Austin ISD Updated July 2015curriculum.austinisd.org/schoolnetDocs/languageArts/4th/... · 2015. 9....

Austin ISD Updated July 2015

Grade level: Fourth Grade Reading Lesson Name: First 20 Days of Reading - Week 4 Grading Period: 1st 9 Weeks, Arc 4 Estimated timeframe: Dual Language –Spanish Language Arts, 9 days (Sept.8-18), 30-35 min. daily

Monolingual – 5 days (Sept.14-18), 60 min. daily These lessons are appropriate for both Monolingual teachers and Dual Language teachers.

Lesson Components Lesson Objectives:

Los estudiantes analizarán las caraterísticas de textos de ficción históricos y harán inferencias acerca de los personajes. Escribirán una recomendación de libros para un libro de ficción histórica que lean. Los estudiantes identificarán símiles y metáforas en su lectura y explicarán lo que el autor está describiendo en el texto. Harán preguntas de un texto y leerán para buscar las respuestas.

Los estudiantes resumirán las características que distinguen a la fantasía, cuentos populares, ficción realista y libros de ficción. Darán dos ejemplos de cada género y explicarán el papel de los personajes en estos géneros y la manera en que interactúan. Explicarán la razón por la cual un género en particular es su favorito.

Language Objectives:

The students will read historical fiction books, discuss their features, and converse with partners to explain inferences. They will write a book recommendation and write to explain similes and metaphors. Students will read and discuss questions they have in their minds as they read.

Prior Learning: Students can understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from the text to support their understanding.

Standards (Texas Essential Knowledge and Skills):

4.F19 ELAR TEKS Figura 19 Lectura/Destrezas de comprensión. Los estudiantes utilizan una variedad flexible de destrezas meta-cognitivas tanto en lecturas asignadas como independientes para entender el mensaje del autor. Conforme se van desarrollando como lectores autónomos y críticos, los estudiantes continúan aplicando los estándares previos con mayor profundidad en textos que tienen un nivel más alto de complejidad. 4.F19D hagan inferencias sobre el texto y utilicen evidencia textual para apoyar su comprensión 4.F19B formulen preguntas literales, interpretativas y de evaluación sobre el texto 4.F19C presten atención a su comprensión y hagan ajustes (ej., utilizando conocimientos previos, creando imágenes sensoriales, volviendo a leer partes del texto en voz alta, formulando preguntas)

4.8 Lectura/comprensión de textos literarios/lenguaje sensorial. Los estudiantes comprenden, infieren y sacan conclusiones sobre cómo el lenguaje sensorial de un autor crea imágenes en un texto literario y proporcionan evidencia del texto para apoyar su comprensión. 4.8A los estudiantes identifiquen el uso que hace el autor de símiles y metáforas para producir imágenes.

4.2 Lectura/desarrollo del vocabulario. Los estudiantes comprenden vocabulario nuevo y lo utilizan al leer y al escribir 4.2B usen el contexto de la oración (ej., en la oración, con un ejemplo o con una definición) para determinar el significado de las palabras poco comunes o de significados múltiples

College and Career Readiness:

Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying lengths.

Draw and support complex inferences from text to summarize and draw conclusions.

Essential Questions:

¿Cuáles son las características únicas de textos de ficción históricas?

¿Por qué es importante hacer inferencias acerca de los personajes?


¿cómmo escribes una recomendación de libro?

¿Por qué los lectores hacen preguntas mientras leen?

Enduring Understandings:

Los textos de ficción histórica están basados en eventos históricos. Tienen escenarios auténticos pero los personajes son ficticios.

Es importante hacer inferencias acerca de los personajes para poder comprender en su totalidad la razón por la cual actúan de cierta manera en la historia. El tema de la historia es frecuentemente incrustado en las acciones, diálogo, pensamientos, y sentimientos de los personajes.

En una recomendación de libro, los lectores hacen un pequeño resumen del género del libro. Explican la razón por la cual les gustó el libro y las razones por las cuales piensan que a otros les gustará el libro.

Haciendo preguntas mientras leemos es una buena estrategia de comprensión. Mantiene al lector alerta a asegurarse que la historia tenga sentido.

Vocabulary Essential: ficción histórica, recomendación, inferencia, símiles, metáforas.

