Reading Unit 2 Week 5 Day 1 - Teaching...
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Reading – Unit 2 Week 5 Day 1 – Amazing Bird Nests Subject: ____Reading_________ Activity:____Amazing Bird Nests Day 1 Setting:_____Classroom______# of Students:___25___ Statement of Objective: *Observable/Measurable (A,B,C,D) *GLCE/IEP Given introductory instruction on the vocab and spelling words, students will complete a spelling pretest and have the correct word written down. Students will also discuss animal adaptations over time. Accommodations Materials: *Prepared and organized *Available for all Reading Street (book and online) Whiteboard Document Camera Notebook paper iPads Vocab Packets (7 total) Opening: *Gain attention/motivate *Activate prior knowledge ~link/relate; assess; prepare for new learning (e.g. vocabulary) *State goals/set purpose ~explain task: why, what, how, and when for strategies *Clear directions [10:30-10:40] • One of the themes in our story for this week, Amazing Bird Nests, is about how plants and animals have adapted to solve problems. • Let’s watch this video for a couple of ideas… Concept talk video from Reading Street online • Ask question again. • Think, pair share • What kinds of problems might animals in the desert face? In the ocean? In the winter? • How can plants and animals change over millions of years? • What adaptations do fish have? (fins, gills, scales) colors – disguise • What kind of home does a bear have? (cave) cave – keeps animals safe and warm during the cold winter months Presentation: Teacher: *Variety of learning (T/S, S/S, S/T) *Organizational framework ~construct, clarify, and link concepts in a meaningful context *Present visually, verbally, kinesthetically, real world (e.g. LESH) *Model and think aloud to make visible ~language practices/processes ~learning strategies and adaptations (how, when and why) ~organization, relationships, and clues *Transfer of control ~students explain, justify, clarify, etc. *Clear directions *Check for understanding ~appropriate feedback: praise, prompt probe/question (in ZPD) ~assess/error drill ~monitor and adjust instruction Students: *Participation ~overt and active ~instructional dialogue, think aloud, explain, justify, evaluate, etc. [10:40-11:05] • Have students come to the carpet • Before we jump into our story tomorrow, let’s take a look at our vocabulary words for this week. • Show the word – have the class repeat it • Ask for definitions of the word bill, goo, hunters, platform, twigs, material, tons • You will be working on vocabulary packets for these words a little bit later today [11:05-11:20] • Tell students that the spelling words for this week focus on consonant digraphs (two consonant sounds blended together… two letters that make a single sound). • Ch, sh, ph, th, ng all make a single sound • Spelling pre-test • Send Henry and Da-Won to get the iPad cart [11:05-11:20] ALTERNATE • Have students get their Reading Street books • Turn to page 338 • Main idea video Reading Street Online • The main idea is the most important idea about a topic. Why is it helpful to identify the main idea in a selection? • The second bullet says that details are small pieces of information or facts. Why do authors include details? • Today we are going to read about different kinds of birds. Read first paragraph. • The main idea of the first paragraph is that all birds are alike in some ways. The author supports this idea with three details: all birds lay eggs, have feathers, and have wings. Authors often begin a paragraph with the main idea and then follow it with supporting details [YOU MAY WANT TO DO THIS WITH YOUR WRITING] • Finish reading “Do All Birds Fly?” • Complete the graphic organizer about main ideas and details for the ENTIRE passage
Transcript of Reading Unit 2 Week 5 Day 1 - Teaching...
Reading – Unit 2 Week 5 Day 1 – Amazing Bird Nests
Subject: ____Reading_________ Activity:____Amazing Bird Nests Day 1 Setting:_____Classroom______# of Students:___25___
Statement of Objective: *Observable/Measurable (A,B,C,D) *GLCE/IEP
Given introductory instruction on the vocab and spelling words, students will complete a spelling pretest and have the correct word written down. Students will also discuss animal adaptations over time.
