Reading Group Lessons

8/7/2019 Reading Group Lessons

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Kelly Gibbons

CI 475: Reading Group Reflection Paper11/29/2010

Reading is an essential aspect of a young learners education and plays a crucial role in the

development and understanding of subjects outside of language arts. The way a child experiences

reading at a young age can set the tone for the motivation, interest level and attitude that he or she has

about literature for the rest of his or her life. Creating positive, engaging and meaningful reading

group lessons calls for consideration of specific student needs, the interest level of those included in

the group and careful planning of the function and instructional strategies that will be used to guide

the group through a literary work.

I learned that my instruction must suit the needs of those that I am teaching and foster positive

connections between the student and the literature. My reading group consisted of four students,

performing at grade level reading standards, but who struggle with analyzing and comprehending

different sections within a single textbook. (I personally would not have assigned groups based on

reading ability, but rather on interest, but my reading group was composed and dictated by my

cooperating teacher.) With the specific learning needs and personalities in mind, I created my four

reading group lesson plans based on small group instructional strategies. Small group instructional

strategies include cooperative learning, group discussion and aim to foster intimate connections

between the text at hand and the student. Moreover, I decided this methodology would be best as it is

great for visual, verbal and intradependent learners and each of these type of learners were present in

my reading group.The sequence of my lesson plans waseffective for these students because it first

allowed children to make personal meaning of the text by recording their thoughts, but then help them

to justify their responses, revise their thoughts and dissect the meaning of the text through group

discussion. I also learned and observed that this type of learning is helpful because it pushes students

to think critically, a skill that is essential in connecting personal experience or prior knowledge to


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text, even those that may contain many unknown words or concepts. By taking these things into

consideration when planning for the function of my reading group and my instructional method for

each lesson, I learned how tedious and well-thought out a teachers instructional goals must be, in

order to adapt the lessons for a particular group of students and ensure that they are learning in the

way that is best for them.

I learned that I must be flexible in order to make learning experiences the most worthwhile

and meaningful for the students. In my initial lesson plan, I dedicated a time for group discussion

amongst students. However, I found that the discussion in our first meeting brought up many good

conversation topics and also pushed each group member to get involved and comment. After seeing

how effective and engaging the discussion section was for the group, I modified the upcoming

lessons and dedicated more time for discussion. This was a way to make the learning experience more

meaningful for the student and guide their learning through oral expression. In these discussions I

encouraged students to not only think about a chapter, but about how to connect a chapter content to

other chapters in the book. I also encouraged students to continue to make predictions and personal

connections, as they had begun to do in the first reading group lesson. From the culmination of these

discussion experiences I formed many opinions on verbal expression and its link to literature. I firmly

believe that discussion is a way for children to figure out the intended purpose of a text by listening to

and considering the viewpoints of others. Discussion also allows for children to connect, revise and

organize their thoughts with the help of others, which provides a great foundation for comprehension

and critical thinking about literature. Finally, I believe that discussion is important in helping children

to develop the language, syntax and logical argument processing skills that are essential to forming

opinions and making claims on a text. However, such experiences would not have been had, if I had

not learned to be adaptable to suiting lessons based on initial student performance. This prolonged


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discussion aspect helped children to connectto the text, as he or she invested thought and time into

supporting a specific position embedded in the work.

I learned through this project that literature is best learned when childrens responses are taken

into consideration prior to the lesson. When putting together this reading group instruction, I

composed questions for the students to discuss within their groups. In these questions I included sub-

questions that would stem from a specific student response. For example, in the New Yorkchapter, I

wrote the prompt what part of the transformation of the city is the most interesting to you? I, then,

predicted that a response to this question might be I was interested in how New York grew into one

of the most popular states in America in just a couple of years, as this fact was implied in the text.

To follow up with this question, the sub-question prompt I wrote was Do you think that it was one of

the most popular? Do you think that all states had the opportunity for this transformation to happen in

their state? Why or why not? Taking these expected responses into consideration allowed me, as the

teacher, to foster a deeper thinking in the student and help him or her to put a justification behind why

they have a specific thought. Preparing for student response also allows for the teacher to ensure that

the students are achieving the intended objectives and walking away with the enduring

understandings of the lesson, as the teacher can help guide the students along if they seem to be

getting away from the main ideas.

