Dollars and Cents. Teacher s Guide. Level H/14. Theme: Coins and Money. Math Big Idea: Anchor Comprehension Strategy Make predictions
|
|
- Kathryn McDaniel
- 6 years ago
- Views:
Transcription
1 Level H/14 Teacher s Guide For students reading at Literacy Level H/14, including: English-language learners Students reading below grade level First-grade readers Skills & Strategies Anchor Comprehension Strategy Make predictions Metacognitive Strategy Ask questions Vocabulary Recognize high-frequency words Develop Tier Two vocabulary Develop Tier Three vocabulary Grammar, Word Study, and Language Development Use singular and plural nouns Use homophones Recognize the sentence structures The wants to and The has Phonics Problem-solve by searching all the way through words Recognize words with soft c Fluency Read question marks Writing Write to a picture prompt Write to a text prompt Theme: Coins and Money I Have Fifty Cents (F/10) (H/14) Math Big Idea: Readers group different types of coins to equal one dollar. B e n c h m a r k E d u c a t i o n C o m p a n y
2 Before Reading 2 Related Resources The following Benchmark Education resources support this lesson. Other Early Explorers Books I Have a Coin (B/2) Wishing with Pennies (B/2) We Can Use Coins (D/6) The Yard Sale (D/6) Fluency and Language Development Audio CD Comprehension Resources question card Power Tool Flip Chart for Teachers Student Bookmark Make Predictions poster Assessment Early Explorers Overview & Assessment Handbook Grade 1 Comprehension Strategy Assessment Book Make Connections and Build Background Use Realia Show students some pennies. Say: We will read a book about children who have some money to spend. One kind of money is a penny. A penny is equal to one cent. One hundred pennies is equal to one dollar. Invite students to Think/Pair/Share what they know about other kinds of money. Use a Graphic Organizer Write the word Money on the board and draw a line under it. Read the word aloud. Ask students to help you list the kinds of money they named and how many cents each kind is worth. Then read each entry on the chart and ask students to echo-read. Money 1 penny = 1 1 nickel = 5 1 dime = 10 1 quarter = 25 1 dollar = 100 Introduce the Book Give each student a copy of the book. Remind students that they will read about money. Preview the book, encouraging students to interact with the pictures and text on each page as you emphasize the elements from the page 3 chart that will best support their understanding of the book s language, concepts, and organization. (Items in bold print include sample teacher talk. ) Pages 2 3 Words to Discuss Ask students to point to each photograph as you say its matching label. Repeat the process, inviting students to echoread. After students Think/Pair/Share what they know about each word, fill in any missing details. Say: We will see these words in the book. Page 4 Spanish Cognate Does cost sound like a word you know in Spanish? (Allow time for students to respond.) The English word cost sounds like the Spanish word costar. Cost and costar mean the same thing. How much might a pencil cost? (Allow time for students to respond.) Write the word cost on the board and ask students to locate it on page 4 in the book Benchmark Education Company, LLC
3 Pages Text and Words to English/Spanish Sentence Graphic Features Discuss Cognates Structures Cover title, author, photo 1 title, author, table of contents, photo 2 3 photos coins, dimes, dollar, nickels, pennies, quarters 4 chapter head, photos, kite, jump rope, costs, cost/costar, dollar/dólar caption dollar 5 photo, caption pennies 6 photo, caption balloon, cent, equal equal/igual 7 chart, equations, caption symbols symbol/símbolo 8 chapter head, photo, baseball, nickels, twenty baseball/béisbol The wants caption to. The has. 9 equations, caption 10 photo, caption drink, dimes, enough 11 equations, caption 12 photo, caption cookie, coins, quarters 13 equations, caption twenty-five quarter/cuarto (means 1/4, not the coin) 14 chapter head, photos, ice cream, different caption 15 equations, caption adds 16 photo Copyright 2007 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. Printed in Canada. ISBN: Benchmark Education Company, LLC 3
4 Before Reading (continued) Page 7 Graphic Feature This page has a chart. A chart gives us additional information about the words or pictures in a book. What are the headings on the chart? (Words, Symbols) What can we learn from the chart? (the symbols for cent, is equal to, and dollar) Page 8 Sentence Structure Write The wants to on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: We use this sentence structure to tell what someone wants to do. Model using the sentence structure to tell about familiar situations, such as The teacher wants to help or The student wants to read a book. Then assist students in forming their own sentences using the structure. Say: This sentence structure is in the book. Can you find the structure on page 8? Frame the sentence. Let s read the sentence together. Set a Purpose for Reading Direct students attention to the list. Say: Now it s time to whisper-read the book. Read to learn more about dollars and cents. Cue Source Prompt Example Page Graphophonic Search all the first 15 way through the word. Are you blending the right sounds? Syntactic Think about the The girl 10 book s sentence wants to structure. Use the buy a drink. structure to make this sentence sound right. Semantic What do you see quarters 12 in the picture that would make sense in this sentence? Rehearse Reading Strategies Say: One word in this book is much. Say the word much. What letters do you expect to see after the /m/? Allow time for students to respond, assisting as needed. Then ask them to find the word much on page 16. Say: Search all the way through a word to help you when you read. Remind students to use other reading strategies they are learning as well, such as looking at the pictures for additional information or rereading part of the sentence if something doesn t sound right Benchmark Education Company, LLC
