GLE # GLEs Units Differentiation - Remediation Differentiation - Enrichment Teacher Notes Reading and Responding - Standards 1, 6, and 7 1 Use roots, affixes and word parts Students create mini-posters illustrating roots, prefixes, and suffixes. 2 Identify and explain story elements, especially the revelation of character motivation through thoughts, words, and actions 3 Identify and explain literacy devices: foreshadowing, flashback, imagery, onomatopoeia Students practice roots, prefixes, and suffixes (See Sample Practice #1 and Sample Practice #2 in Appendix). Students create a word game using ReadWriteThink Lesson #105: http://www.readwritethink.org/classroomresources/lesson-plans/improvecomprehension-word-game- 1042.html?tab=4#tabs. Students use Make A Game Chart which can be found in the Appendix before creating the game. 2, 4 Students use pages 6, 8, 10, and 15 of the Character Graphic Organizers found in the Appendix. Students use the SWBS (Somebody Wanted, But So) strategy to graph story elements, including character conflicts and resolutions. See SWBS Chart and SWBS Explanation and Graphic in Appendix. Students use Kelly Gallagher s Shift Chart to chart changes in a character s behavior throughout a story or novel. 2, 3 Students use the Foreshadowing Chart to record clues for foreshadowing. Students brainstorm movies or books with flashback scenes. Use ReadWriteThink Lesson #85: http://www.readwritethink.org/classroomresources/lesson-plans/flip-chip-examiningaffixes-253.html?tab=4#tabs. Students play Flip-a-Chip interactive game with roots and affixes. Students interview a character from a story or novel. See ReadWriteThink Lesson #120: http://www.readwritethink.org/classroomresources/lesson-plans/lights-camera-actioninterviewing-140.html?tab=4#tabs. See Character Traits Chart #2 in the Appendix. Students use Kelly Gallagher s Brake Pedal, Accelerator Pedal activity. Students use a T-chart to record what things slow a character down and what accelerates a character s thinking or behavior. Students use Kelly Gallagher s Pencil/Eraser activity. Students tell what actions a character wishes he could erase and which actions he wishes he had done. Students write a short story about themselves or someone else where foreshadowing or flashback is used.
Students write descriptive sentences that contain examples of onomatopoeia. Then they rewrite the sentences and put a blank where the onomatopoeia word is located and exchange the paper with a partner. The partner fills in the blank with an onomatopoeia word. Partners compare the sentences and see if the meaning of the sentence changed. Students identify in reading response journals areas in novels that include foreshadowing or flashback. Students explore onomatopoeia by creating a sports poem with onomatopoeia in it. See ReadWriteThink Lesson #170: http://www.readwritethink.org/classroomresources/lesson-plans/swish-whack-teachingonomatopoeia-1131.html?tab=4#tabs 4 Draw conclusions and make inferences 5 Interpret ideas and information from a variety of texts and make connections to real-life situations and other texts. When first introducing inferential reading to students, use an everyday occurrence where they automatically draw inferences. Design an activity that uses an inductive approach to identify the types of inferences that they constantly use in their daily activities. Students use the Inference Notes Graphic Organizer from the Appendix to chart information in order to make inferences and draw conclusions. Students use highlighting tape or sticky notes to mark areas of the text where inferences are made. Students use Connection Stems #2 found in the Appendix to record connections to real life. Students use Build a Connection graphic organizer found in the Appendix to record text-to-text, text-to-self, and text-to-world connections. A suggestion Kylene Beers makes is to, cut cartoons from the newspaper and put them onto a transparency. Read them aloud, and then think aloud the inferences that you make that allow you to perceive the cartoon as funny. Then let kids cut out their favorites and bring them in. Eventually, I give extra credit for kids who bring in cartoons they can t figure out. These allow us to discuss how inferencing doesn t work if you don t have the right background knowledge. Most often, students bring in political cartoons for this. Students use Kelly Gallagher s Wallet/Purse activity. Students make inferences to decide what each character would have in his wallet, purse, locker, etc. Students write a newspaper article about a connection from their reading. Students perform a newscast about a connection from their reading. Students use Kelly Gallagher s idea of Casting Call to make connections. Students decide who will be cast to play each character