I learned that assessments must be meaningful to both the student and teacher. In my lesson

plan, I planned assessment in a low-pressured and engaging way. During the three beginning reading

group lesson plans, assessment was based on the notetaking of the students and the thought

contribution that was made in discussion. This assessment was authentic from the teachers

viewpoint, as it judged whether the students understood the literature that they read. However, it was

also low-pressure and engaging for the students, as many of them are verbal and intradependent

learnersstudents who enjoying talking. I learned that making assessment subtle within a lesson was


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a realistic way to document student progress, as it did not cause anxiety for the student and he or she

was seen in a natural learning environment. For the final lesson, students were asked to write an paper

about which of the cities they would stay at if they were a tourist. This written explanation was a

great form of summative assessment, as it was engaging, thought provoking and meaningful for the

student. For the me, the assessment was perfect, as it was clearly able to judge whether or not a

student grasped the entire concept of the book and how he or she could apply textual knowledge to

other subject areas. The assessment was also useful for the teacher because it showed whether or not a

student could argue in a logical way, support a main idea and justify any statement that he or she

made. For all forms of assessment students were motivated as they thought the prompts and activities

were interesting and applicable to their lives, which as a teacher I believe will efficiently produce

worthwhile results.

Overall, I learned much about the thought and time that is necessary to map out the structure,

function, goals and assessment elements of a reading group lesson plan. I learned through this

assignment that each student has a basic set of needs that need to be accommodated for within

instructionwhether it be through including multiples disciplines or learning techniquesso that he

or she can have positive experiences with reading that will help to engage the student and keep him or

her motivated to make literature a part of his or her life. I believe that this project allowed me to see

the fun that students can have with reading, as well as how a group dynamic must be fostered in order

to make the lesson efficient and academically-centered. As a teacher, I have the power to enhance a

childs literacy experience in a way that is authentic, but I have learned that this cannot happen

without having preplanned essential questions, enduring understandings and academic goal

expectations for a small reading group. This project leaves me with a final culminating thought:

literacy has the power to change a childs life, if the teacher is willing to put together plans that foster

such love and intimate connections to a text.


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Four Cities, Four Causes: A Reading Group Lesson Plan

Name: Kelly Gibbons

Grade Level/Subject: 5/ReadingPrerequisite Knowledge: The students should have developed independent reading skills. The students should

also have an idea of what is means to be a critical reader (pick out specific elements of a story, etc.) Thestudents should have worked in a discussion group previously to this assignment so that they understand howsmall group discussion runs.

Approximate Time: 30-40 minutes

Student Objectives/Student Outcomes:

y Student should be able to identify cause and effect relationships in literature.y Student should be able to define specific vocabulary words mentioned in the story.y Student should be able to identify the text features of a nonfiction work.y Students should be able to orally explain their thoughts on specific literary questions.y

Student should be able to follow oral directions in order to complete a task.

y Student should be able to work independently without much guidance from the teacher.

Content Standards:1.A. Apply word analysis and vocabulary skills to comprehend selections

1.A.1a Apply word analysis skills (word patterns, phonics, etc.) to recognize new words

1.B. Apply reading strategies to improve understanding and fluency.1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction

texts to improve comprehension.

1.B.2d Read age-appropriate material with fluency and accuracy.1.C. Comprehend a broad range of reading materials.

1.C.2b Make and support inferences and form interpretations about main themes and topics.

3.C Comprehend a large range of reading material

3.C.1b Identify important themes in language and topics in order to make predictions4.A Listen effectively in formal and informal situations

4.A.1a Listen attentively by facing the speaker, making eye contact and paraphrasing what is said

4.A.1b Ask questions and respond to questions from the teacher to improve comprehension4.A.1c Follow oral directions accurately

Materials/Resources/Technology:1.Four Great Cities by Margaret Lysecki (copy for each student)2.Writing Utensil (one for each student)3.Hard surface (one for each student)4.Chair (one for each student)5.Vocabulary picture cards (made by teacher)6.Before/After worksheet (one for each student)


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Implementation

Time10 minutes Opening of lesson:

The teacher should instruct the student to sit in his/her chair and be attentive

while directions are explained to the whole class. The teacher should tell the studentsthat they are going to work in a reading groups. The expectations of the reading

group are that each student reads independently and quietly. There will be a group

meeting before the chapter is assigned and then a discussion after everyone hasfinished reading the story. The teacher will then break the class up into theirdesignated reading groups (grouped by ability level according to teacher preference.)