5 During Reading Observe and Prompt Reading Strategies After the supportive introduction, students should be able to read all or most of the book on their own. Observe students as they read. Take note of the graphophonic, syntactic, and semantic cues they use to make sense of the text and self-correct. Prompt individual students who have difficulty problem-solving independently, but be careful not to prompt English-language learners too quickly. They may need more time to process the text as they rely on their first language for comprehension. After Reading Use the Graphic Organizer to Summarize Ask students to think about their reading. Say: Think about the kids in the book. Think about the money they have. What can we add to our list? Add the equations students call out to the graphic organizer. Then choralread the entire list and ask students to use it to tell a partner about the book. Money 1 penny = 1 1 nickel = 5 1 dime = 10 1 quarter = 25 1 dollar = pennies = $ nickels = $ dimes = $ quarters = $ quarters, 2 dimes, and 5 pennies = $ Benchmark Education Company, LLC 5
6 After Reading (continued) 6 Reading Strategy Mini-Lesson: Ask Questions Reflect Ask: Did you understand what you read? What parts were hard to understand? How did you help yourself? Model Say: I want to understand what I read. One way is to ask questions about the book. Ask students to turn to page 4. Say: I had a question about the photographs. Do the kite and jump rope cost the same? I read the answer on the page: The kite costs one dollar. The jump rope costs one dollar. Now I know both toys cost the same. Ask students to turn to page 6. Say: I read: A balloon costs one dollar. I asked myself another kind of question. How much would five balloons cost? The book doesn t answer this question. I have to find the answer another way. Guide Invite students to read pages 8 and 9 with you. Ask the following questions, allowing time for students to respond after each one: Did you ask yourself a question when you read this page? Did the book answer your question? How did you find the answer? Did you have a question about this page that wasn t answered in the book? What is it? How can you look for the answer to your question? After students share any additional questions, invite them to tell a partner how asking questions helped them better understand pages 8 and 9. Apply Ask each student to turn to his or her favorite page. Ask students to read the page to a partner and share any questions they have. The partner may then find the answer in the book or help think of another way to find the answer. Observe students as they ask questions, providing assistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chart you can use to assess students understanding of the monitor-reading strategy. Then say: You can ask yourself questions any time you read. Remember to ask questions to help you understand. Answer Text-Dependent Questions Explain Remind students that they can answer questions about books they have read. Say: We answer different kinds of questions in different ways. I will help you learn how to answer each kind. Tell students that today they will practice answering Vocabulary questions. Say: The answer to a Vocabulary question is in the book. You can define the word if you know what to look for. Model Use the first Vocabulary question on the question card. Say: I will read the question to figure out what to do. What does the word equal mean in this book? Let s look for clues on pages 6 and 7. This question asks me to figure out what the word equal means. I will look for the word equal on page 6. I will look for equal in the chart on page 7, too. Read the last two sentences on page 6 aloud. Then direct students attention to the chart. Say: I read in the book that one penny is equal to one cent. I read that one dollar is equal to 100 pennies. The chart shows the symbol for equal. I know what the word equal means in this book. Equal means two things that are the same. This definition answers the question. The answer makes sense. I have found the answer in the text Benchmark Education Company, LLC
7 Guide Ask students to answer the other questions on the question card. Use the Power Tool Flip Chart and Student Bookmark to provide additional modeling as needed. Remind students to ask themselves: What is the question asking? How can I find the answer? Does my answer make sense? How do I know? Build Comprehension: Make Predictions Explain Create an overhead transparency of the Dollars and Cents graphic organizer on page 12 or draw it on the board. Say: We make predictions before we read a book and while we read. Then we check our predictions. Making predictions helps us pay close attention to our reading. Guide Say: Now let s think about another prediction. What might someone predict after reading the paragraph on page 6? (Allow time for students to respond, assisting as needed.) Yes, readers might predict that the girl can buy a balloon. Write the page number and prediction on the second row of the graphic organizer. Then say: We check the