ela ii day 4 grades p – 3 read aloud project · create the culminating task. ... • language...

1

ELAIIDay4GradesP–3

ReadAloudProject

3

RAP:ChecklistforCompletingtheTemplate(revised)

√ Checkeachstepasitiscompleted.

1. Readthebook/textclosely.

2. CompletetheWhatMakesThisTextComplexpage.

3. WritetheSynopsisandclearlystatetheBigIdeas,KeyUnderstandings,orFocusingQuestioninthetemplate.Thinkaboutwhatstudentswillknowanddoasaresultofthisread-aloud.

4. CreatetheCulminatingTask.WhatwillstudentsdotoshowyoutheyunderstandtheBigIdea?

5. BrainstormideasforhelpingstudentsovercomethechallengesinreadingthiscomplextextbycompletingtheHelpingStudentsNavigateTextComplexityWorksheet.

6. Carefullyre-readthebook,anddividethebookintofourormore“chunks”forinstruction.

7. Createasequenceofquestions,activities,andtasksinthetemplate.Whileworking,identifyandcategorizevocabularyusingthe

Vocabularytableinthetemplate(Note:thiscanbedonewhilecreatingtextdependentquestions,orwhilere-readingthetextsolelyforvocabulary).

8. Verifystandardsandinsertintothetemplate.

4

Quantitativemeasure:

• Gotohttp://www.lexile.com/andenterthetitleofyourread-aloudintheQuickBookSearchintheupperrightofhomepage.MosttextswillhaveaLexilemeasureinthisdatabase.

• MostofthetextsthatwereadaloudinK-2shouldbeinthe2-3or4-5band,morecomplexthanthestudentscanreadthemselves.(2-3band:420-820L);(4-5band:740-1010L)

LEXILE:

Qualitativefeatures:

Considerthefourdimensionsoftextcomplexitybelow.Foreachdimension*,notespecificexamplesfromthetextthatmakeitmoreorlesscomplex.

Meaning/Purpose

Structure

Language KnowledgeDemands

WhatMakesThisRead-AloudComplex?

5

Whatwillchallengemystudentsmostinthistext? WhatsupportscanIprovide?

Howwillthistexthelpmystudentsbuildknowledgeabouttheworld?Howwillthistexthelpmystudentstogrowvocabulary?

Basedonquantitativemeasures,qualitativefeatures,andreaderandtaskconsiderations,thebestgradelevelfitis:

ReaderandTaskConsiderations

6

PlanningTemplateTitleandAuthor Suggestedtimetospend(#ofminutesessions)over(numberofdays)

ELAStandardsLessonObjectiveTeacherInstructions(beforethelesson):ReadtheBigIdeasandKeyUnderstandingsandtheSynopsisbelow.Pleasedonotreadthistothestudents.Thisisadescriptiontohelpyoupreparetoteachthebookandbeclearaboutwhatyouwantyourchildrentotakeawayfromthework.BigIdeas/KeyUnderstandings/FocusQuestionsSynopsis:Review“WhatMakesthisRead-AloudComplex.”Whatarethesourcesofcomplexityorkeyaccesspointsforthisbook?Readtheentirebook;youmaywanttocopythequestionsvocabularywordsandactivitiesoverontostickynotessotheycanbestucktotherightpagesforeachday’squestionsandvocabularywork.

7

Themajorityofquestions,activities,andtasksshouldbebasedonthewriting,picturesandfeaturesuniquetothistext(betextspecific).Questionsthataddresstext-to-selfortext-to-worldconnections-whatweliketocalltextinspiredquestionsoractivities-shouldbehelduntilafterthechildrenhavereallygottentoknowthebook.Thistemplateisdesignedtobeflexible.Feelfreetoinsertordeleterowsasneededforadditionalquestions,activities,ortasks.Questions,Activities,andTasksareallalignedtothestandardsforELAandcanaddressanyofthefollowingthroughreadingaloudrichselections:

• Academiclanguageexplorationandlearning(vocabularyandsyntax)• SpeakingandListeningactivities• Writingactivities• Languageactivitiesandquestions• Creativeperformancetasksandactivitiesthataretext-specificortext-inspired• Foundationalreadingskillsreinforcementwhereappropriate

Questions/Activities/Vocabulary/Tasks ExpectedOutcomeorResponse(foreach)FIRSTREADING:Readaloudtheentirebook(orchapter)withminimalinterruptions.Stoptoprovidewordmeaningsorclarifyonlywhenyouknowthemajorityofyourstudentswillbeconfused.

Thegoalhereisforstudentstoenjoythebook,bothwritingandpictures,andtoexperienceitasawhole.Thiswillgivethemsomecontextandsenseofcompletionbeforetheydiveintoexaminingthepartsofthebookmorecarefully.