6 Identify universal themes and cultural viewpoints found in multicultural literature 7 Compare and contrast story elements 9a 9b sequencing summarizing & paraphrasing 2, 3, 4, 6 2, 3, 4, 6 Students use the Theme Chart Graphic to explore various themes they encounter in their reading. Students interview parents or grandparents about unique customs from their lives. Then they can compare that to stories they may be reading. Students use the Compare and Contrast Graphic Organizers to compare/contrast various elements. Students create a stickman figure for several characters in the story and then compare and contrast the characters using the figures. See Stickman Analysis in the Appendix. Students use Kelly Gallagher s Positive- Negative Chart to jot sequential events in a story on a continuum of positive and negative affects on the outcome of the story. The teacher scaffolds the sequencing of events by listing events from the passage and leaving two or three blank for students to fill in as they read. Students participate in a paired summarizing activity. Student pair up. Each student writes a summary and then exchanges with a partner. The partner then writes a summary of the other s work. Then they compare the end product. from the reading. Students have to consider the real connections of the story characters and the person they choose to cast. Students must explain why that person would be able to portray the character. Students interview a person from another culture and list customs and traditions indigenous to that culture. Students create travel brochures for various cultures they read about, including cultural characteristics, traditions and customs. In discussion circles students discuss novels with similar settings, characters, plot, etc. Students use Kelly Gallagher s Character Chart in the Appendix to compare and contrast characters strengths, weakness, and symbolic representations. Students make a cartoon illustrating a sequence of events. Students use a digital camera to snap the steps in a process. The how-to photos are placed on a poster to illustrate sequence. Students perform a Reader s Theatre where a group of students prepare a dramatic reading of a scene from a story or novel. Students create a tableau of frozen pictures where the student acts out a part of a scene and then is frozen still. (Jeff Wilhelm) See Culture Questions in the Appendix for a handout with questions on values, beliefs, and rituals of a culture. For the poetry unit, divide the students into groups. Each group summarizes a stanza and then each group shares with the class.
9c main ideas and details A useful graphic for summarizing is the Fishbone Summary Map. Students participate in a GISTing activity to practice summarizing. (See Appendix) Collect newspaper articles and cut off the headlines. Students read an article to find the main idea and supply a headline of their own. Tell students to think, Who did What? Students create an online Bio-Cube using ReadWrite Think Lesson #94: http://www.readwritethink.org/classroomresources/lesson-plans/guided-comprehensionaction-teaching-1028.html?tab=4#tabs. See Appendix for Bio-Cube Planning sheet. Students write a newspaper article to demonstrate an main ideas and details. See Newspaper Article Organizer in the Appendix. Students use the What s the Big Idea Graphic Organizer to help them visually understand the story. Students use Kelly Gallagher s Proof Sheets activity. Students decide what moments they would capture on film to tell the story. Students use large sticky notes to take notes as the teacher reads a short passage. They jot down important facts. Then the teacher gives smaller sticky notes and tells students to choose only a few facts. From those facts, students discuss what they think the main idea of the piece is. Students use The Most Important Word strategy where they choose the most important word of each section of reading. They must be able to tell why they think the word they choose is the most important one. Students share and then can change their word if they wish. 9d Comparing and contrasting literary elements & ideas Students use Kelly Gallagher s Character Chart in the Appendix to compare and contrast characters strengths, weakness, and symbolic representations. Students use Kelly Gallagher s idea of Pie Charts to tell which characters are responsible for the book s outcome using percentages. The characters share a slice of the pie to total 100%. Use ReadWriteThink s lesson #48: http://www.readwritethink.org/classroomresources/lesson-plans/cover-covercomparing-books-1098.html?tab=4#tabs. Students compare a book to a movie. They can also compare a historical event to a movie. Students find a song that compares to the passage. The song might be related to a character, event, or theme read about. In pairs students write and perform a Poem for Two Voices to illustrate the comparison of characters.