Accommodations
Materials: *Prepared and organized *Available for all
Reading Street (book and online) Whiteboard Document Camera Notebook paper iPads Vocab Packets (7 total)
Opening: *Gain attention/motivate *Activate prior knowledge ~link/relate; assess; prepare for new learning (e.g. vocabulary) *State goals/set purpose ~explain task: why, what, how, and when for strategies *Clear directions
[10:30-10:40] • One of the themes in our story for this week, Amazing Bird Nests, is
about how plants and animals have adapted to solve problems. • Let’s watch this video for a couple of ideas…
Concept talk video from Reading Street online • Ask question again. • Think, pair share • What kinds of problems might animals in the desert face? In the
ocean? In the winter? • How can plants and animals change over millions of years? • What adaptations do fish have? (fins, gills, scales)
colors – disguise • What kind of home does a bear have? (cave)
cave – keeps animals safe and warm during the cold winter months
Presentation: Teacher: *Variety of learning (T/S, S/S, S/T) *Organizational framework ~construct, clarify, and link concepts in a meaningful context *Present visually, verbally, kinesthetically, real world (e.g. LESH) *Model and think aloud to make visible ~language practices/processes ~learning strategies and adaptations (how, when and why) ~organization, relationships, and clues *Transfer of control ~students explain, justify, clarify, etc. *Clear directions *Check for understanding ~appropriate feedback: praise, prompt probe/question (in ZPD) ~assess/error drill ~monitor and adjust instruction Students: *Participation ~overt and active ~instructional dialogue, think aloud, explain, justify, evaluate, etc.
[10:40-11:05] • Have students come to the carpet • Before we jump into our story tomorrow, let’s take a look at our
vocabulary words for this week. • Show the word – have the class repeat it • Ask for definitions of the word
bill, goo, hunters, platform, twigs, material, tons • You will be working on vocabulary packets for these words a little
bit later today [11:05-11:20]
• Tell students that the spelling words for this week focus on consonant digraphs (two consonant sounds blended together… two letters that make a single sound).
• Ch, sh, ph, th, ng all make a single sound • Spelling pre-test • Send Henry and Da-Won to get the iPad cart
[11:05-11:20] ALTERNATE • Have students get their Reading Street books • Turn to page 338 • Main idea video Reading Street Online • The main idea is the most important idea about a topic. Why is
it helpful to identify the main idea in a selection? • The second bullet says that details are small pieces of information or
facts. Why do authors include details? • Today we are going to read about different kinds of birds.
Read first paragraph. • The main idea of the first paragraph is that all birds are alike in
some ways. The author supports this idea with three details: all birds lay eggs, have feathers, and have wings. Authors often begin a paragraph with the main idea and then follow it with supporting details [YOU MAY WANT TO DO THIS WITH YOUR WRITING]
• Finish reading “Do All Birds Fly?” • Complete the graphic organizer about main ideas and details for the
ENTIRE passage
[11:20-11:50] • Students can have an iPad to do Moby Max when they are done with
the main idea and details graphic organizer • Reading Groups • iPads • Spelling City/Moby Max
Guided Practice: *Activity related to presentation/objectives *Active student participation ~provide rationale for assignment ~multi-sensory and real world ~instructional dialogue *Transfer of control ~students explain, justify, clarify, think aloud *Check for understanding ~ensure high success rate ~appropriate feedback: praise, prompt, probe/question (in ZPD) Individual Practice: ~assess/error drill ~monitor and adjust instruction *Management/monitoring ~scan, circulate, assess, support, praise
[11:05-11:20] • Spelling Pretest • Main idea/details “Do All Birds Fly?” • Reading Groups • Send a student down to get the iPad cart
[11:20-11:50] • iPad time • Moby Max – fact fluency and reading • Spelling City – practice with spelling words • Students will also work on vocabulary packets for each of the vocab
words
Closing: *Adequate time *Students summarize content and accomplishments *Assess/identify new goals *Link to future learning
[11:50-11:55] • Have students return iPads to iPad cart • Students clean their desks • Head out to recess • Read to students if time permits
Reflection: __________________________________________________________________________________________________
Reading – Unit 2 Week 5 Day 2 – Amazing Bird Nests
Subject: ____Reading_________ Activity:____Amazing Bird Nests Day 2 Setting:_____Classroom______# of Students:___25___
Statement of Objective: *Observable/Measurable (A,B,C,D) *GLCE/IEP
Given an oral reading of Amazing Bird Nests, students will answer comprehension questions about the story, using examples from the text to support their responses.