Lesson Preparation

Fountas & Pinnell ‘First 20 Days of Reading’ found in Guiding Readers and Writers. (This week will focus on Days 16-20)

Text Selections from Texas Treasures: “Leah’s Pony”, Unit 6, p. 679 Read Aloud Anthology, “The Present From France”, p. 31 Read Aloud Anthology, “Reading and Riding”, p. 86 Read Aloud Anthology Grade 3, “The Memory Quilt”, p. 184

Text Selections from Texas Tesoros: “El dragón despierta, Terremoto de San Francisco en 1906”, Unidad 4, p. 506 En voz alta, “El Regalo de Francia”, p. 9 En voz alta, “Cabalgatas y Lecturas”, p. 25 En voz alta Grade 3, “La Colcha de los recuerdos”, p. 156

PowerPoint presentation of pictures from Civil Rights Movement; pictures are attached at the end of these lessons.

Prepare copies of graphic organizer: Taking a Closer Look at Genres (Day 1), found at the end of this lesson plan

Prepare copies of the poems “The Final Deployment” by Anna Prokos or “Friendship” by Emma Guest (Day 3) found at the end of this lesson plan

Prepare copies of the excerpt from Baseball Saved Us, by Ken Mochiszwiki (Day 4) found at the end of this lesson plan

Historical fiction books from the library (Patricia Polacco and Eve Bunting have great picture books to use during this week)

Ruth and the Green Book by Calvin Alexander Ramsey for shared reading

Additional historical fiction picture books: The Wall, by Eve Bunting Baseball Saved Us, by Ken Mochiszwiki Train to Somewhere, by Eve Bunting Peppe the Lamplighter, by Elisa Bartone Cheyenne Again, by Eve Bunting The Unbreakable Code, by Sara Hoagland Hunter Grandfather’s Dream, by Holly Keller When Jessie Came Across the Sea, by Amy Hest

Faithful Elephants, by Yukio Tsuchiya The Librarian of Basra, by Jeanette Winter


Anchors of Support

Elements of Historical Fiction Elementos de la ficción histórica

Ficción histórica Una historia de ficción histórica toma lugar en un periodo de tiempo particular del pasado. Regularmente el escenario es real, pero los personajes son creados por la imaginación del autor.

Elementos de la ficción histórica -una forma de ficción (no es verdad) -basada en eventos históricos -escenarios auténticos -los personajes son representados en una forma real. -algunos personajes pueden ser personas reales (históricas), pero el cuento es ficción. -una mezcla artística de ficción y hechos históricos.

Géneros de ficción

Género Descripción

ficción histórica una historia que toma

lugar en un tiempo

específico del

PASADO.

ficción realista una historia inventada

pero que pudiera

suceder.

fantasía un libro con magia o

animales que hablan.

cuento folklórico/ una historia inventada

cuento de hadas contada a través de

generaciones.

misterio historia de suspenso

que incluye pistas y un

evento extraño.

aventura/ tiene peligro y riesgo,

acción una ruta, emoción

OTRO

poesía una historia con

patrones y rimas.


Hacer inferencias… poner las piezas juntas (inferir, infiriendo, inferencia) conocimiento previo pistas del texto conocimiento previo pistas del texto Poner todas las piezas juntas es inferir

Inferir

Los buenos lectores infieren los sentimientos de los personajes y sus acciones a través de la lectura de sus diálogos y lo que otros personajes dicen de ellos. Evidencia del Mi inferencia texto sobre cómo se siente el personaje El texto dice… Yo infiero que..


Similes and Metaphors (Make this anchor in advance of Lesson 18)

Differentiation

Strategies

Special Education: If needed, read the student-selected story to/with them and allow them to verbalize their summary responses while you write them; Incorporate picture clues into the graphic organizer to help clarify each component; Allow for cooperative learning opportunities (pair them strategically). Allow them to use illustrations to help communicate their summary. Refer to the student’s IEP for other routinely offered accommodations.

English Language Learners: Define the terms on the anchor chart and/or provide picture clues to match the vocabulary. Allow them to use illustrations to help communicate their summary. Allow for cooperative learning opportunities.

Extension for Learning: Have students research the actual history of the events in the texts.

21st Century Skills

Apply Technology Effectively

Use technology as a tool to research, organize, evaluate and communication information. Students can use Kidspiration ® program to create the character study graphic organizer

with a partner and share with other students and the teacher. (If this is not currently loaded on your computers, it can be added by going to Start—Control Panel—Programs and Features—Install a Program from the Network—click on Inspiration and then (at the top) click “Install.” Tutorials are available within the program or by going to Atomic Learning (through the AISD Cloud).

