Sailing to America. Written by Laurie Calkhoven

Transcription

1 Sailing to America Guided Reading Report 580L Written by Laurie Calkhoven Key IDEA This nonfiction text explains why immigrants have come to America. It uses illustrations and historical photographs to describe the experience of immigrants coming to America by ship and entering the country through Ellis Island. LITERACY STANDARDS Addressed in This Plan RI.2.2 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RI.2.4 Craft & Structure Sessions 1, 3 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.5 MAIN FOCUS Craft & Structure Sessions 2, 3 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. L.2.4d Vocabulary Acquisition & Use Session 2 Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse housefly, bookshelf, notebook, bookmark). L.2.4e Vocabulary Acquisition & Use Additional Instruction Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. RF.2.3c Phonics & Word Recognition Additional Instruction Decode regularly spelled two-syllable words with long vowels. ISBN RI.2.8 MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 Describe how reasons support specific points the author makes in a text. RI.2.10 Range of Reading & Level of Text Complexity By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2 3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.2.1b Comprehension & Collaboration Sessions 1, 2, 3 Build on others talk in conversations by linking their comments to the remarks of others. L.2.4a Vocabulary Acquisition & Use Session 1, Additional Instruction Use sentence-level context as a clue to the meaning of a word or phrase. RF.2.4c W.2.2 Fluency Session 2 Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Text Types & Purposes Writing Task Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.8 Research to Build & Present Knowledge Sessions 1, 2, 3 Recall information from experiences or gather information from provided sources to answer a question. MONDO BOOKSHOP GRADE 2 1

2 Session 1 Text Selection: pp Learning Focus RI.2.2 Students read closely to identify the focus of specific paragraphs and the main topic of the whole text. RI.2.4 Point out the word Sailing in the title. Ask students what this tells them about how people traveled to America long ago from distant countries. Explain that in this book sailing means the way people traveled and not that they piloted a ship themselves. PREVIEWING THE TEXT 5 minutes Discuss the book cover by reading the title and author credit and examining the photograph. Invite students to look at the table of contents on page 3. Today s book is called Sailing to America. Let s look at the front cover. What do you see in the photograph? I see many children with American flags. They might be on a boat, but it s not clear in the background. Do you think this photograph was taken recently or long ago? How can you tell? I think it was taken long ago because it is black and white. It looks old. The children are wearing old-fashioned clothes. Those are good observations. Let s take a look at the table of contents page. What do you notice? There are more old pictures. They look like they are in photo albums. Let s look at the chapter titles. What do they tell you about this book? We will find out why immigrants came to America. We will find out what it was like for them to travel on a ship and what happened when they got to New York. Let s read to learn more. ELL SUPPORT L.2.4 Vocabulary Support vocabulary words such as welcome, discovered, and practice using the ELL vocabulary strategies in Getting Started. Corrective Feedback Have students closely reread the title and sentences on page 4 to find the author s key idea. Encourage them to silently reread, stopping at key points to think and talk together about their understandings. READING THE TEXT CLOSELY 10 minutes Read page 4 together and explain the learning focus. Ask students to read pages 4 6. Check to see how they are doing with the application of the focus and provide support if needed. Then have them read pages Let s read page 4 together. There is one paragraph on this page. What would you say is the focus or most important idea? what immigrants are and that all Americans are immigrants or related to immigrants; that we are a nation of immigrants A Nation of Immigrants is also the title of this first page. Try using the chapter titles as you read to help you identify the focus or topic of the text. Now, let s read pages What did you find out? The first immigrants to enter this land came thousands of years ago from Asia into what is now Alaska. Much later, immigrants came from Europe. How did the chapter help you identify this topic or subject? The word first told me that it would be about the immigrants who came here before anyone else. If you are satisfied that students can apply the focus, set the reading assignment for the session. If you are not, prompt students to read pages 4 6 and answer the question: Who were the first immigrants to come to America? As we read today, think about what the topic is for each chapter. Read each paragraph carefully to find the focus and how it tells more about the topic. 2 SAILING TO AMERICA