prediction by reading the caption. We can mark Yes because the prediction is correct. Apply Ask students to work with a partner to think of other predictions readers might make based on the text and photos. After each partnership shares, record some of the predictions and results on the graphic organizer. Finally, read the graphic organizer aloud and invite students to echo-read. Model Say: Let s think about a prediction someone might make before reading. The title tells us the book is about money. The photo on the title page shows a piggy bank. The book could be about ways to save money. Write this prediction in the first box on the graphic organizer. Then say: We check the prediction by beginning to read the book. We can t mark Yes, because the prediction is not correct. The book is about things that cost one dollar. Write this statement in the first No box on the graphic organizer Benchmark Education Company, LLC 7
8 After Reading (continued) Home Connection Give students the take-home version of. Encourage students to work with a friend or family member to draw several ways to make one dollar with coins. Invite them to bring their drawings to share with the group. Reader Response Invite students to respond to the book in a way that is meaningful to them. Model and use think-alouds as needed to scaffold students before they try the activities on their own. Use a variety of real or play coins. Combine them to equal one dollar. Write a question you would like to ask the author. Pretend to pay for an item in the book with coins. Ask a partner to be the store clerk. Draw a picture of three things someone might buy with one dollar. Tell one way dollars and cents are alike. Write a new caption for one of the photographs. Mini-Lessons for Differentiating Instruction Write to a Picture Prompt Write a Personal Narrative Tell students they will talk about a picture from the book. Then they will write about the picture. Ask them to turn to page 16. Say: I can use this picture to tell about something that happened to me: I went to the store with a bag of coins. I used the coins to pay for my items. The store clerk counted the money with me. Now I will write my idea. Model writing your sentences on the board. Ask students to tell a partner about something they have experienced that goes with one of the pictures. Allow time for students to share their narratives, providing assistance as needed. Then say: You used a picture to tell about an experience. Now write your idea. After you are finished, read your writing to a partner. Write to a Text Prompt Describe a Person Say: Think about your favorite person in the book. Then write a description of that person. When you are finished, read your writing to a partner. Phonics: Soft c Write the letter c on the board. Ask students to locate the word cent on page 6. Write cent on the board. Explain that sometimes the /s/ sound is spelled with the letter c. Ask students to find another word with a c that sounds like /s/ on page 14. (ice) Benchmark Education Company, LLC
9 List soft c words such as center, celery, cinnamon, cell, nice, face, niece, voice, pace, and mice on the board. Underline the letter c in each word. Read each word, inviting students to echo-read. Say: I will ask you a question about one of the words. You can guess which word it is. I will circle the letter c in the word. Then you will know you guessed correctly. Model the process using one of the words on the list, such as Which word names a vegetable? (celery) Then invite each student to ask a question about one of the words and circle the letter that makes the /s/ sound. Vocabulary Tier Two Vocabulary Pronounce the word sensible and ask students to repeat it. Say: A person who is sensible is wise. Sensible people count their money carefully. Sensible people make good decisions about how to spend their money, too. Discuss other sensible things people do, such as walking in the hallway rather than running, working together to solve a problem, or carrying an umbrella on a rainy day. Then model a sentence, such as My sensible friend reminded me to bring a bottle of water on our hike. Ask: What word have we been talking about? Yes sensible. Let s try to use the word sensible many times today. We can use the word at school and at home. Tier Three Vocabulary Review the book with students and write the words pennies, nickels, dimes, quarters, coins, dollar, costs, cent, and equal on index cards. Ask students to read the words with you. Spread the cards out in a pocket chart or on the table. Then give a clue about each word, such as Four make one dollar. (quarters) Ask students to select the word that solves each clue. For additional practice, students may work as a group or in pairs to complete the vocabulary activity on page 11. Grammar, Word Study, and Language Development Singular and Plural Nouns Model Explain that authors often use a word with the letter s at the end to write about more than one thing. Ask students to find the word cent on page 6. Then ask them to find the word cents on page 9. Say: The word cents means more than one cent. We make the word cents by putting the letter s at the end of the word cent. I can talk about more than one thing, too. Point out classroom objects to support the concept of singular and plural, such as: I have one pencil. Tomas has three pencils. I gave Jan another book. Now she has two books. I looked out the window. Our room has four windows. Guide Choral-read page 6 with the students. Ask: What coin does the author write about? (a penny) What word means more than one penny? (pennies) How can you tell? (The word pennies has the letter s at the end.) 2011 Benchmark Education Company, LLC 9
