Week 11 Assignment

Assignment #1:

• Good readers are able to preview the text to get a feel of the story before reading. They use connections to relate the story details with real life; connecting the story to thoughts and experiences that they have. The students also can use their classmates to lead discussions on the text. These are some good points on practices of a good reader.
• Teachers can develop comprehension by using the following:

1. teach strategies
2. build vocabulary
3. build background knowledge
4. provide opportunities to comprehend
5. teach about text
6. enable discussion
7. encourage writing
8. ensure authenticity

They can have the student learn new strategies to connect with their reading. Comprehension can be developed with the constant use of strategies with their reading assignments.

• Teachers can help struggling students by giving more opportunities to practice their reading and writing. They can also get intense monitoring and coaching; all students need those strategies, but the struggling students need more encouragement.

Assignment #2:

• I think that the coaching and the student-led discussion groups stuck with me more than the rest. The methods that allow the students to lead their reading and idea gathering is important. The coaching from the teachers allows the students to feel more involved in their development.
• I am not in a classroom yet so all the strategies that were shown in the video was new to me. I would definitely use the monitoring and use personal connections with their reading selections and writing assignments.
• I would use the ideas presented in many hands-on activities, also in the assignments that I send home for the students to complete.

Assignment #3:

After reading the article on text structuring, I have learned that one of the keys to reading comprehension was text structuring. Teachers should train the students to structure text; they will be able to read text more efficiently. By using the text structure classifications in order, the student will learn to understand analyze text. The order of description, sequence, compare/contrast, cause/effect, and problem/solution would be the structure of the text comprehension. The text structure classifications should not be taught all at the same time. Informational text is better used than a story. One area should taught first and then another once there is an understanding gained by the student. Once the expository text structuring is developed the students can work on graphic organizers that are blank independently.

Mini-lessons:

Lesson: Family Tree

Grade: 2nd grade

Time: 45 minutes each day for 3 days

Graphic Organizer: Organizational Outline

Learning Outcome: The student will understand the structural design of an unit (family for instance). By using the family structure, the student will be able to design from the head of the family to the sub-units, allowing the student to create history using their own family.

Common Core Standards:

• CCSS.ELA-Literacy.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
• CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
  

Lesson Plan:

• Student is given an organizational outline chart to take home to work with their parents to fill in the names.
• With the sheet completed with at least two generations of immediate family, the student will design a family outline.
• If needed, more sub-charts can be added to accommodate the family structure.
• The student will give a chronology of their family structure with their occupational and what they mean to them.
• They will write a story about their family in two to three paragraphs.
• After presented to the class, each student will show their understanding of the comparisons and contrast of this activity against story structure.

Lesson: Funny Animal Story

Time: 30 minutes each for one week

Graphic Organizer: Idea Web

Learning Outcome: The students will be able to create an entertaining story about the animal of their selection. They will be able to structure the form of a story from the title, body and conclusion. They can include illustrations at the end, but they will be constructing the foundation of the story.

Common Core Standards:

• CCSS.ELA-Literacy.RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
  

• CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
  

• CCSS.ELA-Literacy.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
• CCSS.ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
  

Lesson Plan:

• The students will name several animals that they are familiar with.
• They will select from the animals listed, the one that their story will feature.
• In a group setting, the students will discuss funny scenarios to write about.
• Once they have brainstormed with each other, they will use the Idea Web to create a web of how the ideas will connect.
• The story will develop through the web of ideas and the placement that they will have.

Lesson:

Time: 45 minutes each day for three days

Graphic Organizer: Story Map

Learning Outcome: The students will learn to take the ideas that they created and add to the story map. This will encourage the understanding of the development of a story. Using the parts of a story will create the story structure.

Common Core Standards:

• CCSS.ELA-Literacy.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
  

• CCSS.ELA-Literacy.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
• CCSS.ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
  

Lesson Plan:

• When the web, from the prior lesson is completed, the students will begin to develop their stories.
• They will use the Story Map to create the placement of text for the story
• They will develop a first draft of the story.
• The students will revise their work and have their work placed on the class wall when completed.