Accommodations
Materials: *Prepared and organized *Available for all
Reading Street (book and online) Whiteboard Document Camera Notebook paper iPads Vocab Packets (7 total)
Opening: *Gain attention/motivate *Activate prior knowledge ~link/relate; assess; prepare for new learning (e.g. vocabulary) *State goals/set purpose ~explain task: why, what, how, and when for strategies *Clear directions
[10:30-10:40] • Let’s review our vocabulary words again before we read our story
today. • Vocab Crossword and Vocab Trivia • Have students get their reading street books out of their bins
Presentation: Teacher: *Variety of learning (T/S, S/S, S/T) *Organizational framework ~construct, clarify, and link concepts in a meaningful context *Present visually, verbally, kinesthetically, real world (e.g. LESH) *Model and think aloud to make visible ~language practices/processes ~learning strategies and adaptations (how, when and why) ~organization, relationships, and clues *Transfer of control ~students explain, justify, clarify, etc. *Clear directions *Check for understanding ~appropriate feedback: praise, prompt probe/question (in ZPD) ~assess/error drill ~monitor and adjust instruction Students: *Participation ~overt and active ~instructional dialogue, think aloud, explain, justify, evaluate, etc.
[10:40-11:10] • Open your book to page 342 – finger on nose when you are there • Think, Pair, Share
Why do birds build nests? Where do they build their nests? What materials do birds use in their nests? What problems might birds face?
• Who can tell me the genre of the story we are reading today? Expository Text – tells about real people, things, or events. Expository texts are often organized by text features, such as heads, subheads, charts, graphs photos, and captions. ** Do you think this selection will have mostly facts and information or a character who has a problem to solve?
• Read the title, then flip through and read the headings, look at the pictures
• Tell your table partner one prediction you think you will find out as you read the story
• Read page 344 on your own (A Safe Spot). STOP when you finish page 344 -The main idea of a section can often be found in one sentence in a text -Other times the main idea is implied. That means readers have to figure it out based on he topic and the supporting details.
• Think about the main idea for the section you just read (A Safe Spot) -The heading of this section is “A Safe Spot”. I know this selection is about birds and their nests. This tells me that this section describes why a nest is a safe spot for a bird. -What additional details support this main idea?
• Use the text structure to help you with your packet! Headings, pictures, captions
• Have students finish reading on their own [11:10-11:50]
• Students will work on vocab and comprehension packets, referring back to the story as necessary
• Reading Groups [11:20-11:50]
• iPads Spelling City/Moby Max
Guided Practice: *Activity related to presentation/objectives *Active student participation ~provide rationale for assignment ~multi-sensory and real world
[10:40-11:10] • Send a student down to get the iPad cart
[11:20-11:50] • iPad time
~instructional dialogue *Transfer of control ~students explain, justify, clarify, think aloud *Check for understanding ~ensure high success rate ~appropriate feedback: praise, prompt, probe/question (in ZPD) Individual Practice: ~assess/error drill ~monitor and adjust instruction *Management/monitoring ~scan, circulate, assess, support, praise
• Moby Max – fact fluency and reading • Spelling City – practice with spelling words • Students will also work on vocabulary packets for each of the vocab
words
Closing: *Adequate time *Students summarize content and accomplishments *Assess/identify new goals *Link to future learning
[11:50-11:55] • Daily Fix It (plickers)
Is that herons nest. Four crowes live in the tree on pinecrest Street.
• Have students return iPads to iPad cart • Students clean their desks • Head out to recess • Read to students if time permits
Reflection: __________________________________________________________________________________________________
Reading – Unit 2 Week 5 Day 3 – Amazing Bird Nests
Subject: ____Reading_________ Activity:__Amazing Bird Nests Day 3 Setting:_____Classroom______# of Students:___25___
Statement of Objective: *Observable/Measurable (A,B,C,D) *GLCE/IEP
Given an oral reading of Amazing Bird Nests, students will answer comprehension questions about the story, using examples from the text to support their responses. Given instruction on spelling words, students will sort the spelling words into the correct consonant digraphs with 90% accuracy.
