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 BY: Lilian 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:

CURRICULUM MAP

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