thousands of books and materials. Titanic Treasure A Reading A Z Level T Leveled Reader Word Count: 1,073 LEVELED READER T Titanic Treasure Written by Jane Sellman Visit www.readinga-z.com for thousands of books and materials. www.readinga-z.com

More information

All Stations! Distress! April 15, 1912: The Day the Titanic Sank By: Don Brown

All Stations! Distress! April 15, 1912: The Day the Titanic Sank By: Don Brown All Stations! Distress! April 15, 1912: The Day the Titanic Sank By: Don Brown Library of Congress Summary: Presents an illustrated account of the Titanic's deadly voyage on April 12, 1912, when two thousand

More information

Make a Plan of Your Classroom

Make a Plan of Your Classroom Level D/5 Teacher s Guide Skills & Strategies Anchor Comprehension Strategy Identify Sequence of Events How-To Phonemic Awareness Count the number of sounds in words Phonics Initial, medial, and final

More information

Magnets. Teacher s Guide. Level C/3. Small Group Reading Lesson Skills Bank Reproducible Activities

Magnets. Teacher s Guide. Level C/3. Small Group Reading Lesson Skills Bank Reproducible Activities Level C/3 Science Teacher s Guide Skills & Strategies Anchor Comprehension Strategies Identify Cause and Effect Summarize Information Phonemic Awareness Listening for words with /i/ Phonics Short i Concepts

More information

Good Reader Strategies

Good Reader Strategies Good Reader Strategies Successful readers have developed good reading strategies that help them read for meaning. What are these good reader strategies and why are they important? Here are some good reading

More information

Egypt, Nubia, and Kush

Egypt, Nubia, and Kush For students reading at Literacy Level R/40, including: Grade 4 readers Grade 5 8+ students reading below level English-language learners at TESOL Level 5 Social Studies Level R/40 Skills & Strategies

More information

Grades K 5 Next Generation Science Standards Transition Sets Teacher Guide

Grades K 5 Next Generation Science Standards Transition Sets Teacher Guide Grades K5 Next Generation Science Standards Transition Sets Teacher Guide Grades K5 NGSS Transition Sets Teacher Guide Contents Teaching the Next Generation Science Standards in the Elementary Classroom.

More information

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27 Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge

More information

Reading Goals by Skills 1 st Grade. Content Standard 9: Comprehension. Content Standard 8: Foundations of Reading

Reading Goals by Skills 1 st Grade. Content Standard 9: Comprehension. Content Standard 8: Foundations of Reading Reading Goals by Skills 1 st Grade Content Standard 8: Foundations of Reading General Goal Name: Utilizing Concepts about Print SLE# Required Expectations R.8.1.1 Distinguish between letters, words and

More information

Grade Level Expectations for the Sunshine State Standards

Grade Level Expectations for the Sunshine State Standards for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION www.myfloridaeducation.com The first grade student: Reading uses prior knowledge, illustrations, and text to make predictions. uses basic

More information

Reading Strategies by Level. Early Emergent Readers

Reading Strategies by Level. Early Emergent Readers The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom

More information

Grizzly Bears. Written by Marilyn Woolley and Keith Pigdon

Grizzly Bears. Written by Marilyn Woolley and Keith Pigdon Grizzly Bears Guided Reading Report 680L Written by Marilyn Woolley and Keith Pigdon KEY IDEA This report discusses how grizzly bears live and care for their young. It also highlights the importance of

More information

Revenge of the X-Bots!