Accommodations
Materials: *Prepared and organized *Available for all
Reading Street (book and online) Whiteboard Document Camera Notebook paper iPads Vocab Packets (7 total) Reading Street Book
Opening: *Gain attention/motivate *Activate prior knowledge ~link/relate; assess; prepare for new learning (e.g. vocabulary) *State goals/set purpose ~explain task: why, what, how, and when for strategies *Clear directions
[10:30-10:45] • Get your Reading Street Book • Word Sort – On a slide write 5 headings (ch, sh, ph, th, ng) • Chant ch/a/n/t • Ring r/i/ng • Phone ph/o/n
Presentation: Teacher: *Variety of learning (T/S, S/S, S/T) *Organizational framework ~construct, clarify, and link concepts in a meaningful context *Present visually, verbally, kinesthetically, real world (e.g. LESH) *Model and think aloud to make visible ~language practices/processes ~learning strategies and adaptations (how, when and why) ~organization, relationships, and clues *Transfer of control ~students explain, justify, clarify, etc. *Clear directions *Check for understanding ~appropriate feedback: praise, prompt probe/question (in ZPD) ~assess/error drill ~monitor and adjust instruction Students: *Participation ~overt and active ~instructional dialogue, think aloud, explain, justify, evaluate, etc.
[10:45-11:15] • In our story for this week, Amazing Bird Nests, why do you think
the author chose to include photographs and captions? • What is the main idea of the story? What details does the author
give that support that main idea? • Have any of you seen a bird’s nest near your home? • Who would like to retell what they read in the selection yesterday? • Meet me on the carpet • Read Amazing Bird Nests to the students (on screen) • What do you think the author’s purpose was for this selection?
THIS IS DIFFERENT THAN THE MAIN IDEA -to entertain? -to give information? -both? Why do you think that?
[11:15-11:50]
• Continue working on packets and answering comprehension questions
• Ipads – spelling city/moby max • Book club assignments • Good fit book • During this time, I will have Heather pulling one of her four book
groups. She will pull 2 groups total today.
Guided Practice: *Activity related to presentation/objectives *Active student participation ~provide rationale for assignment ~multi-sensory and real world ~instructional dialogue *Transfer of control ~students explain, justify, clarify, think aloud *Check for understanding ~ensure high success rate ~appropriate feedback: praise, prompt, probe/question (in ZPD) Individual Practice: ~assess/error drill ~monitor and adjust instruction *Management/monitoring ~scan, circulate, assess, support, praise
[10:40-11:10] • Send a student down to get the iPad cart
[11:15-11:50] • iPad time • Moby Max – fact fluency and reading • Spelling City – practice with spelling words • Students will also work on vocabulary packets/reading packets • If students finish, they can read their book club book or their good
fit book
Closing: *Adequate time *Students summarize content and accomplishments *Assess/identify new goals *Link to future learning
[11:50-11:55] • Have students return iPads to iPad cart • Students clean their desks • Head out to recess • Read to students if time permits
Reflection: __________________________________________________________________________________________________
Reading – Unit 2 Week 5 Day 4 – Amazing Bird Nests
Subject: ____Reading_________ Activity:__Amazing Bird Nests Day 4 Setting:_____Classroom______# of Students:___25___
Statement of Objective: *Observable/Measurable (A,B,C,D) *GLCE/IEP
Given a fairy tale, students will work in partners to identify and explain the elements that make the story a fairy tale.
Accommodations
Materials: *Prepared and organized *Available for all
Reading Street (book and online) Whiteboard Document Camera Notebook paper iPads Vocab Packets (7 total) Reading Street Book
Opening: *Gain attention/motivate *Activate prior knowledge ~link/relate; assess; prepare for new learning (e.g. vocabulary) *State goals/set purpose ~explain task: why, what, how, and when for strategies *Clear directions
[10:30-10:45] • Get your Reading Street Book • Review spelling and/or vocab – whichever is pertinent on the test
Presentation: Teacher: *Variety of learning (T/S, S/S, S/T) *Organizational framework ~construct, clarify, and link concepts in a meaningful context *Present visually, verbally, kinesthetically, real world (e.g. LESH) *Model and think aloud to make visible ~language practices/processes ~learning strategies and adaptations (how, when and why) ~organization, relationships, and clues *Transfer of control ~students explain, justify, clarify, etc. *Clear directions *Check for understanding ~appropriate feedback: praise, prompt probe/question (in ZPD) ~assess/error drill ~monitor and adjust instruction Students: *Participation ~overt and active ~instructional dialogue, think aloud, explain, justify, evaluate, etc.