10 Apply Ask students to locate other singular/plural word pairs on pages 9 (nickel/nickels), 11 (dime/dimes), and 13 (quarter/quarters). Then write the word pairs on the board and invite student partners to make up sentences using the singular and plural forms of the words. Homophones Model Explain that some words sound alike but have different spellings and meanings. Tell students these words are homophones. Ask students to turn to page 5 and locate the word buy. Write buy on the board. Say: The author says the children can buy things with the pennies. The word buy is a homophone. Buy sounds like another word we know by. Write by on the board and point to the correct word as you say: The word by means near. The word buy means to pay money for something. This meaning of the word makes sense on page 5. Guide Invite students to read the second sentence on page 6 with you. Ask: Which word is a homophone? (one) Write one on the board. Say: What is another word that sounds like one? (won) Write won on the board. Say: What does the word one mean in this sentence? (a number) Fluency: Read Question Marks Say: Sometimes authors ask questions. We recognize a question by the question mark at the end. Our voices sound different when we ask something. Our voices move to a higher pitch at the end of the question. Ask students to turn to page 7. First, read the author s question in a flat voice. Hold your hand level while you read it. Discuss how this makes the question sound. Then read the question again, moving your hand upward at the end as you move your voice to a higher pitch. Ask students to echo-read and move their hands along with yours. Ask students to turn to page 10. Choral-read the page with them, moving to a higher pitch at the end of the question. Invite students to take turns rereading with a partner. Remind them to move their voices to a higher pitch at the end of each question. Apply Pair students. Ask them to find words that have homophones on pages 4 (sees/seas), 6 (cent/sent), and 7 (write/right). Then invite partners to act out the different meanings of two homophones. If more support is needed, utilize all or part of the Guide process instead Benchmark Education Company, LLC
11 Name: Date: Vocabulary Choose four words from the box. Write a sentence for each word. Draw a picture for each sentence. dollar coins pennies nickels dimes quarters Word: Word: Sentence: Sentence: Word: Word: Sentence: Sentence: 2011 Benchmark Education Company, LLC 11
12 Name: Date: Pages Prediction Yes No Benchmark Education Company, LLC
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 informationTest Blueprint. Grade 3 Reading English Standards of Learning
Test Blueprint Grade 3 Reading 2010 English Standards of Learning This revised test blueprint will be effective beginning with the spring 2017 test administration. Notice to Reader In accordance with the
More informationCharacteristics of the Text Genre Informational Text Text Structure
LESSON 4 TEACHER S GUIDE by Taiyo Kobayashi Fountas-Pinnell Level C Informational Text Selection Summary The narrator presents key locations in his town and why each is important to the community: a store,
More informationA Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher
GUIDED READING REPORT A Pumpkin Grows Written by Linda D. Bullock and illustrated by Debby Fisher KEY IDEA This nonfiction text traces the stages a pumpkin goes through as it grows from a seed to become
More informationFountas-Pinnell Level P Informational Text
LESSON 7 TEACHER S GUIDE Now Showing in Your Living Room by Lisa Cocca Fountas-Pinnell Level P Informational Text Selection Summary This selection spans the history of television in the United States,
More informationCharacteristics of the Text Genre Informational Text Text Structure
LESSON 4 TEACHER S GUIDE by Jacob Walker Fountas-Pinnell Level A Informational Text Selection Summary A fire fighter shows the clothes worn when fighting fires. Number of Words: 25 Characteristics of the
More informationFirst Grade Curriculum Highlights: In alignment with the Common Core Standards
First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features
More informationContents. Foreword... 5
Contents Foreword... 5 Chapter 1: Addition Within 0-10 Introduction... 6 Two Groups and a Total... 10 Learn Symbols + and =... 13 Addition Practice... 15 Which is More?... 17 Missing Items... 19 Sums with
More informationFountas-Pinnell Level M Realistic Fiction
LESSON 17 TEACHER S GUIDE by Vidas Barzdukas Fountas-Pinnell Level M Realistic Fiction Selection Summary Miguel lives in the Dominican Republic and loves baseball. His hero is Pedro Sanchez, a major league
More informationCharacteristics of the Text Genre Realistic fi ction Text Structure
LESSON 14 TEACHER S GUIDE by Oscar Hagen Fountas-Pinnell Level A Realistic Fiction Selection Summary A boy and his mom visit a pond and see and count a bird, fish, turtles, and frogs. Number of Words:
More informationProgram Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading
Program Requirements Competency 1: Foundations of Instruction 60 In-service Hours Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language,
More informationFlorida Reading Endorsement Alignment Matrix Competency 1
Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending
More informationTable of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...
Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............