Revenge of the X-Bots! Revenge of the X-Bots! BY ANTHONY MCGOWAN About this book The four friends are captured by an X-craft and they have to be very resourceful to escape the attacking X-bots. The story ends with a cliffhanger

More information

Google it up! A Tutorial on Selecting Just the Right Phrase

Google it up! A Tutorial on Selecting Just the Right Phrase Google it up! A Tutorial on Selecting Just the Right Phrase By Juan Fernandez, Student Writing Support Consultant 2011 2013 B.S., Biology, 2013 In this tutorial, we will learn a two-part method to use

More information

Guided Reading Level J

Guided Reading Level J An Inspiring Life Guided Reading Level J No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical,

More information

A collection of ready-to-use Literacy Center Ideas For Grades 3-5

A collection of ready-to-use Literacy Center Ideas For Grades 3-5 A collection of ready-to-use Literacy Center Ideas For Grades 3-5 Maupin House Publishing, Inc. Presented by: Deanna Moinester Albert, Ph.D. Supervisor of Language Arts Jersey City Public Schools Hope

More information

Fountas-Pinnell Level K Nonfiction. by Patricia Ann Lynch

Fountas-Pinnell Level K Nonfiction. by Patricia Ann Lynch LESSON 3 TEACHER S GUIDE Animals in Danger! by Patricia Ann Lynch Fountas-Pinnell Level K Nonfiction Selection Summary Many animals are in danger of extinction. Some animals are hunted. Some lose their

More information

Reading Comprehension Questions, Strategies, Techniques

Reading Comprehension Questions, Strategies, Techniques Reading Comprehension Questions, Strategies, Techniques ILLUSTRATIONS Who is the illustrator? Have I seen his work before? Do I like the illustrations? Why or why not? CHARACTERS Who are the main characters

More information

Mercer County Schools

Mercer County Schools Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Third Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed

More information

Grade 4: Module 1A: Unit 2: Lesson 1 Text Features: Introduction to The Iroquois: The Six Nations Confederacy

Grade 4: Module 1A: Unit 2: Lesson 1 Text Features: Introduction to The Iroquois: The Six Nations Confederacy Grade 4: Module 1A: Unit 2: Lesson 1 Introduction to The Iroquois: The Six Nations Confederacy This work is licensed under a Creative Commons Attribution NonCommercial ShareAlike 3.0 Unported License.

More information

Key skills End of year 1 - Expectations in Writing

Key skills End of year 1 - Expectations in Writing End of year 1 - Expectations in Writing I can spell my word list accurately. I can spell some unusual words correctly. I can spell the days of the week. I know the names of all the letters of the alphabet

More information

NAME: DATE: ENGLISH: Ways to improve reading skills ENGLISH. Ways to improve reading skills

NAME: DATE: ENGLISH: Ways to improve reading skills ENGLISH. Ways to improve reading skills NAME: DATE: ENGLISH Ways to improve reading skills It is not necessary to carry out all the activities contained in this unit. Please see Teachers Notes for explanations, additional activities, and tips

More information

The following is a compilation from numerous sources written by Mrs. Araujo.

The following is a compilation from numerous sources written by Mrs. Araujo. 12 Comprehension Strategies Keep scrolling to learn about the WHY, WHEN, HOW of: Monitor/Clarify, Predict, Make Connections, Infer, Ask Questions, Summarize, Subtext, Visualize, Retell, Synthesize, Nonfiction

More information

Preparing for the Unit

Preparing for the Unit 3 rd Grade, Reading Unit 4: Biography Book Clubs 34 days Overall: This 34 day unit is a return to nonfiction, but in a narrative structure. Therefore, students will be reading stories about real people

More information

Performance Indicators-Language Arts Reading and Writing 3 rd Grade

Performance Indicators-Language Arts Reading and Writing 3 rd Grade Learning Standards 1 st Narrative Performance Indicators 2 nd Informational 3 rd Persuasive 4 th Response to Lit Possible Evidence Fluency, Vocabulary, and Comprehension Reads orally with Applies letter-sound

More information

Words Their Way TM. Word Study in Action. Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade

Words Their Way TM. Word Study in Action. Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade TM Word Study in Action Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade For More Information Contact Debbie Owens, Sales Representative 1-800-435-3499 Ext. 8092 www.pearsonlearning.com

