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True Stories: Hispanic Lab

True Stories: Hispanic Lab

ORANGE A

GOALS/STANDARDS and BENCHMARKS:

  • 1B3a: Preview reading materials, make predictions and relate reading to information from other sources.
    • Preview reading materials, make predictions, and relate reading to information from other sources across content and literary areas
    • Devise personal reading strategies to improve comprehension and fluency
    • Select and justify reading strategies to improve comprehension
  • 1B3b: Identify text structures and create a visual representation to use while reading.
    • Visual representations, i.e. organizers, outlines, storyboards, charts
  • 1B3c: Continuously check and clarify for understanding.
    • Evaluate understanding by comparing and contrasting to other readings
    • Do various exercises of reading comprehension strategies including predicting, questioning, forming vocabulary schemas and responding to text.
    • Respond verbally and written to critical thinking questions about assignment reading selections
  • 1B3d: Read age-appropriate material with fluency and accuracy
    • Read age appropriate material with fluency
  • 1C3a: Use information to form, explain and support questions and predictions.
    • Interpret written material by forming questions and predictions
    • Use information to form, explain and support questions and predictions
  • 1C3b: Interpret and analyze entire narrative text using story elements, point of view and theme.
    • Analyze various text using story maps and graphic organizers
    • Interpret and analyze entire narrative text for story elements
  • 1C3c: Compare, contrast and evaluate ideas and information from various sources and genre.
    • Compare and contrast various selections for different and common ideas, themes, and topics
  • 1C3d: Summarize and make generalizations from content and relate them to the purpose of the material.
    • Paraphrase and summarize
  • 1C3e: Compare how authors and illustrators use text and art across materials to express their ideas (e.g.foreshadowing, flashbacks, color, strong verbs, language that inspires)
    • Identify and recognize the author's use of literary devices and illustrations to enhance comprehension
    • Discriminate how authors, artists and illustrators use text and art across materials to express their ideas

MATERIALS ARE KEPT BYLilian Ader

-The Star Test® ZPD scores/ San Diego Quick Assessment

-Obtain book bag from SPL with books

STRATEGIES:

-This is a reading comprehension course versus a literature course.

-We are teaching the overt skills of reading comprehension for non-fiction work keeping in mind our ESL student population.

-Strategy programs such as Guided Reading® can be useful.

Time Frame:

10-30 minutes - SSR While conferencing with students Guided Reading Style
10-20 minutes - whole group lesson
10-30 minutes - working on project

CURRICULUM MAP

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8
Rdg Level Assessment Politicians & Activists biographies Politicians & Activists biographies Scientists biographies Scientists biographies Arts biographies Arts biographies Arts biographies

 

DESCRIPTIONS AND DIRECTIONS FOR TOPIC CLUSTERS, UNITS, CHAPTERS with assessments

-Reading Level Assessment

-Photocopy an assignment at grade 2, 3, and 4 to give to each student. They will work on these sheets, while I am giving the San Diego.

DAY-BY-DAY LESSON PLANS