3 DISCUSSING THE TEXT 10 minutes Lead a conversation about what students learned about immigrants coming to America. Encourage them to participate by sharing their ideas and linking them to the comments of others. We know that this book is about immigrants coming to America. But most of the book focuses on one group of immigrants who came during a particular time. Who would like to identify the main topic? The main topic is about immigrants who came from northern Europe in the 1800s. Would anyone like to comment on this idea? Page 7 says that immigrants came to America searching for a better life. Draw attention to the word invented on page 8. Look at page 8. What can you figure out about the meaning of the word invented in the second sentence? I think it means to make or create. What clues in the sentence helped you to know that? The sentence says, by the late 1800s, so that must mean there weren t any steamships before that time. And then someone figured out how to make a steamship. What do the next two sentences add to the meaning? Steamships were a faster way to travel than other ships. So it was a new and better way to get to America. Confirm students good use of the focus and encourage them to keep it in mind whenever they read informational texts. You ve identified the main topic of more than one paragraph and the focus of single paragraphs. Use this thinking as you read other informational texts. 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 their effective use of the learning focus. SL.2.1b DISCUSSION Collaborative TEACHER TIP Provide students with self-stick notes so they can mark important passages while reading and find them easily during discussion. L.2.4a Sentence Context CHOICE COMPREHENSION: MAIN TOPICS E-RESOURCE Formative Assessment Have students use the blackline master on page 10 for further practice identifying the main focus of specific parts of the text. Review students answers as you evaluate their mastery of the learning focus. RI.2.2 COMPREHENSION Main Topics 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: What was the trip like for steerage passengers and for first-class passengers? Use evidence from the text to write your answer. Review students collected evidence as you evaluate their mastery of the learning focus. W.2.8, RI.2.2 WRITING Gather Information MONDO BOOKSHOP GRADE 2 3

4 Session 2 Text Selection: pp LEARNING FOCUSES RI.2.2, RI.2.5, RI.2.8 Students reread the text to note the author s specific points and describe how reasons support these points. They will also continue to identify the focus of paragraphs and the main topic of the text, while using various text features to locate key facts and information. TEACHER TIP Help students differentiate between body text and captions for photographs. Encourage them to read the paragraphs first. Then guide them to understand the connection between the captions and photos. COMPREHENSION SHARE Use the index at the back of the book to look up different topics about the main subject. 4 SAILING TO AMERICA RETURNING TO THE TEXT 5 minutes Ask students to recall the text they read in the previous session. Guide them to review how they applied the learning focus to their reading. Let s quickly review our discussion from the last session. We read about immigrants coming to America, in particular those who came on steamships from northern Europe to New York in the late 1800s. When you read a text with new information, think about the main topic of the whole text or a chapter and the focus of single paragraphs. READING THE TEXT CLOSELY 10 minutes Explain the new learning focuses. Invite students to read pages Check to see how well they understood the focuses. If you are satisfied that students can apply them, have them read the entire text. If not, provide corrective feedback as suggested on page 2 of this lesson plan. As we read today, we re going to look for the points the author makes about the immigrants sailing to America. Let s reread pages 11 through 13. Who would like to share the two points the author makes in the last paragraph on page 11? Traveling by first and second class was like a fancy vacation. Traveling by steerage was not easy. What were a couple of reasons the author gave to support these points? First- and second-class passengers lived in private cabins and had nice beds. Steerage passengers had an area in the bottom of the ship. It was dark and crowded. I can understand why traveling by steerage was not easy. Point out various text features that can be used to locate information. Besides the main text, there are other places you can look in this book to find facts or information. Let s look at the photographs on page 12 and read the caption or text under it. What do you see? I see people with big bundles and bags. One woman has hers on her head. Who would like to tell us what information you learned from the caption? Steerage passengers had to carry their own belongings. If you were not sure what steerage meant, you could turn to page 31. Here you ll find a glossary. What is the meaning of steerage? the cheapest way to travel on a ship Turn the page and look at the index. This lists topics in the book and the pages where you can find them. Where do you find information about steerage? on pages 11 through 18 and page 21 Formative Assessment: Phonics and Fluency Listen to each student read a portion of the text. Observe how they decode two-syllable words with long vowel sounds such as freedom (page 7) and cheapest (page 11). Pay close attention to fluency as well. If students need additional practice with decoding or fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after the reading.