9e Making inferences and drawing conclusions Students use the Inference Notes Graphic Organizer from the Appendix to chart information in order to make inferences and draw conclusions. Students use highlighting tape or sticky notes to mark areas of the text where inferences are made. Students use Kelly Gallagher s Say/Mean Chart. Students use a T-chart and write what the passage says (literal meaning) and what the passage means (inferential meaning). This is especially effective with political cartoons. Students draw inferences and make conclusions by watching movie previews and writing about them. 9f predicting the outcome of a story or situation 10 Explain relationships between life experiences & text to solve problems Students use the Prediction Wheel Template and Prediction Wheel Example with a story or situation. Students use Applying DRTA to Narrative and Informational text and the DRTA Form in the Appendix to record their predictions as they read. Class discussions held after sustained silent reading include relationships of what students are reading to real life events and solutions to problems. Students use the strategy Probable Passage to make predictions. First, they select important terms and concepts from the text to be read. Then, they categorize them according to the story or the text. Narrative elements would include setting, characters, problems, outcomes, unknown words. Expository elements would include who, what, when, where, why, how. Then each student writes a gist statement by making a prediction about the plot of the story or the main idea of the text using as many vocabulary words as possible. Students read the story or text and compare their gist statements to the version they predicted. They modify their prediction and write a summary paragraph. (See Appendix for Probable Passage for Fiction Template and Probable Passage for Non-fiction Template.) Students use Kelly Gallagher s Flip Side Chart idea for reading non-fiction like current events and record on a t-chart the positive and negative sides of events. Students use dialogue or buddy journals to relate reading to their real-life experiences.
11 Use technical info to solve problems 2, 5, 6 Continue to use the internet as a source for searching for answers to questions as they arise in classroom reading. Encourage active readers to find points in their independent reading to search for answers to questions. 14a Identify cause & effect During a research unit, students select a few key terms related to their topic and scan search engine results for sites that may be relevant. Students use Kelly Gallagher s Shift Chart to chart changes in a character s behavior and the causes of these changes in a story or novel. Students use the Cause & Effect Graphic Organizers found in the Appendix to record cause and effect statements. Students create a diamante cause-effect poem. See ReadWriteThink Lesson #161: http://www.readwritethink.org/classroomresources/lesson-plans/slipping-slidingtumbling-reinforcing-965.html?tab=4#tabs and Tiered Cause and Effect Examples and Diamante Cause and Effect in the Appendix. 14b Raise questions Teach students the four basic questionanswer relationships to help them understand the different types of questions and know how to effectively approach the text based on the different question types. See QAR - Four Types of Questions in the Appendix. Students use bookmarks for their reading. The bookmarks contain questions they can ask as they read. Students utilize primary sources to research questions that arise. Use Kelly Gallagher s Literary Dominoes to visualize causes and effects in reading. Gallagher explains that plots are like novels. A happens, which causes B to happen, which turn causes C to happen. Sometimes, it is easier to start at the last domino and work backward. Students will not all have the same plot points on their dominoes and this leads to good discussions. Questions such as, What would happen if one of the dominoes were removed? or Which domino is the pivotal point in the story? helps students to further analyze the story. Divide students into small groups and give each group a short passage from current fiction or non-fiction text. Students create questions from each group of QAR - right there questions, think and search questions, author and you questions. Then the groups share. Create a space somewhere in the classroom where students can post unanswered questions that come up. They may be in response to a variety of topics, texts, writers, etc. Students refer to a question and research the answer.
14c 14d Reason inductively and deductively Generate a theory or hypothesis Students practice reaching conclusions by looking at clues in the text. Students are given four statements or four pictures (one of which does not fit the text) and asked which does not fit the text read. Students participate in a Tea Party activity where students are given slips of paper with characters, settings, and events. Then they sit in small groups to discuss what they think a story or novel will be about. The slips of paper might all be lines and phrases from the passage rather than characters, settings, and events. (Kylene Beers) 14e Skim and scan Students skim over the newspaper headlines to see which articles are related to a certain topic. Students play a bingo game using a website to skim and scan for answers in ReadWriteThink lesson #60: http://www.readwritethink.org/classroomresources/lesson-plans/developing-searchingskimming-scanning-1052.html?tab=4#tabs Students construct a game or story with clues. In small groups students create statements or locate pictures for use with text they are reading. They write one statement or choose one picture that does not belong with the text. Other students guess which statement or picture does not belong. Students speculate on an author s life by the different types of writing he has authored. Students hypothesize about how characters would react in new situations. See Scenarios in the Appendix. Students scan the table of contents of magazines to search for articles related to a topic. Students scan a non-fiction text chapter before reading to get an idea of what questions might be answered on a KWWL chart (know, want to know, where I can find this info, and learned) During a research unit, students select a few key terms related to their topic and scan search engine results for sites that may be relevant to their topic.