More informationMore ESL Teaching Ideas
More ESL Teaching Ideas Grades 1-8 Written by Anne Moore and Dana Pilling Illustrated by Tom Riddolls, Alicia Macdonald About the authors: Anne Moore is a certified teacher with a specialist certification
More informationRichardson, J., The Next Step in Guided Writing, Ohio Literacy Conference, 2010
1 Procedures and Expectations for Guided Writing Procedures Context: Students write a brief response to the story they read during guided reading. At emergent levels, use dictated sentences that include
More information1. READING ENGAGEMENT 2. ORAL READING FLUENCY
Teacher Observation Guide Busy Helpers Level 30, Page 1 Name/Date Teacher/Grade Scores: Reading Engagement /8 Oral Reading Fluency /16 Comprehension /28 Independent Range: 6 7 11 14 19 25 Book Selection
More informationCommon Core Exemplar for English Language Arts and Social Studies: GRADE 1
The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules
More informationTitle: George and Sam Save for a Present By: Lesson Study Group 2
Research Aim: Title: George and Sam Save for a Present By: Lesson Study Group 2 Team Members: Jan Arslan, Lindsay Blanchard, Juneanne Demek, Hilary Harrison, Susan Greenwood Research Lesson Date: Tuesday,
More informationELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading
ELA/ELD Correlation Matrix for ELD Materials Grade 1 Reading The English Language Arts (ELA) required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A, Matrix
More informationHoughton Mifflin Online Assessment System Walkthrough Guide
Houghton Mifflin Online Assessment System Walkthrough Guide Page 1 Copyright 2007 by Houghton Mifflin Company. All Rights Reserved. No part of this document may be reproduced or transmitted in any form
More informationStrategies for Differentiating
Strategies for Differentiating in the Content Areas Beverly Strayer & Troy Strayer New York Toronto London Auckland Sydney Mexico City New Delhi Hong Kong Buenos Aires Dedication Critics and Critics row
More informationEnglish Language Arts Summative Assessment
English Language Arts Summative Assessment 2016 Paper-Pencil Test Audio CDs are not available for the administration of the English Language Arts Session 2. The ELA Test Administration Listening Transcript
More informationMini Lesson Ideas for Expository Writing
Mini LessonIdeasforExpositoryWriting Expository WheredoIbegin? (From3 5Writing:FocusingonOrganizationandProgressiontoMoveWriters, ContinuousImprovementConference2016) ManylessonideastakenfromB oxesandbullets,personalandpersuasiveessaysbylucycalkins
More informationMath Grade 3 Assessment Anchors and Eligible Content
Math Grade 3 Assessment Anchors and Eligible Content www.pde.state.pa.us 2007 M3.A Numbers and Operations M3.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among
More informationScholastic Leveled Bookroom
Scholastic Leveled Bookroom Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content
More informationGrade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government
The Constitution and Me This unit is based on a Social Studies Government topic. Students are introduced to the basic components of the U.S. Constitution, including the way the U.S. government was started
More informationWHO PASSED? Time Frame 30 minutes. Standard Read with Understanding NRS EFL 3-4
WHO PASSED? Outcome (lesson objective) Students will be introduced to the Read With Understanding Standard while determining what requirements are necessary to obtain a passing score on the GED practice
More informationKindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney
Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Aligned with the Common Core State Standards in Reading, Speaking & Listening, and Language Written & Prepared for: Baltimore
More informationHow to Use Text Features Poster
How to Use Text Features Poster Congratulations on your purchase of this Really Good Stuff How to Use Text Features Poster, an excellent visual aide for students learning to identify and use informational
More informationGrades. From Your Friends at The MAILBOX
From Your Friends at The MAILBOX Grades 5 6 TEC916 High-Interest Math Problems to Reinforce Your Curriculum Supports NCTM standards Strengthens problem-solving and basic math skills Reinforces key problem-solving
More informationInterpretive (seeing) Interpersonal (speaking and short phrases)
Subject Spanish Grammar Lesson Length 50 minutes Linguistic Level Beginning Spanish 1 Topic Descriptive personal characteristics using the verb ser Students will be able to identify the appropriate situations
More informationGrade 4. Common Core Adoption Process. (Unpacked Standards)
Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
More informationOperations and Algebraic Thinking Number and Operations in Base Ten
Operations and Algebraic Thinking Number and Operations in Base Ten Teaching Tips: First Grade Using Best Instructional Practices with Educational Media to Enhance Learning pbskids.org/lab Boston University
More informationTap vs. Bottled Water
Tap vs. Bottled Water CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 1 CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 2 Name: Block:
More informationWelcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading
Welcome to the Purdue OWL This page is brought to you by the OWL at Purdue (http://owl.english.purdue.edu/). When printing this page, you must include the entire legal notice at bottom. Where do I begin?