More information

Guided Reading with LEO AND THE BUTTERFLIES written and photographed by Jan Reynolds

Guided Reading with LEO AND THE BUTTERFLIES written and photographed by Jan Reynolds Bebop Books Page 1 Guided Reading with LEO AND THE BUTTERFLIES written and photographed by Jan Reynolds Nonfiction Guided Reading : J DRA: 18 Intervention: 18 24 pages, 348 words, plus Informational Note

More information

Determining Importance

Determining Importance Determining Importance How do you The modern world is inundated by Facts. Television, the Internet-more information than your grandparents every imagined-is at your fingertips with the click of a button.

More information

3 rd Grade ELA Vocabulary Terms

3 rd Grade ELA Vocabulary Terms 3 rd Grade ELA Vocabulary Terms A abstract noun - a noun that names an idea such as childhood or friendship act - a group of connected scenes in a drama adjective - a word that describes a noun or pronoun

More information

Expository Reading and Writing By Grade Level

Expository Reading and Writing By Grade Level Expository and Writing By Grade Level Kindergarten TEKS identify the topic of an informational text heard identify the topic and details in expository text heard or read, referring to the words and/or

More information

Elementary Language Arts

Elementary Language Arts Elementary Language Arts The Language Arts program challenges students to read, write, listen, and speak effectively in order to communicate with others. There is a strong literacy connection that is embedded

More information

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. LESSON 17 TEACHER S GUIDE by Barbara Roenz Fountas-Pinnell Level R Narrative Nonfiction Selection Summary Rural vets must be prepared for a variety of situations with large farm animals. This book takes

More information

Sink or Float? Reader. Students will

Sink or Float? Reader. Students will Delta Science Reader Sink or Float? Delta Science Readers are nonfiction student books that provide science background and support the experiences of hands-on activities. Every Delta Science Reader has

More information

Grade Level Expectations for the Sunshine State Standards

Grade Level Expectations for the Sunshine State Standards for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION www.myfloridaeducation.com The fourth grade student: Reading uses text features to predict content and monitor comprehension (for example,

More information

A Sample Creative Writing Workshop Curriculum for High School and University Classes

A Sample Creative Writing Workshop Curriculum for High School and University Classes A Sample Creative Writing Workshop Curriculum for High School and University Classes Description: This curriculum is based on evaluation of successful methods piloted during a workshop in June 2010 with

More information

Components of a Reading Workshop Mini-Lesson

Components of a Reading Workshop Mini-Lesson Components of a Reading Workshop Mini-Lesson Mini-Lesson: The Connection How will you begin the Reading Workshop mini-lesson with a connection in which you tell students what you ll be teaching them &

More information

The Titanic By Shannon Smith

The Titanic By Shannon Smith The Titanic By Shannon Smith My Introduction My name is Shannon Smith and I will be completing a presentation about the Titanic. This will be very interesting and I hope you enjoy it. By Shannon smith

More information

It is 1969 and three Apollo 11

It is 1969 and three Apollo 11 The Man Who Went to the Far Side of the Moon by Bea Uusma Schyffert Reading Level (Lexile) 850L Format/Length Biography, 80 pages Picture Support Photos, diagrams, and illustrations Language Register Middle

More information

Language Arts Literacy Areas of Focus: Grade 5

Language Arts Literacy Areas of Focus: Grade 5 Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their

More information

READING LESSON PLAN INFORMATIONAL TEXT - Science

READING LESSON PLAN INFORMATIONAL TEXT - Science Crystal Schott EDU 532 April 30, 2012 READING LESSON PLAN INFORMATIONAL TEXT - Science Grade Level: 3rd grade Text citation: Barman, C., DiSpezio, M., Guthrie, V., Leyden, M. B., Mercier, S., & Ostlund,

