Daadi s Kolam. Written by Margie Sigman

Transcription

1 GUIDED READING REALISTIC FICTION 660L Daadi s Kolam Written by Margie Sigman KEY IDEA Savannah s grandmother visits from India. At first, Savannah does not welcome her visit. In the end, though, she appreciates her grandmother s unique traditions. LITERACY STANDARDS ADDRESSED IN THIS PLAN RL.3.1 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Ask and answer questions to determine understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.4 MAIN FOCUS Craft & Structure Sessions 2, 3 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.3.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 Explain how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). SL.3.3 Comprehension & Collaboration Sessions 1, 2, 3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3.1g Conventions of Standard English Additional Instruction Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. L.3.4b Vocabulary Acquisition & Use Session 2 Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/ uncomfortable, care/careless). ISBN RL.3.9* MAIN FOCUS Integration of Knowledge & Ideas Session 3 Compare and contrast the treatment of similar themes, topics, characters, or plots of two or more stories. *standard adapted from another grade RL.3.10 Range of Reading & Level of Text Complexity By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2 3 text complexity band independently and proficiently. RF3.3c Phonics & Word Recognition Additional Instruction Decode multisyllable words. RF.3.4 Fluency Session Read with sufficient accuracy and fluency to support comprehension. L.3.5b Vocabulary Acquisition & Use Session 1 Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). W.3.1 Text Types & Purposes Writing Task Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.8* Research to Build & Present Knowledge Sessions 1, 2, 3 Recall information from experiences or gather information from provided sources to answer a question. W.3.10 Range of Writing By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2 3 text complexity band independently and proficiently. MONDO BOOKSHOP GRADE 3 1

2 Session 1 Daadi s Kolam LEARNING FOCUS RL.3.1 Students read closely to ask and answer questions to determine understanding of a text. They cite text evidence as the basis for the answers. PREVIEWING THE TEXT 5 minutes Read the title and author credit with students. Let s preview today s story, Daadi s Kolam, by Margie Sigman. What feeling do the illustrations give you about the people in the story? They look like nice people. They are a family. They do things together. What would you like to find out by reading this story? On the first page, the girl doesn t look very happy. I wonder why? Let s read to find out. ELL SUPPORT L.3.4 Vocabulary Support phrases such as find fault, something in common, and good luck in context using the ELL vocabulary strategies in Getting Started. Corrective Feedback Have students closely reread pages 23 to 24 to ask and answer questions about the text. Encourage them to silently reread, stopping at key points to think and talk together about their understandings. READING THE TEXT CLOSELY 10 minutes Explain the learning focus to students. Have students read pages Check on their application of the focus. Provide support if needed. Our purpose in reading today is to ask questions about the text and to answer them by using details, quotes, actions, and events in the story. Doing this will help us understand the story better. I ll give you a question to get you started: What does Savannah experience in the pages you just read? Her grandmother is visiting from India. Savannah can t relate to her grandmother. Yes. What are some of the questions that came to mind as you were reading? What is it like to live in India? How is it different from life here? Asking and answering questions as we read helps us learn more about the story, and it keeps us curious about what happens next. If you are satisfied that students can apply the focus, have them continue this thinking to the end of the selection. If you are not, prompt students to reread the text segment to consider what questions they might have about the story and look for details that help them answer the questions. Our work today is to think about how we might not understand everything we read, or there are some things we understand but want to think about further. To find our answers, we need to look for what the characters say and do. SL.3.3 DISCUSSION Collaborative DISCUSSING THE TEXT 10 minutes Invite students to review key ideas in the story in order to heighten their understanding of it, and have them explain their ideas as part of the discussion. As we talk together, let s start by reviewing some key ideas that we read about. Who can tell us one? Savannah feels that her grandmother doesn t belong with them. Her grandmother doesn t speak English very well and seems to criticize the way they live. Would anyone else like to share another key idea? Savannah s mom suggested that Savannah try to get to know her grandmother. 2 DAADI S KOLAM