More informationRIGHTSTART MATHEMATICS
Activities for Learning, Inc. RIGHTSTART MATHEMATICS by Joan A. Cotter, Ph.D. LEVEL B LESSONS FOR HOME EDUCATORS FIRST EDITION Copyright 2001 Special thanks to Sharalyn Colvin, who converted RightStart
More informationUsing Proportions to Solve Percentage Problems I
RP7-1 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by
More information1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature
1 st Grade Curriculum Map Common Core Standards Language Arts 2013 2014 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature Key Ideas and Details
More informationEffective Instruction for Struggling Readers
Section II Effective Instruction for Struggling Readers Chapter 5 Components of Effective Instruction After conducting assessments, Ms. Lopez should be aware of her students needs in the following areas:
More informationMarking the Text. AVID Critical Reading
AVID Critical Reading Marking the Text Marking the Text is an active reading strategy that asks students to think critically about their reading. It helps students determine the essential information in
More informationCal s Dinner Card Deals
Cal s Dinner Card Deals Overview: In this lesson students compare three linear functions in the context of Dinner Card Deals. Students are required to interpret a graph for each Dinner Card Deal to help
More informationUDL Lesson Plan Template : Module 01 Group 4 Page 1 of 5 Shannon Bates, Sandra Blefko, Robin Britt
Page 1 of 5 Shannon Bates, Sandra Blefko, Robin Britt Objective/s: Demonstrate physical care in relation to needs. Assessment/s: Demonstrations, formative assessments, personal reflections Learner Objectives:
More informationUnit Lesson Plan: Native Americans 4th grade (SS and ELA)
Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson
More informationSample from: 'State Studies' Product code: STP550 The entire product is available for purchase at STORYPATH.
Sample from: '' Product code: STP550 STORYPATH The Visitors Center by Margit E. McGuire, Ph.D. Professor of Teacher Education, Seattle University About Storypath 2 Episode 1 The Visitors Center 14 Episode
More information5 Star Writing Persuasive Essay
5 Star Writing Persuasive Essay Grades 5-6 Intro paragraph states position and plan Multiparagraphs Organized At least 3 reasons Explanations, Examples, Elaborations to support reasons Arguments/Counter
More information1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists
Common Core Georgia Performance Standards Grade 4 English Language Arts Andria Bunner Sallie Mills ELA Program Specialists 1 Welcome Today s Agenda 4 th Grade ELA CCGPS Overview Organizational Comparisons
More informationSummarize The Main Ideas In Nonfiction Text
Summarize The Main Ideas In Free PDF ebook Download: Summarize The Main Ideas In Download or Read Online ebook summarize the main ideas in nonfiction text in PDF Format From The Best User Guide Database
More informationGrade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay
Grade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike
More informationThe Bruins I.C.E. School
The Bruins I.C.E. School Lesson 1: Retell and Sequence the Story Lesson 2: Bruins Name Jersey Lesson 3: Building Hockey Words (Letter Sound Relationships-Beginning Sounds) Lesson 4: Building Hockey Words
More informationBlank Table Of Contents Template Interactive Notebook
Blank Template Free PDF ebook Download: Blank Template Download or Read Online ebook blank table of contents template interactive notebook in PDF Format From The Best User Guide Database Table of Contents
More informationGrade 5 + DIGITAL. EL Strategies. DOK 1-4 RTI Tiers 1-3. Flexible Supplemental K-8 ELA & Math Online & Print
Standards PLUS Flexible Supplemental K-8 ELA & Math Online & Print Grade 5 SAMPLER Mathematics EL Strategies DOK 1-4 RTI Tiers 1-3 15-20 Minute Lessons Assessments Consistent with CA Testing Technology
More informationSection 7, Unit 4: Sample Student Book Activities for Teaching Listening
Section 7, Unit 4: Sample Student Book Activities for Teaching Listening I. ACTIVITIES TO PRACTICE THE SOUND SYSTEM 1. Listen and Repeat for elementary school students. It could be done as a pre-listening
More informationSubject: Opening the American West. What are you teaching? Explorations of Lewis and Clark
Theme 2: My World & Others (Geography) Grade 5: Lewis and Clark: Opening the American West by Ellen Rodger (U.S. Geography) This 4MAT lesson incorporates activities in the Daily Lesson Guide (DLG) that
More informationCoast Academies Writing Framework Step 4. 1 of 7
1 KPI Spell further homophones. 2 3 Objective Spell words that are often misspelt (English Appendix 1) KPI Place the possessive apostrophe accurately in words with regular plurals: e.g. girls, boys and
More informationMercer County Schools
Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed
More informationEnglish as a Second Language Unpacked Content
This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better
More informationHoughton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1)
Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade1) 8.3 JOHNNY APPLESEED Biography TARGET SKILLS: 8.3 Johnny Appleseed Phonemic Awareness Phonics Comprehension Vocabulary
More informationFacing our Fears: Reading and Writing about Characters in Literary Text
Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham
More informationCopyright 2017 DataWORKS Educational Research. All rights reserved.