More information

!"#$#%&#'()*+((,&#-./%0#(1/"2#*( (

!#$#%&#'()*+((,&#-./%0#(1/2#*( ( "#$%#$&'($)*$+#,*'-*./$#$&0'' 123+*'4*.5#$&'.$5'6#*7#$&'' 83/'9$5*/+).$5#$&' "#$#%&#'()*+((,&#-./%0#(1/"2#*( ( "#$( %&'())*+,-./%& 012#+3$45/4678 3334$&#-./%0#./"2#*4567( 56%&/5&8$&#-./%0#./"2#*4567( 8$&#-./%0#./"2#*"(

More information

Published on www.standards.dcsf.gov.uk/nationalstrategies

Published on www.standards.dcsf.gov.uk/nationalstrategies Published on www.standards.dcsf.gov.uk/nationalstrategies 16-Dec-2010 Year 3 Narrative Unit 3 Adventure and mystery Adventure and mystery (4 weeks) This is the third in a block of four narrative units

More information

Falling in Love with Close Reading Study Guide

Falling in Love with Close Reading Study Guide T E X T: Fic t i o n / N on f i c t i o n / O p i n i o n / A r g u ment M E D I A : I n t e r n e t s o n g s l a r / P o p u Read through lenses Use lenses to find patterns Use patterns to develop new

More information

Guided Reading Level J

Guided Reading Level J America's First President Guided Reading Level J No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic,

More information

Little Red Riding Hood

Little Red Riding Hood GUIDED READING FAIRY TALE Little Red Riding Hood Written by Robert Vitro and illustrated by Jeff Mack KEY IDEA A little girl in a red cape sets out to visit her grandmother, but meets up with a pesky wolf

More information

KINDGERGARTEN. Listen to a story for a particular reason

KINDGERGARTEN. Listen to a story for a particular reason KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words

More information

English Language/English Unit 1: Personal Writing and Reading Multi-Modal Texts

English Language/English Unit 1: Personal Writing and Reading Multi-Modal Texts General Certificate of Secondary Education January 2014 English Language/English Unit 1: Personal Writing and Reading Multi-Modal Texts Higher Tier GEG12 [GEG12] THURSDAY 9 JANUARY, MORNING TIME 1 hour

More information

Grade 4 Writing Curriculum Map

Grade 4 Writing Curriculum Map Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me

More information

Fountas-Pinnell Level M Informational Text

Fountas-Pinnell Level M Informational Text LESSON 30 TEACHER S GUIDE by Samantha Rabe Fountas-Pinnell Level M Informational Text Selection Summary Printing a newspaper in the 1700s involved hard work. Type was hand set. The letters were inked and

More information

Test Blueprint. Grade 3 Reading. 2010 English Standards of Learning

Test Blueprint. Grade 3 Reading. 2010 English Standards of Learning Test Blueprint Grade 3 Reading 2010 English Standards of Learning This revised test blueprint will be effective with the administration of the 2012-2013 English Standards of Learning (SOL) tests. Notice

More information

Reciprocal Teaching. Reading and Learning Strategy. Before, During & After Reading Strategy. Reciprocal Teaching

Reciprocal Teaching. Reading and Learning Strategy. Before, During & After Reading Strategy. Reciprocal Teaching Reciprocal Teaching Purpose of : Reciprocal Teaching Reciprocal Teaching (Palinscar & Brown 1984) is a guided reading comprehension strategy that encourages students to develop the skills that effective

More information

Grade 4 Reading Curriculum Map

Grade 4 Reading Curriculum Map Curriculum Map BOE Approval November 2013 CURRICULUM MAP READING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About Books Fiction: Understanding Story Elements Fiction: Connecting

More information

NASA Sally Ride checks in with NASA from the space shuttle in 1983.