3 Who can tell us how Savannah reacts to this suggestion? She doesn t like the idea at first. She thinks her grandmother is weird. What s a question you could ask about this key idea? What do you think will happen? Will Savannah be able to get to know her grandmother? Think about your answer and go back to the text for clues. Who can find a quote to support their answer? After Daadi shows Savannah how to make a kolam, Savannah says, Thanks, Daadi. This is really fun. Focus on the phrase caught in the middle on page 24. Let s read page 24 closely and look for context clues that will help us figure out the meaning of this phrase. Who can tell us some clues they see? I see the word sighed. I know that when people sigh, they might feel frustrated. I think this is a clue. What does this clue make you think caught in the middle means? I think it means that Savannah s mom feels frustrated because she wants Savannah and Daadi to get along with each other. She feels caught in the middle between the two of them. Confirm students good use of the focus and encourage them to keep it in mind whenever they read stories such as this one. Today we asked and answered questions using text evidence. Keep reading closely in this way as you read this and other stories. E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session s learning focus. Observe each student s articulation and use of text evidence to evaluate individuals effective use of the learning focus. COMPREHENSION SHARE You may want to bookmark details and examples of important things that happen in the story. That way you can refer to them when you are telling about what the story says. L.3.5b VOCABULARY Literal and Nonliteral Meaning DISCUSSION TIP If possible, allow students time to read or study required material before oral discussions. You may also want to give them a question to answer based on their reading or prior knowledge about the topic. CHOICE COMPREHENSION: ASKING QUESTIONS E-RESOURCE Formative Assessment Have students use the blackline master on page 10 to ask and answer questions about the texts they will be reading. Review students answers as you evaluate their mastery of the learning focus. RL.3.1 COMPREHENSION Asking Questions CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 11 as they read. Students will collect details from the text to answer the question: How do Shashi s feelings about her grandmother change from the beginning of the story to the end? Use text evidence to support your answer. Review students collected evidence as you evaluate their mastery of the learning focus. W.3.8*, RL.3.1 WRITING Gather Information MONDO BOOKSHOP GRADE 3 3

4 Session 2 Daadi s Kolam LEARNING FOCUSES RL.3.1, RL.3.4, RL.3.7 Students return to text to read closely and ask and answer questions to determine understanding of a text. They cite text evidence explicitly as the basis for the answers in order to distinguish literal from nonliteral language. They also explain how illustrations contribute to what is conveyed by the words in a story. ELL SUPPORT L.3.4 Discussing the Text Ask questions at students language proficiency levels and provide the following sentence frames for student responses: B: What is? Why does? Who is? Where is? I/A: I want to know what means. I want to know what will happen. I found an answer to my question. It is. COMPREHENSION SHARE If you are not clear about what is happening in a story, add a sticky note there so you can ask questions about that part of the story. RETURNING TO THE TEXT 5 minutes Ask students to reflect on the text read previously. Guide them to recall how they applied the learning focus to their reading. Let s quickly review our discussion from the last session. Who can remind us of what we discussed last time? We asked questions about what we read and answered them using details from the story. We learned that to make a kolam, you draw a square of nine dots and draw a line around one diagonal row of dots. Then you start connecting the dots with lines. READING THE TEXT CLOSELY 10 minutes Explain the learning focuses. Invite students to reread the story. Check in to see how well they have understood the learning focuses. If you are satisfied that students can apply them, have them reread the balance of the story. If not, provide corrective feedback as suggested on page 2 of this plan. Today as we read, we are going to think about the different parts of the story and about how each part leads to the next. We re familiar with the details of the story. Now we ll reread to see if the story is put together in a way that helps us understand those things. How does Savannah feel about her grandmother in the first part of the story? The story says that Savannah couldn t find anything in common with Daadi. How does this change in the second part of the story? Savannah lets her Daadi teach her how to make a kolam. Savannah enjoys making the kolam. She wants her Daadi to come to school and she feels proud of her Daadi. How does the first part of the story lead us to the second part? Savannah has to be convinced to relate to her Daadi in a way that Daadi is able to. Yes, you thought about how the parts of the story build on each other. I d like you to continue doing that as you reread the story. We are also going to continue to ask and answer questions to make sure we understand what is happening. Draw students attention to the use of illustrations to describe characters. What about the illustrations what do they tell about the characters? In the first picture, Savannah looks annoyed, but in the last picture, she looks like she s concentrating and interested in what she s doing. We can put together information from the text and illustrations to learn more about story characters. Focus on how the author shows Savannah s changing attitude toward her grandmother s pictures. In this story Savannah s grandmother spends time drawing kolam. Can anyone share how Savannah s attitude changes toward the kolam? At first, Savannah thinks the kolam are weird, but after talking to her mother, she understands what they mean and becomes interested in them. 4 DAADI S KOLAM