Copyright 2017 DataWORKS Educational Research. All rights reserved. No part of this work may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic or mechanical,
More informationOpportunities for Writing Title Key Stage 1 Key Stage 2 Narrative
English Teaching Cycle The English curriculum at Wardley CE Primary is based upon the National Curriculum. Our English is taught through a text based curriculum as we believe this is the best way to develop
More informationCommon Core State Standards
Common Core State Standards Common Core State Standards 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. Mathematical Practices 1, 3, and 4 are aspects
More informationTEACHING Simple Tools Set II
TEACHING GUIDE TEACHING Simple Tools Set II Kindergarten Reading Level ISBN-10: 0-8225-6880-2 Green ISBN-13: 978-0-8225-6880-3 2 TEACHING SIMPLE TOOLS SET II Standards Science Mathematics Language Arts
More informationMathematics Success Level E
T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.
More informationTaught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words,
First Grade Standards These are the standards for what is taught in first grade. It is the expectation that these skills will be reinforced after they have been taught. Taught Throughout the Year Foundational
More informationCan Money Buy Happiness? EPISODE # 605
Can Money Buy Happiness? EPISODE # 605 LESSON LEVEL Grades 6-8 KEY TOPICS Community Entrepreneurship Social responsibility LEARNING OBJECTIVES 1. Recognize a need in your community. 2. Learn how to come
More informationOVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE
OVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE Mark R. Shinn, Ph.D. Michelle M. Shinn, Ph.D. Formative Evaluation to Inform Teaching Summative Assessment: Culmination measure. Mastery
More informationIf we want to measure the amount of cereal inside the box, what tool would we use: string, square tiles, or cubes?
String, Tiles and Cubes: A Hands-On Approach to Understanding Perimeter, Area, and Volume Teaching Notes Teacher-led discussion: 1. Pre-Assessment: Show students the equipment that you have to measure
More informationMARK¹² Reading II (Adaptive Remediation)
MARK¹² Reading II (Adaptive Remediation) Scope & Sequence : Scope & Sequence documents describe what is covered in a course (the scope) and also the order in which topics are covered (the sequence). These
More informationGrade 2 Unit 2 Working Together
Grade 2 Unit 2 Working Together Content Area: Language Arts Course(s): Time Period: Generic Time Period Length: November 13-January 26 Status: Published Stage 1: Desired Results Students will be able to
More informationSOCIAL STUDIES GRADE 1. Clear Learning Targets Office of Teaching and Learning Curriculum Division FAMILIES NOW AND LONG AGO, NEAR AND FAR
SOCIAL STUDIES FAMILIES NOW AND LONG AGO, NEAR AND FAR GRADE 1 Clear Learning Targets 2015-2016 Aligned with Ohio s Learning Standards for Social Studies Office of Teaching and Learning Curriculum Division
More informationNational Literacy and Numeracy Framework for years 3/4
1. Oracy National Literacy and Numeracy Framework for years 3/4 Speaking Listening Collaboration and discussion Year 3 - Explain information and ideas using relevant vocabulary - Organise what they say
More informationCLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction
CLASSIFICATION OF PROGRAM Critical Elements Analysis 1 Program Name: Macmillan/McGraw Hill Reading 2003 Date of Publication: 2003 Publisher: Macmillan/McGraw Hill Reviewer Code: 1. X The program meets
More informationGrade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand
Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student
More informationWorkshop 5 Teaching Writing as a Process
Workshop 5 Teaching Writing as a Process In this session, you will investigate and apply research-based principles on writing instruction in early literacy. Learning Goals At the end of this session, you
More informationUniversal Design for Learning Lesson Plan
Universal Design for Learning Lesson Plan Teacher(s): Alexandra Romano Date: April 9 th, 2014 Subject: English Language Arts NYS Common Core Standard: RL.5 Reading Standards for Literature Cluster Key
More informationGrade 6: Module 2A Unit 2: Overview
Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore
More informationIncreasing Student Engagement
Increasing Student Engagement Description of Student Engagement Student engagement is the continuous involvement of students in the learning. It is a cyclical process, planned and facilitated by the teacher,
More informationLarge Kindergarten Centers Icons
Large Kindergarten Centers Icons To view and print each center icon, with CCSD objectives, please click on the corresponding thumbnail icon below. ABC / Word Study Read the Room Big Book Write the Room
More informationDeveloping Grammar in Context
Developing Grammar in Context intermediate with answers Mark Nettle and Diana Hopkins PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United
More informationA 1,200 B 1,300 C 1,500 D 1,700
North arolina Testing Program EOG Mathematics Grade Sample Items Goal. There are eighty-six thousand four hundred seconds in a day. How else could this number be written? 80,06. Jenny s vacation money
More informationFluency YES. an important idea! F.009 Phrases. Objective The student will gain speed and accuracy in reading phrases.