The teacher will first ask the group to talk about what is means when something

is nonfiction. The teacher will also ask the students what features they expect tobe included in a nonfiction text. After the students have been given a chance torespond, the teacher will have the students open their books and have them follow

along while they look through the table of contents, the index, the glossary, labelsand sidebars. The teacher should explain to the students that nonfiction texts are

informational and can help the reader to find out factual information about a specificsubject. The teacher should also inform that students that nonfiction texts are

usually organized in a specific way. The teacher should have the students flip through

the book again to try and find out how this specific text is organized.The teacher will then have the students use the text features to make

predictions about what cities are going to be covered in the book and what they willlearn about the cities in each chapter. The teacher will hold a discussion andestablish that Toronto, Sydney, London and New York are the four cities that will

be covered in the book and that the book will tell us about the industrialization andgrowth of each of these cities. The book is organized in a before and after sequence.

The teacher will tell the students that they are going to be reading the chapter on

London for this session of reading group The teacher will then use the picturevocabulary card for the London chapter to have the children first try and guess whateach vocabulary word means andthen listen to the actual definition of the word. The

vocabulary words for this chapterare: urban, efficient, goods, interact, rural and

thrive. The teacher will pass out the before and after worksheets to the students.The teacher will ask them to select 4 parts of the chapter about London and recordhow these 4 events were years ago (before) and how they are not (after) and what

event or thing sparked the change.

15 minutes Procedure:

The students will read the chapter on London and fill out their before/after worksheet.

When they are finished reading, the teacher should tell the students to go backthrough the text and find the vocabulary words. The teachershould let the students

know that he/she will be available for questions during the lesson, but most of thework should be done independently if possible during this time. If a student is

really struggling, the teacher can use prompts such as, Think about what you just

read. Describe one thing that has changed and one thing that has not changed, Howdo the headings help you understand the chapter?

10 -15 minutes Summary/Closing:

The teacher should instruct the students to reread page 6 and compare and contrast

London of the past to modern day London. The students should talk freely to oneanother during this time without much direction from the teacher. After thestudents have pointed out the changes in industry, transportation and people hold a

group discussion about the following questions:


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1)How did comparing and contrasting help you understand what you were reading?2)What are some of the similarities and differences that you noticed in this

chapter?3)Was there anything that surprised you about this chapter?

After having the students answer these questions through oral discussion (with little

intervention from the teacher), the teacher should ask the studentsto define a cause and effect relationship. The teacher should tell the students that a

cause is the event or action and the effect is what happened as a result of that event oraction. The teacher should tell the students that there are many cause/effectrelationships that happened with the development of London. The teacher should

pose the following questions for small group discussion.

1)What caused so many people to move to London?2)What effect did this have on the city?

The students should be given 5 minutes to freely discuss these questions among

each other. The teacher should then pull the students back together to go through their

worksheets and talk about some of the causes that they came up with for the beforeand after events they chose in the chapter. The teacher should have each student

share one thing they filled in from the worksheet. The teacher should offerconstructive feedback for the students. For example, if a student came up with

an unlikely cause for the before/after the teacher may say do you think that causemakes sense with what we just learned about London? Do you think its logical for

that to happen. If that was the cause, does it make sense that the after stage

would look like the chapter described? The teacher should review the vocabularywords one last time to check for student learning, collect the worksheets and thensend the group back to their seats in the classroom.

Student Assessment:The students will be assessed on their participation in group discussion, as this is the

best way for the teacher to see if they understand what is going on in the story. The

students will also be assessed on their completion of the worksheet. Finally, thestudents will be assessed on their listening and behavior in the group work setting.


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Name___________________________________________Date______________________________

Fill out the boxes below for the London chapter of this book.