English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners.

Lesson Cycle - Day 1

Engage Refer to pp. 156-157 of Guiding Readers and Writers for a more complete description of this lesson on “Creating a List of Your Reading Interests”.

Tell your students that today you are going to help them discover their reading

interests.

Explain to them that keeping a list of their reading interests will help them think about the types of books that they will enjoy reading. The reading inventory also helps the teacher to recommend books to students.

Símiles y metáforas Tu sonrisa es tan brillante como el sol. La nube es como una almohada esponjada.

Símiles: comparar dos cosas usando “como”.

Metáforas: compara dos cosas diciendo algo es otra cosa.

El amor es una flor. Las hojas del zacate se mantienen derechas como soldados en un campo de batalla.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4


You may use the “Reading Interests” form found in Appendix 14 of Guiding Readers and Writers or the reading interest inventories referenced below.

Using one of the reading interest inventories found on Laura Candler’s website, model for students how you fill out the inventory (think aloud) and show how you can use this information to guide your book selection.

http://www.lauracandler.com/filecabinet/literacy/PDFRead/ReadingInterestInventories.pdf

Have your students complete one or all of the reading interest inventories found on this website.

Have the students glue the reading interest inventories into their Reading Notebooks.

Lesson Stages SE Focus Lesson: Review the Whole Group Focus Lesson expectations.

Visual Discovery Lesson - CREATIVE LEARNING STRATEGY: ART TALK

Facilitate a conversation with students (about an image) to engage and promote creative thinking. Students use evidence to make connections and infer information.

Begin by showing a power point of pictures and artwork from the civil rights movement. (See the pictures at the end of this set of lessons.) Allow students 30 seconds to view the picture before moving on the next one. (See Activity 1 for questions to prompt student thinking.)

ACTIVITY 1 Remind students of your Good Listener Expectations.

After students have had time to view the pictures, post the questions below and have students answer the questions in groups of 4 or with partners. They may answer the questions on notebook/chart paper. - ¿Qué es lo que notaste acerca de las ilustraciones? - ¿Dónde y cuando piensas que esto podría estar pasando? ¿Por qué piensas esto? - Si fueras una persona en la ilustración, ¿Qué es lo que piensas que estarías

haciendo? ¿Diciendo? ¿Sintiendo? ¿Por qué? - ¿Por qué piensas que las personas estaban marchando? - ¿Que es lo que predices que pasó después?

It may be helpful to keep the slideshow going so students can see the pictures again, or to print out pictures for each group.

After each group has had time to answer the questions, allow students to do a gallery walk and observe other groups thoughts and answers to the questions.

Ask students what genre they think would most likely be related to the types of pictures they just observed.

ACTIVITY 2 Review the expectations for Partner Work or Group Work.

The students will be participating in a book flood of historical fiction books.

Each group of students should have 4-5 historical fiction books at their table to preview.

Allow 7-10 minutes to preview the books independently then have them work in partners to complete the ‘Taking a Closer Look at ___________ Genre’ graphic organizer (found at the end of this lesson plan.)

Have students fill in the blank with Historical Fiction. Focus Lesson

Come back together as a class and have students share what they wrote on their graphic organizer

http://www.lauracandler.com/filecabinet/literacy/PDFRead/ReadingInterestInventories.pdf


Create an ‘Elements of Historical Fiction’ anchor chart. See the anchor chart in the Anchors of Support section for suggestions for this anchor. Be sure to create all anchor charts with your students, using their words and clarifying misunderstandings as you create the chart. Students are more likely to remember and refer back to charts that they have helped to create.

Create a class definition of historical fiction and add this definition to the Genre Anchor Chart you began in week 1 and have been adding to each week as students read different fiction genres (found in the Anchors of Support section.)


Engage Refer to pp. 157-159 of Guiding Readers and Writers for a more complete description of this lesson on “How to Write Book Recommendations”.

Say, “Una manera de encontrar buenos libros para leer es escuchando las recomendaciones de otros.”

Show one of the examples of the book recommendations in Guiding Readers and Writers. Discuss what the author has done in this writing and create a chart to show ‘How to Write a Book Recommendation’.

Tell students that you will teach them about making inferences during today’s lesson, and they will begin reading the historical fiction book for which they will write a recommendation.

Tomorrow you will model how to write a book recommendation on a book you have shared as a class to give a clear example.