F.009 Phrases Objective The student will gain speed and accuracy in reading phrases. Materials YES and NO header cards (Activity Master F.001.AM1) Phrase cards (Activity Master F.009.AM1a - F.009.AM1f)
More information21st CENTURY SKILLS IN 21-MINUTE LESSONS. Using Technology, Information, and Media
21st CENTURY SKILLS IN 21-MINUTE LESSONS Using Technology, Information, and Media T Copyright 2011 by Saddleback Educational Publishing. All rights reserved. No part of this book may be reproduced in any
More informationLanguage Acquisition Chart
Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people
More informationAdjectives In Paragraphs
In Free PDF ebook Download: In Download or Read Online ebook adjectives in paragraphs in PDF Format From The Best User Guide Database Grammar Worksheet... Circle the adjectives in the word bank. Then read
More informationGrade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If
Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party
More informationClassroom Activities/Lesson Plan
Grade Band: Intermediate Unit17 Unit Target: History Unit Topic: Friends in Different Places Lesson 3 Instructional Targets Reading Standards for Literature Range and Level of Text Complexity: Experience
More informationMissouri Mathematics Grade-Level Expectations
A Correlation of to the Grades K - 6 G/M-223 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley Mathematics in meeting the
More informationUnit: Human Impact Differentiated (Tiered) Task How Does Human Activity Impact Soil Erosion?
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)
Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For
More informationDIBELS Next BENCHMARK ASSESSMENTS
DIBELS Next BENCHMARK ASSESSMENTS Click to edit Master title style Benchmark Screening Benchmark testing is the systematic process of screening all students on essential skills predictive of later reading
More informationBebop Books Page 1. Guided Reading with SPLASH! written by Dinah Johnson photographed by Maria Victoria Torrey
Bebop Books Page 1 Guided Reading with SPLASH! written by Dinah Johnson photographed by Maria Victoria Torrey Realistic Fiction Guided Reading : C DRA: 3 Reading Recovery : 3 Focus: Concepts of Print one-to-one
More informationContent Language Objectives (CLOs) August 2012, H. Butts & G. De Anda
Content Language Objectives (CLOs) Outcomes Identify the evolution of the CLO Identify the components of the CLO Understand how the CLO helps provide all students the opportunity to access the rigor of
More informationGrade 8: Module 4: Unit 1: Lesson 11 Evaluating an Argument: The Joy of Hunting
Grade 8: Module 4: Unit 1: Lesson 11 Evaluating an Argument: The Joy of Hunting This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party
More informationENGLISH LANGUAGE ARTS SECOND GRADE
NEW HANOVER TOWNSHIP ENGLISH LANGUAGE ARTS SECOND GRADE Prepared by: Heather Schill Initial Board approval: August 23, 2012 Revisions approved : Unit Overview Content Area: English Language Arts Reading
More informationLITERACY-6 ESSENTIAL UNIT 1 (E01)
LITERACY-6 ESSENTIAL UNIT 1 (E01) (Foundations of Reading and Writing) Reading: Foundations of Reading Writing: Foundations of Writing (July 2015) Unit Statement: The teacher will use this unit to establish
More informationName C.023.SS1d Text Structure Reflection. Title: Problem and Solution. Problem. Name Text Structure Reflection C.023.SS1e. C.023.SS1c.
C.023.SS1b 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Comprehension C.006 Objective The student will identify text srtuctures. Comprehension Expository Text Structure Materials
More informationSAMPLE PAPER SYLLABUS
SOF INTERNATIONAL ENGLISH OLYMPIAD SAMPLE PAPER SYLLABUS 2017-18 Total Questions : 35 Section (1) Word and Structure Knowledge PATTERN & MARKING SCHEME (2) Reading (3) Spoken and Written Expression (4)
More informationThe Beginning Literacy Framework
The Beginning Literacy Framework Helping Educators: identify, create and modify text for beginning readers meet literacy goals of students with multiple disabilities in their earliest stages of literacy
More information! "! " #!!! # #! " #! " " $ # # $! #! $!!! #! " #! " " $ #! "! " #!!! #
! "! " #!!! # #! " #! " " $ # # $! #! $!!! #! " #! " " $ #! "! " #!!! # 1 Copyright 2011 by Erica Warren. All rights reserved. Printed in the United States of America. No part of this publication may be
More informationWelcome to ACT Brain Boot Camp
Welcome to ACT Brain Boot Camp 9:30 am - 9:45 am Basics (in every room) 9:45 am - 10:15 am Breakout Session #1 ACT Math: Adame ACT Science: Moreno ACT Reading: Campbell ACT English: Lee 10:20 am - 10:50
More information