NASA Sally Ride checks in with NASA from the space shuttle in 1983. Non-fiction: The Ride Stuff The Ride Stuff One small step for a woman, one giant leap for womankind! Astronaut Sally Ride became the first American woman to voyage, or travel, to space. She made the journey

More information

Unit Plan. (2)Foundations. The student uses data input skills appropriate to the task. The student is expected to:

Unit Plan. (2)Foundations. The student uses data input skills appropriate to the task. The student is expected to: Unit Plan Unit Goals: The student will create a digital story. Instructional Objectives: Texas Essential Knowledge and Skills (second grade) Language Arts: (17) Writing/Writing Process. Students use elements

More information

Fiction Elements LESSON PLAN: Preparation. Lesson Overview. Do Before Teaching

Fiction Elements LESSON PLAN: Preparation. Lesson Overview. Do Before Teaching LESSON PLAN: Preparation Learning Objective Students will learn a previewing strategy and be introduced to the elements of fiction, including characters, plot, setting, and dialogue. Pacing 45 90 minutes

More information

Sharing Your Responses to Texts:

Sharing Your Responses to Texts: Sharing Your Responses to Texts: Using Your Cognitive Strategies Tool Kit From Olson, C.B. (2011). The Reading/Writing Connection: Strategies for Teaching and Learning in the Secondary Classroom, Third

More information

Writing Curriculum Grade 4

Writing Curriculum Grade 4 Writing Curriculum Grade 4 TABLE OF CONTENTS WRITING UNITS OF STUDY LAUNCHING WRITERS WORKSHOP... LAUNCHING WRITING OVERVIEW... LAUNCHING WRITING LESSONS... UNIT 1 PERSONAL NARRATIVE... PERSONAL NARRATIVE

More information

Freak The Mighty. Rodman Philbrick. A Novel Study by Joel Michel Reed

Freak The Mighty. Rodman Philbrick. A Novel Study by Joel Michel Reed Freak The Mighty By Rodman Philbrick A Novel Study by Joel Michel Reed 1 Freak The Mighty Table of Contents Suggestions and Expectations... 3 List of Skills....... 4 Synopsis / Author Biography..... 5

More information

READING THE NEWSPAPER

READING THE NEWSPAPER READING THE NEWSPAPER Outcome (lesson objective) Students will comprehend and critically evaluate text as they read to find the main idea. They will construct meaning as they analyze news articles and

More information

Guided Reading Level Ī - -

Guided Reading Level Ī - - A Friend to the Pilgrims Guided Reading Level Ī - - No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic,

More information

Mini-Lesson Focus Key Concept Resources Needed Day 1 Immersion: What do you notice about memoir?

Mini-Lesson Focus Key Concept Resources Needed Day 1 Immersion: What do you notice about memoir? Memoir Upper Grades Classroom Goals and teaching points for Memoir Unit 1. Students will be able to define and identify characteristics of 2. Students will generate memories and ideas for a theme or focus

More information

Monitoring for Meaning

Monitoring for Meaning Monitoring for Meaning Grades 3-5 eeee Wwh Monitoring comprehension is above all engagement. When readers monitor their thinking, they have an inner conversation with the text. They listen to the voice

More information

SAMPLE SAMPLE SAMPLE SAMPLE

SAMPLE SAMPLE SAMPLE SAMPLE UPDATED FOR GAEP GRADE 3 READING GREEN APPLE EDUCATIONAL PRODUCTS Copyright infringement is a violation of Federal Law. 2013 by Green Apple Educational Products, Inc., La Vernia, TX. No part of this document

More information

Stamford Green Primary School Spanish Curriculum Map. September 2014

Stamford Green Primary School Spanish Curriculum Map. September 2014 Stamford Green Primary School Spanish Curriculum Map September 2014 Contents Page Essential characteristics of linguists Page 3 Aims of the National Curriculum Page 4 Early Years Page 5 Year 1 Expectation

More information

Floating and Sinking

Floating and Sinking Guided Reading PROCEDURE Floating and Sinking Written by Honey Andersen and illustrated by Meredith Thomas KEY IDEA This procedural text gives instructions for experiments to discover which objects float