SECONDREADING:SESSION1:

SESSION2:

TheLesson–Questions,Activities,andTasks

8

SESSION3:

SESSION4:Addsessionsasneeded.

FINALDAYWITHTHEBOOK-CulminatingTask

9

AdditionalResources

AdditionalNotes

Vocabulary

Thesewordsmeritlesstimeandattention:(Theyareconcreteandeasytoexplain,ordescribeevents/processes/ideas/concepts/experiencesthatarefamiliartoyourstudents)

Thesewordsmeritmoretimeandattention(Theyareabstract,havemultiplemeanings,and/orareapartofalargefamilyofwordswithrelatedmeanings.Thesewordsarelikelytodescribeevents,ideas,processesorexperiencesthatmostofyourstudentwillbeunfamiliarwith)

10

TextComplexity

Whatwillbechallenging? Whatquestionsmightyouasktohelpstudents“getit”?

Whatactivitymightyoudotohelpstudents“getit”?

Notes

Meaning

Understandingthemessageofthestory

CallattentiontowhattheSpiderisdoingandhowtheFlyreacts.HowdoestheSpidertrytotricktheFly?WhatdoestheFlydo?

HavestudentstracktheFly’sreactiontothethingsSpiderdoessotheywillnoticethechange.CreateaTchart:Howdoesthe

spidertrickthe

fly?

Whatdoesthefly

do?

Setofrepeatingquestions

Structure

Knowingthattwocharactersaretalking

Helpstudentstrackdialogue.Whoistalkinghere?HowdoyouknowSpideristalking?

Puppets(holduptoshowwho’stalking)Firstreadintwovoices

Makestickpuppetsafterfirstreading

Knowledge

Makingtheconnectiontorealspiderssotheycanseethe“doublemeaning”inthewords.

CallattentiontoplacesthathaveadeepermeaningifyouconnectthemtorealspidersWhatisaspider’s“table”?Whatdoes“sethistableready”mean?

Willneedlotsofbackground-Readnonfictionbookonspidersfirst

GailGibbonSpiderBook

Language

OldfashionedlanguageFigurativelanguage

Frequentvocabularyquestions,havestudentsimmediatelyapplytheirunderstandingtothetext.Ne’erisanoldfashionedword.Whatworddoyouknowthatsoundslikene’er?Whydoyouthinkthebugs“ne’ercomedownagain”?

Actoutsectionssostudentscanparaphrase.Checkforunderstanding.

Havestudentstrytoactoutfigurativelanguagesostudentscanseeitisn’tmeantliterally.Helpstudentsinferintendedmeaning.

11

TitleandAuthor:

Whatwillbechallenging? Whatquestionsmightyouasktohelp

students“getit”?

Whatactivitymightyoudoto

helpstudents“getit”?

Notes

Meaning

Structure

Knowledge

Language

Usethis“brainstorm”toinformyourthinkingwhencreatingthesequentialsetofquestionsonthetemplate.

HelpingStudentsNavigateTextComplexityWorksheet

TheK-2Resources&ToolsforAlignedELAInstruction

Elementsofliteracyinstructionareoftenintertwinedbutaredisplayedhereinseparatecolumnsforclarity.

KnowledgeBuildingUsesetsoftextsintentionallyselectedtobuildknowledgeandvocabularyrelatedtoatopic

FoundationalSkills(K-1)PrintConcepts,(K-1)PhonologicalAwareness,Phonics&WordRecognition(K-2)

FluencyAccuracy,Automaticity,Expression

LanguageGrammar,Syntax,Morphology,Spelling

ReadAloudFictionandnonfiction2-3levelsabovegradelevel

ConversationCollaborativespeakingandlisteningthatsupportmeaningmaking

Writing(K-1)Mechanics,ResponsetoText,CulminatingTask

60MINUTESDAILY

BuildingDecodingSkillsandWordRecognitionInstructionandpracticereadingtargetedatbuildingdecodingskillsandwordrecognition,usingdecodabletexts.

`

45-60MINUTESDAILY

WorkingwithTextsofGrade-levelComplexityorBeyondRead-aloudandsharedreadingpairedwithdiscussiontobuildstudentsknowledge,vocabulary,andunderstandingoftextmeaning,usingtextsofgrade-levelcomplexityorbeyond(readaloud)

ASMUCHTIMEASPOSSIBLE

VolumeofEngagedReadingBeyondInstructionAdditionalreading(guided,independent,orshared)withintheELAblockandacrossallcontentareastosupportallaspectsofreading,includingengagementandmotivation,usingtextsatavarietyoflevels.

ela ii day 4 grades p – 3 read aloud project · create the culminating task. ... • language...

Documents