Lesson Stages SE Focus Lesson Review the Elements of Historical Fiction anchor chart the class created together

yesterday.

Explain to the students: “Muchas veces los autores no divulgan de manera explícita todos los detalles en una historia. Dejan algo de información para que los lectores se den cuenta por ellos mismos. Esto se llama ‘inferencia’. Por ejemplo, cuando vimos las ilustraciones de la Guerra Civil en la lección de ayer, fuiste capaz de darte cuenta de muchas cosas cosas acerca de lo que las personas en las ilustraciones podría estar diciendo, pensando, o sintiendo basados en los detalles de las fotos. Estos son inferencias. Combinamos la información en las ilustraciones con nuestro conocimiendo previo y lo que sabemos acerca de este tipo de situaciones para hacer inferencias acerca del tiempo y el lugar donde fueron tomadas estas ilustraciones así con las personas que ahí aparecen.”

Make the connection to inferring while reading: “Los lectores hacen la misma cosas cuando estan leyendo. Utilizamos las claves que se nos dan en el texto y las combinamos con nuestro conocimiento previo y lo que sabemos acerca de las

RECOMENDACIONES DE LIBROS:

Escribe el título de libro (subrayado) y el nombre del autor en la

parte de arriba.

Realiza un pequeño resúmen sin proporcionar toda la histora de

una vez.

Decir el género del cual se trata el libro.

Explicar la razón por la cual te gustó y por qué piensas que otra

persona le podría gustar. Favor de ser lo más específico que

puedas.

Include one inference you made while reading the book.


situaciones que están siendo descritas para descifrar partes de la historia que el autor no nos dice directamente.”

Show the Inferencing anchor #1 (in Anchors of Support section above.) Tell students that they’re going to practice this inferencing skill today.

Read aloud Ruth and the Green Book by Calvin Alexander Ramsey (or another preselected historical fiction picture book.)

While reading, pose the following questions to students: - ¿Cuál es el escenario de la historia? - ¿Por qué el escenario juega un papel importante en este texto de ficción histórica? - ¿A qué conflicto se enfrenta la familia de Ruth mientras están en su viaje? - ¿En que evento histórico está basado este texto? - ¿De qué manera cambia el personaje de Ruth a lo largo de la historia? - ¿Cómo podemos descifrar acerca de la personalidad de Ruth basados en las claves

en la historia y lo que sabemos acerca de historias como estas?

ACTIVITY 1 Review the expectations for Partner Work

Begin an anchor chart similar to the Inferencing anchor chart #2 in the Anchors of Support section above. Tell the students that they will be using evidence from the story to make inferences about how the characters feel or what they are thinking in the story Ruth and the Green Book. Provide an example to get them started.

Have the students work with their partners to continue making inferences about the story. Three additional inferences should be enough.

Have one pair of students combine with another pair to share their inferences. As students share they should explain how they know the author is making each inference (evidence in the text + background knowledge.)

ACTIVITY 2 Remind students of the Independent Reading Expectations.

Students will practice writing a book recommendation for one of the historical fiction stories recommended in this lesson plan. (This project may continue for another day.)

They will read the book independently and think about places where they have figured out something about the character(s) that the author did not explicitly tell them—they have made an inference.

They will write a recommendation in their Reader’s Notebooks following the directions from the ‘How to Write Book Recommendations’ anchor chart. They will include one inference they made in their book recommendation.

It is likely that the students will only have time to read and make inferences today. They may write their recommendation tomorrow.


Engage Refer to pp. 157-159 of Guiding Readers and Writers for a more complete description of this lesson on “How to Write Book Recommendations”.

Remind the students of the book recommendations that you started learning about yesterday. Review the anchor chart:


Show the second example of the book recommendations in Guiding Readers and Writers.

Point out evidence in the student recommendation that shows each item in the Book Recommendations chart.

Model how to write a book recommendation using Ruth and the Green Book by Calvin Alexander Ramsey or another book you used to introduce the historical fiction genre on Day 17.

Include one inference the students made while reading this book. Lesson Stages SE Focus Lesson

Review the Whole Group Focus Lesson expectations.

Explain to the students that authors use different types of sensory language to create imagery in fictional stories, including historical fiction.

Las símiles y las metáforas son dos tipos de leguaje sensorial que los autores utilizan para hacer que una historia sea más interesante al utilizar palabras para comparar dos diferentes cosas para crear una imágen en la mente del lector. Utilizando símiles y metáforas es una buena manera de ayudar a la imaginación del lector.