PAGE

NUMBER

BEFORE AFTER CAUSE OF THE

CHANGE


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Name: Kelly Gibbons




















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Implementation






The teacher should remind the students that the text is nonfiction, meaning that it is

factual. The teacher should ask the students to recall how the London chapterwas organized. The students should come up with the response before and after. Ifthe students are struggling to remember, the teacher should encourage them to look

back at the chapter to figure out the answer. The teacher should reiterate thatnonfiction texts are usually organized in a specific way. The teacher should tell

the students that they are going to read the New Yorkchapter. The teacher shouldhave the students flip through the book again to try and find out how the New Yorksectionis organized. The teacher should have the students use the text features to

make predictions about what cities are going to be covered in the book and whatthey willlearn about the city in this chapter. The teacher will hold a discussion and

help the students to establish that they will learn about the industrialization andgrowth of each of New York through its businesses, people and transportation.They should also be able to tell that the chapter is organized in a before and after

sequence, just like the previous chapter. The teacher will then use the picturevocabulary cards for this chapter to have the children first try and guess what

each vocabulary word means and then listen to the actual definition of the word. The

vocabulary words for this chapter are: commuters, employ and relied.The teacher will pass out the before and after worksheets to the students.The teacher will ask them to select 4 parts of the chapter about New York and record

how these 4 events were years ago (before) and how they are not (after) and what

event or thing sparked the change.

15 minutes Procedure:

The students will read the chapter on New York and fill out their before/afterworksheet.When the student is finished reading, the teacher should tell the studentsto go backthrough the text and find the vocabulary words. The teacher should let the

students know that he/she will be available for questions during the lesson, but most

of the work should be done independently if possible during this time. If a student isreally struggling, the teacher can use prompts such as, How do these paragraphs

help you compare and contrast? What was it like a long time ago? What is it likenow? Look at the bolded words, how dos that help you figure out what the

paragraph wants you to learn?

10 -15 minutes Summary/Closing:

The teacher should instruct the students to reread page 16 and note the part about theel. Ask students to discuss what caused the el to be built and what happened as

an effect of the el being built. The students should talk freely to one

another during this time without much direction from the teacher. After thestudents have discussed the teacher should pose the following questions forgroup discussion:

1)How does the before New York compare to the after New York?


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2)What part of the transformation is the most interesting to you?3)Do you think that this transformation happened in all of the United States

cities? Why or why not?4)Was there anything that surprised you about this chapter?

After having the students answer these questions through oral discussion (with little

intervention from the teacher), the teacher should ask the students if they rememberwhat a cause and effect relationship is. The teacher should help the students reach

the conclusion that a cause is the event or action and the effect is what happened as aresult of that event oraction. The teacher should tell the students that there are manycause/effectrelationships that happened with the development of London and now,

New York. The teacher should pose the following questions for small group

discussion.

1) What caused so many people to move to New York?2) Do you think the location of New York has anything to do with its growth?

3) What effect did the growth have on the city?

The students should be given 5 minutes to freely discuss these questions amongeach other. The teacher should then pull the students back together to go through their

worksheets and talk about some of the causes that they came up with for the beforeand after events they chose in the chapter. The teacher should have each student

share one thing they filled in from the worksheet and what text feature helpedthem come up with the event (pictures, text, sidebars, etc.)The teacher should offer

constructive feedback for the students. For example, if a student came up with

an unlikely cause for the before/after the teacher may say do you think that causemakes sense with what we just learned about New York? Do you think its logical forthat to happen. If that was the cause, does it make sense that the after stage

would look like the chapter described? The teacher should review the vocabularywords one last time to check for student learning, collect the worksheets and then

send the group back to their seats in the classroom.

Student Assessment:The students will be assessed on their participation in group discussion, as this is the

best way for the teacher to see if they understand what is going on in the story. Thestudents will also be assessed on their completion of the worksheet. Finally, thestudents will be assessed on their listening and behavior in the group work setting.


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Name___________________________________________Date______________________________

Fill out the boxes below for the New Yorkchapter of this book.

PAGE

NUMBER


CHANGE


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Name: Kelly Gibbons




















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Implementation






The teacher should ask the students to recall how the Londonand New Yorkchapters

were organized. The students should come up with the response before and after. Ifthe students are struggling to remember, the teacher should encourage them to lookback at the chapters to figure out the answer. The teacher should reiterate that

nonfiction texts are usually organized in a specific way. The teacher should tellthe students that they are going to read the Torontochapter. The teacher should

have the students flip through the book again to try and find out how the Torontosection is organized. The teacher should have the students use the text features to

make predictions about what cities are going to be covered in the book and what

they will learn about the city in this chapter. The teacher will hold a discussion andhelp the students to establish that they will learn about the industrialization and

growth of each of Toronto through its businesses, people and transportation.They should also be able to tell that the chapter is organized in a before and aftersequence, just like the previous chapter. The teacher will then use the picture

vocabulary cards for this chapter to have the children first try and guess whateach vocabulary word means and then listen to the actual definition of the word. The

vocabulary words for this chapter are: tourists and ruins. The teacher will pass out

the before and after worksheets to the students.The teacher will ask them to select4 parts of the chapter about Toronto and recordhow these 4 events were years ago(before) and how they are not (after) and whatevent or thing sparked the change.