5 Keep reading closely to the end of the story. Think about how the author doesn t just tell us what happens but also gives details about it and about what characters are thinking and feeling. Formative Assessment: Fluency Listen to each student read a portion of the text. Pay close attention to accuracy, appropriate rate, and expression. If students need additional practice with fluency, provide the necessary support at the end of the session. DISCUSSING THE TEXT 10 minutes Guide a discussion in which students find key events in the story and show how the illustrations contribute to our understanding. Encourage students to ask questions and share ideas to check understanding. In our discussion today, we re going to focus on key events to ask and answer questions about. Let s use our answers to help us understand how the author uses details to take you from one part of the story to another. Let s also think about what we see in the text and illustrations that adds to our understanding of the story. Let s talk again about pages What do you learn about Daadi? Daadi is visiting her family. Daadi doesn t know English very well. Can someone share what you can tell from the picture on page 23? Savannah doesn t look happy. Her mother has her arms stretched out to the side as if she is frustrated. How did the author describe how Savannah felt? The author said that Savannah felt mad and guilty, all at the same time. Yes. So the text provides additional information about the illustration. Let s revisit page 25. Who would like to tell me what the phrase in spite of herself means? I think that it means doing something that you might not really want to do, almost like you have to force yourself. Continue the discussion, focusing on asking and answering questions. Let s think about kolams. Who would like to share a question they have about how to make them? How do you make a kolam? What evidence in the story helped you answer your question? At the top of page 26, there are different drawings that show how to make one. At the beginning of our discussion, we wondered what would happen at the end of the story. Who would like to tell me what happened? After Daadi showed Savannah how to make a kolam, Savannah was proud of her grandmother. She invited her grandmother to school to show other kids how to make a kolam. This made Daadi happy. Draw students attention to the word obviously on page 25. On page 25, the author writes that Daadi had obviously planned out her design in advance. Let s talk about the word obviously. How can we find the root word? Remove the suffix at the end. SL.3.3 DISCUSSION Collaborative COMPREHENSION SHARE Introduce the meanings of these nonliteral phrases as they are used in the text: caught in the middle and in spite of herself. Have a discussion with students about why these phrases do not mean what they actually say. Ask students to work with partners to discuss what these nonliteral phrases in the story mean. L.3.4b VOCABULARY Affixes MONDO BOOKSHOP GRADE 3 5

6 The suffix -ly means in a certain way. What happens when we remove this suffix? The word is obvious. What does obvious mean? I think it means something that is clear or understandable. Can someone add to that? When something is obvious, it is clear to others. Help students understand the benefits of listening carefully to each other and taking turns as they speak in groups. How did paying close attention to what your classmates said about the story help you during the discussion? I wasn t sure what you meant when you asked how the different parts of the story work together, but when I listened carefully to my classmates as they answered your question, I realized what you meant. And it was good to take turns because everyone has ideas. Yes, so listening to one another and taking turns helped us all understand the story better. E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this lesson s learning focus. Observe each student s articulation and use of text evidence to evaluate effective use of the learning focus. RF.3.4 FLUENCY Accuracy W.3.8*, RL.3.1 WRITING Gather Information CHOICE FLUENCY FOLLOW-UP Guide students to read with sufficient accuracy and fluency to support comprehension. Model the use of commas to indicate a pause in text. Read aloud page 23 twice: once all the way through without stopping, and once with pauses correctly inserted. Have students tell which is easier to understand. Then have them partner read the page. CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 for collecting evidence as they read. Students will continue to collect details from the text to answer the question: How do Shashi s feelings about her grandmother change from the beginning of the story to the end? Use text evidence to support your answer. Review students collected evidence as you evaluate their mastery of the learning focus. RL.3.10 READING Independent or Guided CHOICE CROSS-TEXT READING: INDEPENDENT OR GUIDED In preparation for Session 3 (Teacher s Choice), have students read the short text selection A Flag for Our Town on page 27 of the Themed Text Collection. Remind students to think about the learning focuses from prior sessions as they read. Alternatively, if your observations indicate that students might be unable to read the text independently, use the text to conduct a guided reading session. Before our next session together, I would like you to read A Flag for Our Town on your own. As you ve done before, think of questions that you might have as you read and use text evidence to help you find the answers to your questions. 6 DAADI S KOLAM