More information

TEACHING Then and Now

TEACHING Then and Now TEACHING GUIDE TEACHING Then and Now 1st Grade Reading Level ISBN: 978-0-8225-4788-4 Blue 2 TEACHING THEN AND NOW Standards History Language Arts Listening and Speaking Language Arts Reading Language Arts

More information

Let's Learn English Lesson Plan

Let's Learn English Lesson Plan Let's Learn English Lesson Plan Introduction: Let's Learn English lesson plans are based on the CALLA approach. See the end of each lesson for more information and resources on teaching with the CALLA

More information

HOUGHTON MIFFLIN. by Olive Porter illustrated by Sarah Beise

HOUGHTON MIFFLIN. by Olive Porter illustrated by Sarah Beise HOUGHTON MIFFLIN by Olive Porter illustrated by Sarah Beise by Olive Porter illustrated by Sarah Beise Copyright by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work

More information

4th Grade MELD Lessons Aligned to CCSS Narrative Writing

4th Grade MELD Lessons Aligned to CCSS Narrative Writing 4th Grade MELD Lessons Aligned to CCSS Narrative Writing Overview Throughout the course of this writing unit you will see strategies used as part of a Culturally Relevant balanced literacy program. You

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

More information

Making a Noise Guided/Group Reading Notes

Making a Noise Guided/Group Reading Notes The Noisy Day BY TONY BRADMAN About this book Kat struggles to find a quiet place as her day seems full of noise. When she finally does find peace, she is the one who makes a loud noise! Reading Level:

More information

Preparing for the IELTS test with Holmesglen Institute of TAFE

Preparing for the IELTS test with Holmesglen Institute of TAFE Preparing for the IELTS test with Holmesglen Institute of TAFE The reading component The IELTS reading test takes one hour. In this time you are required to read three texts of between 500 and 900 words

More information

BCCC Tutoring Center 1 Reading Comprehension Strategies

BCCC Tutoring Center 1 Reading Comprehension Strategies BCCC Tutoring Center 1 Reading Comprehension Strategies Before Reading 1. Take note of the title, author, and any headings in the text. Title Author 2. Based on the title, author, and headings, what might

More information

Reading Comprehension Strategies K-2

Reading Comprehension Strategies K-2 APPENDIX IV Reading Comprehension Strategies K-2 Proficient readers use these strategies before, during, and after reading. Activate background knowledge (schema) Make connections that remind you of things

More information

Students will know Vocabulary: key details text questions who, what, where, when, why, how predict summarize retell visualize

Students will know Vocabulary: key details text questions who, what, where, when, why, how predict summarize retell visualize listen carefully to a identify, with prompting. and support, the main topic of a retell, with prompting and support, key details of the First Reading Standards for Information: Key Ideas and Details Essential

More information

3 days Lifting the Qualities of Effective Fiction Writing. 3 4 days Stretching Out the Problem and Imagining Creative Solutions to Stories

3 days Lifting the Qualities of Effective Fiction Writing. 3 4 days Stretching Out the Problem and Imagining Creative Solutions to Stories Grade 1, Unit 3 Realistic Fiction Adapted from Realistic Fiction (Unit 3) in A Curricular Plan for the Writing Workshop, Grade 1 by Calkins Section of the Unit of Study Minilesson Focus Points Time (approximate)

More information

Integration Guide. Houghton Mifflin Harcourt Journeys and Houghton Mifflin Harcourt Social Studies New York City. Unit 11. Everywhere.

Integration Guide. Houghton Mifflin Harcourt Journeys and Houghton Mifflin Harcourt Social Studies New York City. Unit 11. Everywhere. Integration Guide Houghton Mifflin Harcourt and Houghton Mifflin Harcourt Unit 11 Self Families People and Others Are Everywhere Important Grade 1 Table of Contents Using the Integration Guide Introduction................................................................................