Show the Similes and Metaphors anchor chart (in the Anchors of Support section above) and be explicit in your explanation of the difference between similes and metaphors.

Show examples of similes and metaphors in historical fiction books. For example, “Bombs were dropped on Tokyo every day and night, like falling rain.” (from Faithful Elephants, by Yukio Tsuchiya) Another example from Faithful Elephants: “He was still patting the tombstone tenderly as the cherry blossoms fell on the grave, like snowflakes.”

ACTIVITY 1 Remind students of the Partner Work Expectations.

Provide a copy of the poem “The Final Deployment” by Anna Prokos or “Friendship” by Emma Guest to each set of student partners. The students will read the poem and search for examples of similes and metaphors within the poem. (“Friendship” only contains similies.) Partners should circle the similes or metaphors, label them, and explain what the author is describing when using the simile or metaphor.

ACTIVITY 2 Remind students of the Independent Work expectations.

Students will finish writing a book recommendation for the historical fiction story they have chosen to read.

RECOMENDACIONES DE LIBROS:

Escribir el título del libro (subrayado) y el nombre del autor en la

parte de arriba.

Realiza un pequeño resumen sin proporcionar toda la histora de

una vez.

Decir el género del cual se trata el libro.

Explicar la razón por la cual te gustó y por qué piensas que otra

persona le podría gustar. Favor de ser lo más específico que

puedas.

Incluye una inferencia que hiciste al leer el libro.


They will read the book independently and think about places where they have figured out something about the character(s) that the author did not explicitly tell them—they have made an inference.

They will write a recommendation in their Reader’s Notebooks following the directions from the ‘How to Write Book Recommendations’ anchor chart. They will include one inference they made in their book recommendation.

Students may write their book recommendation together with their partner or they may write it independently and consult their partner for advice as needed.


Engage Refer to pp. 159-160 of Guiding Readers and Writers for a more complete description of these lessons on “Checking for Understanding as you Read” and “Solving Unknown Words”.

Create a chart with your class about what to do when you are reading and something doesn’t seem to make sense. Suggestions include:

When readers come to words they don’t know, they have lots of ways to figure them out. Create a ‘Solving Unknown Words’ anchor chart using the students’ ideas. Your chart may look something like this:

Lesson Stages SE Focus Lesson Review the ‘Reading is Thinking’ chart the class created during Weeks 1 and 2. Explain

that all these types of thinking are going on simultaneously while we read. At times, we rely on one type of thinking more heavily than another in our attempt to make sure we are understanding what we are reading.

Today we’re going to focus on “Asking Questions While We Read”.

Choose another historical fiction book to read aloud. As you read, model the types of questions you might ask about the text. Questions may include:

Cómo asegurarse que entiendes el mensaje del autor: Los lectores se dan cuenta cuando algo no tiene sentido. Tienen diferentes maneras de resolver el problema.

1. Los lectores se detienen y piensan acerca de lo que saben.. 2. Los lectores se regresan y vuelven a leer la oración del párrafo

para clarificar el significado del autor. 3. Los lectores continúan leyendo y buscan más información. 4. Los lectores buscan más ayuda para entender mejor.

Las maneras en los lectores encuentran el significado de las palabras: 1. Los lectores ven las letras y grupos de letras y piensan acerca

de sus sonidos. 2. Los lectores ven partes de palabras. 3. Los lectores utsan lo que saben acerca de otras palabras para

descifrar nuevas palabras. 4. Los lectores piensan acerca de algo que pueda tener sentido y

luego verifican con las letras.


- ¿Qué está pasando aquí? - ¿Qué significa esa palabra? ¿Tengo alguna clave de contexto que me pueda

ayudar? - ¿Por qué este personaje hizo esto (dijo esto, reaccionó de esa manera)? - ¿Qué es lo que el personaje va a hacer? ¿Qué esl o que el/ella está pensando? - ¿Qué pasará después?

Write your questions on Post-It Notes and add them to the pages where you stop to ask the questions. Point out when you come to the part of the text that answers your question.

Tell the students that readers have what might be considered a conversation going on inside their heads as they read. They ask questions about the text and look for the answers on a regular basis. They ask questions and do all these other types of thinking (on the ‘Reading is Thinking’ chart) as needed to make sure they are understanding the text.

ACTIVITY 1

Provide the excerpt from Baseball Saved Us to each set of partners (found at the bottom of this lesson.)