7 Session 3 Daadi s Kolam and A Flag for Our Town Key Idea Art can bring people from different cultures together. Even if we don t speak the same language, there are ways to communicate with one another. REFLECTING ON THE TEXTS 5 minutes Ask students to reflect on what they learned over the past sessions. Invite them to review and reflect on both stories. As we looked closely at each page, we were able to think of questions we had about the story. Then we were able to use text evidence to help us answer the questions. We used clues in the story to help us understand both the literal and nonliteral meanings of phrases. How did using text evidence help us answer our questions? When we have questions about a story, we can usually find the answers within the story, either in the words or the pictures. We were able to use both the words and illustrations to help us understand the key ideas in the text. Who will give one question you had about A Flag for Our Town? Was Martina able to understand what the group assignment was supposed to be? What text evidence did you use to find your answer? The author says that Martina began using colored pencils and paper to make the flag. LEARNING FOCUSES RL.3.1, RL.3.4, RL.3.7, RL.3.9* Students compare and contrast texts to read closely and ask and answer questions to determine understanding of a text. They cite text evidence as the basis for their answers to distinguish literal from nonliteral language, as well as explain how illustrations contribute to what is conveyed by the words in a story. CROSS-TEXT ANALYSIS 10 minutes Guide students to compare and contrast the two stories. Let s think about the two stories we read and how we used text evidence to help us answer questions. Let s talk about the first story. At first, I wondered if Savannah was going to find a way to make a connection with her Daadi. Who would like to make a comparison to what happened in the second story? In the second story, Martina was like Daadi in that she didn t speak English very well. She was able to use art to communicate and share an experience with those around her. It s helpful to always use text evidence to help you understand a story better. Guide students to synthesize character and events across both stories. The analysis should lead to connections and new understandings based on both stories. Let s think about how discussing the two stories together helps you understand both more deeply. Turn and talk with a partner about that. Try to come up with a possible theme for the two. Who d like to share? We think that both stories are about characters who try to have a common experience. I also noticed a theme across both stories. The characters tried to find ways to relate to one another. SL.3.3 DISCUSSION Collaborative MONDO BOOKSHOP GRADE 3 7

8 INTEGRATING THE LEARNING 10 minutes Invite students to integrate the information from both texts and concisely state the big ideas across both texts. Often when we read, we try to say what a text was mostly about the big idea in one sentence. Now we re going to think through key parts of these two texts to find a common theme for both of them in one or two sentences. Turn and talk with a partner. Think about how we can state a theme that would go with both texts.... Who would like to start? The characters in both stories had to find ways to get along with others around them. They were able to use art to have a shared experience. Have students reflect on the strategies they learned for comparing two texts with a similar theme. Let s recap what strategies we used to deepen our understanding of both texts. We thought about how we can ask questions and answer them using text evidence. We also were able to use text evidence to help us understand phrases that don t mean exactly what they say. W.3.8*, RL.3.1 WRITING Respond to Question CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE E-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 as they finish reading. Then ask them to write a response on a separate sheet of paper that answers one of the following questions: How do Shashi s feelings about her grandmother change from the beginning of the story to the end? or What lessons do the characters in both stories learn? Use text evidence to support your answer. Have students use the text evidence they collected to support their writing. CHOICE Writing Task: Opinion W.3.1 OPINION E-RESOURCE Summative Assessment Review with students what makes a strong opinion piece. Students will work independently to write an opinion paragraph about whether or not it is important to try to find common experiences with people that might be different from us. Students will work independently to write their piece. Guide them to use page 12 as they draft their writing task. Students may wish to share their paragraphs. Now that you ve collected lots of evidence about how the characters were able to share a common experience with one another, let s write an opinion about whether or not you think it is important to try to find a common experience with people that might be different from you. These opinion pieces will answer the question: Do you think it is important to try to find common experiences with people that might be different from you? Let s quickly review what makes a strong opinion piece before we get started. We need to make a clear statement of what we think, which is our opinion. Then we need to say why. Then we say what we think again. 8 DAADI S KOLAM