More information

bibliography - an organized list of resources used to write an article or a report C

bibliography - an organized list of resources used to write an article or a report C 4 th Grade ELA Vocabulary Terms A adage - a statement that contains some kind of truth about human nature adjective - a word that describes a person, place, or thing adverb - a word that describes a verb,

More information

Language Arts Literacy Areas of Focus: Grade 6

Language Arts Literacy Areas of Focus: Grade 6 Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their

More information

Grade 1 Reading and Literature Objectives

Grade 1 Reading and Literature Objectives Grade 1 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills

More information

By Lida Grillo ESE District Program Specialist Volusia County

By Lida Grillo ESE District Program Specialist Volusia County By Lida Grillo ESE District Program Specialist Volusia County lpgrillo@volusia.k12.fl.us Our Goal: Our goal is to help our students comprehend text by increasing active engagement before, during, and after

More information

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. LESSON 16 TEACHER S GUIDE by Nancy Wu Fountas-Pinnell Level U Nonfiction Selection Summary The age of the Vikings began in the late 700s and lasted about 300 years. They lived in what is now Norway, Sweden,

More information

Literature Discussion Strategies

Literature Discussion Strategies 1 Kathy G. Short From Creating Classrooms for Authors and Inquirers, Kathy G. Short and Jerome Harste, Heinemann, 1996. FREE WRITES (Connection) After reading the book, set a timer for anywhere from 5-15minutes.

More information

Extra! Extra! Write all about it! Plainview ISD

Extra! Extra! Write all about it! Plainview ISD Extra! Extra! Write all about it! Plainview ISD To write well, Students must read well It is about more than test scores- it is about our children s future! Our school improvement model is the implementation

More information

Fountas-Pinnell Level O Informational Text. by Phil Moschowitz

Fountas-Pinnell Level O Informational Text. by Phil Moschowitz LESSON 28 TEACHER S GUIDE by Phil Moschowitz Fountas-Pinnell Level O Informational Text Selection Summary People have been interested in and have been studying the planet Mars for hundreds of years. Mars

More information

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student

More information

The Wright Brothers. Fountas-Pinnell Level L Biography. by Rob Arego

The Wright Brothers. Fountas-Pinnell Level L Biography. by Rob Arego LESSON 10 TEACHER S GUIDE by Rob Arego Fountas-Pinnell Level L Biography Selection Summary Orville and Wilbur Wright wanted to invent a flying machine. They studied bird wings to help them with their design.

More information

Grade 3 Language Arts/Writing Unit 4 of 14 Persuasive: Speech. Overview

Grade 3 Language Arts/Writing Unit 4 of 14 Persuasive: Speech. Overview Grade 3 Language Arts/Writing Unit 4 of 14 Persuasive: Speech Overview Overall days: 15 1 day = 50 minutes (The number of days is a guide for pacing to ensure that all the curriculum units for the year

More information

Task 5 Flood! Questions for guided reading. Teacher Sheet. Starting off. Read and respond. Going deeper. Reflect.

Task 5 Flood! Questions for guided reading. Teacher Sheet. Starting off. Read and respond. Going deeper. Reflect. Teacher Sheet Aims of this task This task is designed to help you to make judgements about children s attainment in Reading AF2 and AF4 (with opportunities for AF1 and AF5 as well) and Writing AF3, AF5

More information

Genre Mini Unit. Writing Informational Nonfiction By Joyce Dunning

Genre Mini Unit. Writing Informational Nonfiction By Joyce Dunning Genre Mini Unit Writing Informational Nonfiction By Joyce Dunning Grade Level: 2 nd Grade State Core Standards: Standard 2, Objective 1: Demonstrate an understanding that print carries the message. Standard

More information

Response to Literature. expressing reactions to a literary work...

Response to Literature. expressing reactions to a literary work... Response to Literature expressing reactions to a literary work... Key Standard W2.2 Write responses to literature in which interpretations show careful reading and understanding of the text, as well as

More information