5 DISCUSSING THE TEXT 10 minutes Guide a discussion on the main topic of different chapters and the focus of individual paragraphs within those chapters, and how the author supported points in the text with reasons. Encourage students to join in and help build the conversation by linking their ideas to what others say. Let s look closely at the chapter titled Arriving in New York. Who would like to start our conversation by telling us what the main topic of this chapter is? The topic is what happened to the immigrants on Ellis Island. Let s see if we can identify the focus of specific paragraphs. How about the paragraph on page 26? Most people passed the doctors tests, but there were still more tests. Now let s look for points the author is making about the immigrants time on Ellis Islands. I see one at the top of page 24. The tests scared the new immigrants. What reason does the author give to support this point? If they did not pass the tests, they could be sent back home. Does anyone else have a point they would like to share? On page 25, the author says, Next came the most shocking test. Why does the author say the test was shocking? I think the reason is that a hook was used to turn people s eyelids. Discuss key facts and information found in the photo captions. We ve learned a lot about immigrants experience on Ellis Island. Who can locate additional information that wasn t in the main text? A photo caption on page 24 says that children were checked too. I found out that families could stay together while they waited for the doctor. We would not know this if we didn t read the captions. Where would you look for information about the meaning of the word trachoma? in the glossary Focus on the word steamships and invite students to share their understanding of compound words. In the second chapter of the book, we read about the invention of steamships. What two small words make up this word? steam and ships Who can explain the meaning of these words? Steam is very hot water vapor that is becoming a gas. Ships are big boats that travel on the ocean. Now, how can we connect these words to the compound word steamships? Steamships are ships with engines that run on steam. When you see an unfamiliar compound word, remember to think about the meanings of the smaller words. Confirm students good use of the focuses and encourage them to keep the focuses in mind when they read other informational reports. You did a good job identifying the main topic of chapters in the book and the focus of separate paragraphs. You found points the author made about the topic and reasons that supported those points. Remember to use these strategies when you read other informational texts. SL.2.1b DISCUSSION Collaborative L.2.4d Compound Words MONDO BOOKSHOP GRADE 2 5

6 E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note the session s learning focuses. Observe each student s articulation and use of text evidence to evaluate their effective use of the learning focuses. RF.2.3c PHONICS & WORD RECOGNITION Two-Syllable Words with Long Vowels RF.2.4c FLUENCY Word Recognition & Understanding W.2.8, RI.2.2 WRITING Gather Information CHOICE PHONICS AND FLUENCY FOLLOW-UP Phonics Practice Write relate and waiters on a small whiteboard. Divide the two syllables in this way, be tween, wait ers. Guide students to use the Sound and Say routine to read these words. Then use the Read the Parts routine to help students decode the word. Let s use our Read the Parts routine to read this first word. First, we ll say each underlined part. Then, we ll say the whole word. Listen to me: be-tween, between. Now you read the parts (point to each underlined part; students read the parts). Say the word. between Let s repeat this for our next word.... Now we ll go back to pages 5 and 17 and read these words in our books. Fluency Practice Remind students that understanding new words they find when reading will help them comprehend the text. Model how to use context to understand words such as strictly and docked. You may wish to have partners take turns reading different chapters of the book. As they read, support them in fluent reading of unfamiliar words. 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: What was the trip like for steerage passengers and for first-class passengers? Use evidence from the text to write your answer. Review students collected evidence as you evaluate their mastery of the learning focuses. CHOICE CLOSE READING OPTIONS E-RESOURCE Summative Assessment Print the online blackline master for independent close reading. Ask students to read a portion of the Session 3 text selection independently, as indicated on the blackline master. Then have them respond to the prompts (summarize author s message, identify critical vocabulary, respond to constructed response questions) before returning for Session 3 s small-group discussion. Alternatively, you can use the completed blackline master for summative assessment. 6 SAILING TO AMERICA