15 minutes Procedure:The students will read the chapter on Toronto and fill out their before/after

worksheet. When the student is finished reading, the teacher should tell the students

to go back through the text and find the vocabulary words. The teacher should let thestudents know that he/she will be available for questions during the lesson, but mostof the work should be done independently if possible during this time. If a student is

really struggling, the teacher can use prompts such as, How do these paragraphs

help you compare and contrast? What was it like a long time ago? What is it likenow? Look at the information that is provided other than the words on the page.

Can these things help you try and figure out what the author wants you to knowabout this page?

10 -15 minutes Summary/Closing:The teacher should instruct the students to reread page 20-21. The teacher should ask

the students to name and describe the country that Toronto is extremely important to.The teacher should encourage the students to look at the pictures and read the

captions about why Toronto is so important to Canada. The students should talk

freely to one another during this time without much direction from the teacher.After the students have discussed the teacher should pose the following questionsfor group discussion:

1)How does the Torontos industry then compare to its business now?


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2)What part of the transformation is the most interesting to you?3)Was there anything that surprised you about this chapter?

After having the students answer these questions through oral discussion (with littleintervention from the teacher), the teacher should ask the students if they remember

what a cause and effect relationship is. The teacher should help the students reach

the conclusion that a cause is the event or action and the effect is what happened as aresult of that event or action. The teacher should tell the students that there are many

cause/effect relationships that happened with the development of London, New Yorkand now, Toronto. The teacher should pose the following questions for small groupdiscussion.

1) What caused so many people to move to Toronto?

2) How do you think this affected the rest of Canada?

3) What effect did the growth have on the city?4) Do you think that this affected the United States at all?


each other. The teacher should then pull the students back together to go through theirworksheets and talk about some of the causes that they came up with for the before

and after events they chose in the chapter. The teacher should have each studentshare one thing they filled in from the worksheet and what text feature helped

them come up with the event (pictures, text, sidebars, etc.)The teacher should offerconstructive feedback for the students. For example, if a student came up with

an unlikely cause for the before/after the teacher may say Do you think that cause

makes sense with what we just learned about Toronto? Do you think its logical forthat to happen. If that was the cause, does it make sense that the after stagewould look like the chapter described? The teacher should review the vocabulary

words one last time to check for student learning, collect the worksheets and thensend the group back to their seats in the classroom.

Student Assessment:

The students will be assessed on their participation in group discussion, as this is thebest way for the teacher to see if they understand what is going on in the story. The

students will also be assessed on their completion of the worksheet. Finally, thestudents will be assessed on their listening and behavior in the group work setting.


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Name___________________________________________Date______________________________

Fill out the boxes below for the Torontochapter of this book.

PAGE

NUMBER


CHANGE


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Name: Kelly Gibbons



Approximate Time: 60 minutes















Materials/Resources/Technology:1. Four Great Cities by Margaret Lysecki (copy for each student)2. Writing Utensil (one for each student)

3. Hard surface (one for each student)

4.Chair (one for each student)5.Vocabulary picture cards (made by teacher)6.Before/After worksheet (one for each student)7.Vacation Worksheet (one for each student)


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Implementation






The teacher should ask the students to recall how the previouschapters have been

organized. The students should come up with the response before and after. Ifthe students are struggling to remember, the teacher should encourage them to lookback at the chapters to figure out the answer. The teacher should reiterate that

nonfiction texts are usually organized in a specific way. The teacher should tellthe students that they are going to read the Sydneychapter. The teacher should

have the students flip through the book again to try and find out how the Sydneysection is organized. They should also be able to tell that the chapter is organized in

a before and after sequence, just like the previous chapters. The teacher should have

the students flip to pages 4-5 and find Sydney on the map. The teacher shouldexplain that Sydney is located on the continent of Australia and note that the

Australia is both a country and continent. The teacher should ask the students to shareanything they know about Australia. The teacher will then use the picturevocabulary cards for this chapter to have the children first try and guess what

each vocabulary word means and then listen to the actual definition of the word. Thevocabulary words for this chapter are: flourished, congested and destinations.