9 CHOICE Additional Instruction OPTIONAL GUIDED READING: A FLAG FOR OUR TOWN Prior to Session 3, for students needing additional guidance, you may want to conduct a guided reading lesson with the short text, A Flag for Our Town. Use the learning focuses from Sessions 1 and 2 to reinforce the standards and the learning. Today we ll spend some time practicing the comprehension skills we worked on with A Flag for Our Town. We will read the text closely to think of any questions we might have about the story. We will look closely at the text and the illustrations to help us find answers to our questions. Next, we will revisit how using text evidence helps us understand the meanings of any unknown words or phrases. RL.3.1, RL.3.4, RL.3.7 COMPREHENSION Ask & Answer Questions, Use Illustrations CLOSE READING OPTION: THE OLD WAYS E-RESOURCE Summative Assessment Print the online blackline master for independent close reading. Ask students to read the selection indicated on the page and respond to the prompts (summarize author s message, identify critical vocabulary, respond to constructed response questions) before returning for a small-group discussion. RL.3.10 READING Independent VOCABULARY Comparatives Draw students attention to the words biggest and loudest on page 27. In A Flag for Our Town, Carl is described as the biggest, loudest kid in the class. What kind of words are biggest and loudest? They are describing words. Yes. They are adjectives. Adjectives are words that describe other words. Both of these adjectives are called superlative adjectives. They compare one thing to two or more other things. How is biggest a superlative adjective? Carl is described as the biggest in the class. That means that he is bigger than anyone else in class. Who would like to tell me how to form the word biggest? You double the last letter and add -est. How about loudest? How is that word formed? You just add -est to the end of the word. L.3.1g VOCABULARY Comparatives VOCABULARY TIP Have students use items in the classroom to make comparisons. WORD RECOGNITION Syllables Help students understand the rule for dividing syllables between two like consonants. Words are made up of different syllables. We can divide words to locate the syllables within each word. Locating syllables helps us figure out words we don t know and also helps with spelling. Let s read these three words: sunny, cottage, and biggest. When words include double consonants, like the nn in sunny, we divide the syllables between the two consonants: sun-ny. Who will divide the other two words for us? This is a great way to take words apart so you can read them more easily, even if you just do it in your head. RF.3.3c WORD RECOGNITION Syllables MONDO BOOKSHOP GRADE 3 9

10 Name Date Comprehension: Asking Questions Think about questions you might have as you read Daadi s Kolam. Answer your questions using text evidence. You may need more than one copy of this sheet. Question Details from the Text that Support the Answer Mondo Publishing Score: 10 DAADI S KOLAM

11 Name Date Collect Text Evidence Check the question you are responding to. Write details from the text and illustrations that answer the questions. Be sure to include any page references. You may need more than one copy of this sheet. How do Shashi s feelings about her grandmother change from the beginning of the story to the end? What lessons do the characters in both stories learn? Text Evidence Page Number Mondo Publishing Score: MONDO BOOKSHOP GRADE 3 11

12 Name Date Writing Task: Your First Draft Explain whether you think it is important to try to find common experiences with someone who might be different from you. Support your opinion with reasons and details from the text and illustrations. REMEMBER: A well-written opinion paragraph includes: Beginning: strong opening sentence that tells your opinion clearly Middle: at least three reasons and details that support your opinion you may use linking words like and because, and also to talk about your reasons Ending: closing sentence or two that restates your opinion Mondo Publishing Score: 12 DAADI S KOLAM