7 Session 3 Text Selection: pp RETURNING TO THE TEXT 5 minutes Explain that students will continue to identify the main topic of different chapters and individual paragraphs, while describing how the author s points are supported by reasons. They will also use various text features to locate key facts and information in the book. As we read, we ll continue to think about the main topic of chapters and the focus of paragraphs while we note the author s points and how they are supported by reasons. We ll also continue to look for key facts in the captions and use the glossary and index for more information. Why are these good strategies to use when reading? These strategies help us think about and understand what we are reading. LEARNING FOCUSES RI.2.2, RI.2.5, RI.2.8 Students continue to reread to note additional specific points and describe how the author s reasons support these points. They also continue to identify the focus of paragraphs and the main topic of the text, while using various text features to locate key facts and information. READING THE TEXT CLOSELY 10 minutes State the learning focuses and invite students to read pages Check to see how they are doing with application of the focuses as you have done previously. Then have students reread the rest of the book, noting the main topics and authors points. Let s reread pages 14 to 17 to check on how we are doing with the reading strategies we used in the last session. Who can begin by identifying the main topic of this chapter? I think the title says the topic Life on a Ship. Let s look at the focus of some of the paragraphs within this topic. There is a focus on beds, bathrooms, meals, water, and entertainment for first-class and steerage passengers. What additional information did you find in the photo captions? I found out that children were allowed to play outside on nice days. Did anyone see a point the author made? I didn t see a point in this chapter, but I think there are lots of reasons for an earlier point that traveling by steerage was not easy. RI.2.4 Reinforce contentspecific words, such as port and steerage. Guide students to use context clues, photographs, captions, and the glossary to find the meanings of the words. COMPREHENSION SHARE Think about what the main idea is in each paragraph. Make a note about what you think is the most important idea. This will help you decide what the most important ideas are in a chapter and in the whole book. DISCUSSING THE TEXT 10 minutes Facilitate a discussion that links the three learning focuses. As students join in the discussion, remind them to listen carefully so they can link their comments with others. Let s use all of our learning focuses as we talk about the last chapter, Welcome to America. Who can start by telling us the main topic of this chapter? It s about what happened to immigrants after they had passed all the tests on Ellis Island. What does the title tell you? They were welcomed to America. Who can share more on this main topic? They got a landing card that allowed them to go anywhere they wanted in America. I m not sure what a landing card is. How could I find out what it means? I looked in the glossary. It s a card that gave new immigrants permission to enter America. SL.2.1b DISCUSSION Collaborative MONDO BOOKSHOP GRADE 2 7

8 That s a good use of a text feature. Was there a point the author made about this topic? The immigrants were happy after a long and hard trip. Let s find a reason that supports this point. They were free to build a better future. I think they could start a new life. I remember on page 9, it said sometimes just the dad went first, so immigrants were probably happy when the rest of the family came and they were together again. You were able to link your comments to each other s remarks while discussing supporting reasons. Encourage students to share their understandings with a partner. Turn to your partner and share what you thought about the immigrants sailing to America. Talk about the key facts and information that you found the most interesting. Be sure to note where you found this information. Then we ll meet as a group and share your ideas. W.2.8, RI.2.1 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 the question: What was the trip like for steerage passengers and for first-class passengers? Use evidence from the text to write your answer. Have students use the text evidence they collected to support their writing. CHOICE Writing Task: Informative W.2.2 WRITING Informative E-RESOURCE Summative Assessment Explain that an informational report gives information about a nonfiction topic. Invite students to write their report independently, using facts and key details from the text. Encourage them to include one or more of their own points about the topic and to check that they have supported their points with reasons. You ve learned about how and why immigrants came to America and what their experiences were like on a long ocean voyage. You ve recorded many of these experiences on the graphic organizer. Now, you ll use the information to write a report that compares and contrasts the experiences of first-class and steerage passengers. You can also include your own points about the information. Be sure to include reasons for your points. Then end your report with a concluding sentence that wraps up your topic. 8 SAILING TO AMERICA