The teacher will pass out the before and after worksheets to the students.

The teacher will ask them to select 4 parts of the chapter about Sydney and recordhow these 4 events were years ago (before) and how they are not (after) and whatevent or thing sparked the change.

20 minutes Procedure:The students will read the chapter on Sydney and fill out their before/after

worksheet. When the student is finished reading, the teacher should tell the students

to go back through the text and find the vocabulary words. The teacher should let thestudents know that he/she will be available for questions during the lesson, but mostof the work should be done independently if possible during this time. If a student is

really struggling, the teacher can use prompts such as, How does what you just read

connect with what you read earlier in the chapter or in a previous chapter? Look atthe sidebars and headings, how do those help you find out what the author wants

you know from the chapter?

30 minutes Summary/Closing:

The teacher should instruct the students to reread page 26. The teacher shouldEncouraged the children to think about how geography affected the industries that

developed in Sydney. The students should discuss the answer to this questionswithout much direction from the teacher. After the students have discussed,

the teacher should pose the following questions for further group discussion:

1)How does the Sydney from before compare to now?2)What part of the growth of Sydney was the most interesting to you? Why?3)How do you think the transformation of Sydney affected the people who lived

there?


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4)Was there anything that surprised you about this chapter?After having the students answer these questions through oral discussion (with littleintervention from the teacher), the teacher should ask the students if they rememberwhat a cause and effect relationship is. The teacher should help the students reach

the conclusion that a cause is the event or action and the effect is what happened as a

result of that event or action. The teacher should tell the students that there are manycause/effect relationships that happened with the development of London,

New York, Toronto and now Sydney. The teacher should pose the following questionssmall group discussion.1) What caused so many people to move to Sydney?

2) Do you think the location of Sydney has anything to do with its growth?

3) What effect did the growth have on the city?

4) Do you think that growth in Sydney takes longer than other countries?Why or why not?


each other. The teacher should then pull the students back together to go through theirworksheets and talk about some of the causes that they came up with for the before

and after events they chose in the chapter. The teacher should offerconstructive feedback for the students. For example, if a student came up with

an unlikely cause for the before/after the teacher may say do you think that causemakes sense with what we just learned about Sydney? Do you think its logical for

that to happen. If that was the cause, does it make sense that the after stage

would look like the chapter described? The teacher should review the vocabularywords one last time to check for student learning. To make the ending of the bookcohesive the teacher should have the students go back and look through the

photographs of Sydney and orally compare and contrast them with the ones that weretaken in London, New York and Toronto. The students should have an open

discussion about their observations.After the discussion has died down, the teachershould have the students turn to the

appendix on page 30. The teacher should have the students read the appendix.

The teacher should then ask, if you were going on a vacation, which of these fourcities would you pick to visit? The teacher should instruct the students that theyare going to write a two paragraphs on why they would go to ____. The teachershould explain to the students that each paragraph should state a reason and then have

supporting sentences for that reason. This example can be given: I would want totravel to New York because it I think that its blend of many cultures would help me

to learn more about people other than myself. Supporting sentences for that reason

could talk about the different restaurants, museums and spoken languages that werementioned in the book. The teacher should also remind the students of punctuationand capital letters. Finally, the teacher should show the students the large box on the

worksheet. The teacher should tell the students that they are also responsible for

drawing a picture of the city they would like to vacation to inside that box. Theteacher should then pass out the vacation worksheet and give the students 20 minutesto work. If the students do not finish in this allotted time, the teacher should assign

the worksheet for homework.

Student Assessment:

The students will be assessed on their participation in group discussion, as this is the

best way for the teacher to see if they understand what is going on in the story. Thestudents will also be assessed on their completion of the worksheets. The students

will be graded on their grammar/punctuation, logical thought process, organization,


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sentence structure and completion of the required elements. Finally, the

students will be assessed on their listening and behavior in the group work setting.


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Name___________________________________________Date______________________________

Fill out the boxes below for the Sydneychapter of this book.

PAGE

NUMBER


CHANGE


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Name___________________________________________Date______________________________

The city I would travel to is_____________________________

Here is why:_________________________________________________________________________________

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Here is a picture of_______________________________.


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Reading Group Lessons

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Transcript of Reading Group Lessons