Students will read the excerpt with their partner and discuss the questions that come into their minds as they read the text. They will write their questions in the margins of the excerpt.

Tell the students that they will likely not have the same questions at the same time in the story. That’s okay! This activity is meant to get them talking about the different types of questions that pop into readers’ heads as they read.

Teacher should actively monitor the partners’ discussions, checking for understanding, clarifying instructions, and scaffolding instruction as needed.

ACTIVITY 2 Remind students of the Independent Reading Expectations.

Students read independently, paying attention to the strategies they use to make sure they understand what they are reading, including asking questions about the text.

They will create a 2-column chart in their Reader’s Notebook to record and explain the questions they asked while reading and whether they found the answers:

Whole Group Closure: Ask 2 volunteers to share a question they had in their mind as they read and the answer they found as they continued to read.

Título y autor del libro

Preguntas en mi mente mientras leo Respuestas que encontré al continuar leyendo


Engage Refer to pp. 160-161 of Guiding Readers and Writers for a more complete description of this lesson on “Using Punctuation to Help You Understand”.

“Readers use the punctuation in a story to understand the author’s message. When you read, the punctuation marks help you in many ways.”


Choose an excerpt from a story you have read as a class that demonstrates a variety of punctuation. Read the excerpt aloud and talk about what you do as a reader when you encounter each type of punctuation (voice drops when you reach a period, pause a little at a comma, quotation marks tell the reader when a character is talking, exclamation point tells us that the character shows emotion in that sentence.)

Summarize: “Los signos de puntuación te ayudan a entender lo que el autor está tratando de decir.”

Lesson Stages

SE Focus Lesson Remind students of the Partner Work Expectations. This Performance Assessment is a culminating assessment of the four fictional genres the students have been studying during Weeks 1-4.

Provide the directions for today’s Summative Assessment:

Students will work with their Reading partners to complete this assessment. They may create a poster, a brochure, a slideshow or Powerpoint, or any other presentation form.

Each student will add their own description of their favorite genre and why it is his/her favorite.

Partners may want to divide the work so that one partner works on two genres and the other partner works on two genres.

Activity 2

Provide time for students to complete the Summative Assessment project.

Whole Group Closure If there is time, have the students participate in a gallery walk to observe other groups’ work. Provide Post-It Notes for students to give positive feedback to each group’s project.

Guía de género literario:

Tu distrito escolar local está buscando ayuda para los maestros de 4to grado. Sus clases son muy grandes de tamaño, así que es más difícil para los maestros el asegurarse que los maestros entienden los géneros literarios.

Necesitan expertos literarios, como tú, para crear una guía para darle a los alumnos de 4to grado al principio del año escolar. Cada estudiante obtendrá su propia guía (hecha por otro estudiante) para ayudarles a entender estos géneros.

Para poder ser útil, las guías deben hacer las siguientes cosas: o Identificar las características únicas de estos 4 géneros de ficción: fantasía,

cuentos populares, ficción realista, y ficción histórica. o Explicar las características únicas de cada género. o Proporcionar dos títulos de libros que están escritos para cada género. o Explicar el papel de los personajes y la manera en que interactúan con cada

género. o Decirle a los lectores cual género es el que más disfruta y explicar la razón por

la cual es su favorito.

Extensión: Incluir una breve “guía de cómo hacerlo” que le da claves al lector acerca de estrategias de lectura que le ayudarán a entender de mejor manera un texto de uno o más de estos géneros.


Evaluation

Check for Understanding

Formative:

Partner Turn and Talks

‘Taking a Closer Look at ___________ Genre’ graphic organizer (Day 16)

Inferencing T-chart (Day 17)

Book Recommendation (Day 18)

Questioning the Text 2-column Chart (Day 19)

Summative:

Literary Genre Guide Project


Viendo de cerca el género: ________________________

Investigación Nuestro pensamiento

¿De qué se trata

generalmente este género?

¿Cómo son organizadas las

ideas en este género?

¿Hay algunas ideas que son

repetidas en la mayoría de

los textos escritos en este

género?

¿Cómo se ve un ejemplo

típico de este género?

¿Cuáles son algunos

ejemplos famosos de este

género?


Pictures to Use for Engage PowerPoint Art Talk

Austin ISD Updated July 2015curriculum.austinisd.org/schoolnetDocs/languageArts/4th/... · 2015. 9....

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