9 CHOICE Additional Instruction WORD STUDY Using a Glossary Guide students to use a glossary to clarify the meaning of unfamiliar words and phrases. Many informational books have a glossary in the back. It s an alphabetical list of important words from the book and their definitions that may be unknown to readers. Let s look at page 6 in our book again and find the word explorers. Who would like to suggest a meaning for this word? Explorers are sailors. That a good guess because the text says the explorers sailed from Europe, which means they traveled by boat. Go to the glossary in the back of the book. On what page do you find it? page 31 Is the word there? Yes, it s the first word. Read the meaning and think about whether it makes sense in the sentence where you read it. L.2.4e Glossary/Dictionaries TEACHER TIP Once they have used the glossary to learn the meaning of unknown words, make sure students go back and reread the text where they found the words. This will help students become more comfortable with the word. Sentence-Level Context Assist students in using context within a sentence to figure out the meaning of an unknown word. Let s look at page 25 and find the word trachoma. We ll reread the sentence together. How does the sentence help you figure out the meaning of this word? The text explains that trachoma causes blindness. So it must be a problem with the eyes. You might also find a clue in the sentence before or after the sentence with the unknown word. What clue do you find in the sentence before? It says the doctors checked for an eye disease. So trachoma is an eye disease. The word trachoma is also defined in the glossary. You can check the meaning of that word to make sure you understand. L.2.4a Sentence Context PHONICS Long Vowels in Two-Syllable Words Help students practice decoding regularly spelled two-syllable words with long vowels using the Read the Parts routine. In addition to revisiting the words used in Session 2, consider the following words from the text (write them on chart paper or a whiteboard with space between syllables): future, Native, disease, inside, decide. It is not necessary to have read the entire text for students to practice decoding these words. We practiced reading words with two syllables using our Read the Parts routine. Each word we practiced contained a long vowel sound. Let s practice some more of those. I ve underlined the part for you to read. We ll read the part, then the entire word. Who d like to demonstrate with this first word? fu-ture; future Please tell us the long vowel sound in this word. long u RF.2.3c PHONICS & WORD RECOGNITION Long Vowels in Two-Syllable Words MONDO BOOKSHOP GRADE 2 9

10 Name Date Comprehension: Main Topics We learned a lot about what it was like for immigrants to sail to America. Use the book to answer the questions below. 1. Look at pages 22 and 23. What is the main topic? What are the details about this topic: 2. Look at page 28. What is the main topic? What are the details about this topic: Mondo Publishing Score: 10 SAILING TO AMERICA

11 Name Date Collecting Text Evidence Think about immigrants sailing to America. What was the trip like for steerage passengers and for first-class passengers? Use evidence from the text to write your answer. Take notes on what you learn about steerage and first-class passengers coming to America. Include page numbers with your notes. Rooms Topic Steerage Passengers First-Class Passengers Meals Water Activities Mondo Publishing Ellis Island Score: MONDO BOOKSHOP GRADE 2 11

12 Name Date Writing Task: Informative First Draft Write a report that compares and contrasts steerage passengers with first-class passengers sailing to America. Give facts to support the points you make. REMEMBER: A well-written informational report includes an opening sentence that introduces the topic points about the topic facts and information that tell more about each point an ending sentence that wraps up the topic Mondo Publishing Score: 12 SAILING TO AMERICA