[10:45-11:15] • Turn in your book to page 358 • As you can see, this is a fairy tale told as a series of newspaper
articles. • What are the elements of a fairy tale? • Talk with your partner to see how many elements of a fairy tale you
can come up with. • What kinds of characters and settings would you expect to find
in a fairy tale? • Read the story • How does the organization of the text enhance your
understanding and enjoyment of the story? Easy to follow, newspaper makes story more interesting
• Use context clues to determine the relevant meaning of the word “unique” unusual/different
[11:15-11:25] • Continue working on packets and answering comprehension
questions • Book club assignments • Good fit book
Guided Practice: *Activity related to presentation/objectives *Active student participation ~provide rationale for assignment ~multi-sensory and real world ~instructional dialogue *Transfer of control ~students explain, justify, clarify, think aloud *Check for understanding ~ensure high success rate ~appropriate feedback: praise, prompt, probe/question (in ZPD) Individual Practice: ~assess/error drill ~monitor and adjust instruction *Management/monitoring ~scan, circulate, assess, support, praise
[11:15-11:25] • Students will work on vocabulary packets/reading packets • If students finish, they can read their book club book or their good
fit book
Closing: *Adequate time *Students summarize content and accomplishments *Assess/identify new goals *Link to future learning
[11:25-11:25] • Library time!
Reflection:
__________________________________________________________________________________________________
Detail
Detail
Detail
Detail
Nam
e!___________________________!!
Main I
dea a
nd D
eta
ils
Main idea
Vocabulary Words Word:________________________
It means______________________
______________________________ ______________________________ _______________________________________ There are ____________ syllables It has a __________________ (prefix, suffix, both, neither) Use the word in a sentence: _______________________________
Examples: Non-Examples:
A picture to help me remember:
Vocabulary Words Word:________________________
It means______________________
______________________________ ______________________________ _______________________________________ There are ____________ syllables It has a __________________ (prefix, suffix, both, neither) Use the word in a sentence: _______________________________
Examples: Non-Examples:
A picture to help me remember:
Vocabulary Words Word:________________________
It means______________________
______________________________ ______________________________ _______________________________________ There are ____________ syllables It has a __________________ (prefix, suffix, both, neither) Use the word in a sentence: _______________________________
Examples: Non-Examples:
A picture to help me remember:
Vocabulary Words Word:________________________
It means______________________
______________________________ ______________________________ _______________________________________ There are ____________ syllables It has a __________________ (prefix, suffix, both, neither) Use the word in a sentence: _______________________________
Examples: Non-Examples:
A picture to help me remember:
Vocabulary Words Word:________________________
It means______________________
______________________________ ______________________________ _______________________________________ There are ____________ syllables It has a __________________ (prefix, suffix, both, neither) Use the word in a sentence: _______________________________
Examples: Non-Examples:
A picture to help me remember:
Vocabulary Words Word:________________________
It means______________________
______________________________ ______________________________ _______________________________________ There are ____________ syllables It has a __________________ (prefix, suffix, both, neither) Use the word in a sentence: _______________________________
Examples: Non-Examples:
A picture to help me remember:
Vocabulary Words Word:________________________
It means______________________
______________________________ ______________________________ _______________________________________ There are ____________ syllables It has a __________________ (prefix, suffix, both, neither) Use the word in a sentence: _______________________________
Examples: Non-Examples:
A picture to help me remember:
Short Answer – Amazing Bird Nests
1. What is the main idea of this story? Give 3 examples (details) from the text that support your answer. Main Idea: Detail 1: Detail 2: Detail 3:
2. Which bird’s nest did you think was the most interesting? Why?
3. What adaptations do birds have to make their nests?
4. Why are birds able to live in so many different kinds of places?
5. What kinds of bird nests do you see in your neighborhood? Where are they? What are they made from?
6. Look back at page 350. What is the main idea of THIS PAGE? What details support the main idea?
7. What stuff might a bird living in the country make a nest out of? How would the nest of a city bird be different? Use the headings in the passage to help you.
Bird Nest in the Country Bird Nest in the City
