Nicole Mitchell
RED 4350
Summer 2013
Strategy Application Project
Amazon Rain Forest
Intermediate levels
Mitchell 1

Table of Contents
Unwrap or Introduce Theme Page#
Gallery Images…..……………………………………………………………………3-6
Reading Comprehension
Index Card Strategy…………………………………………………………………..7-10
Bookmark Technique………………………………………………………………...11-16
Oral Language
Dinner Party………………………………………………………………………….17-19
Comprehension by differentiating instruction
Transmediations……………………………………………………………………...20-21
Word Study/Fluency
Patterned Partner Reading……………………………………………………………22-26
Vocabulary
Semantic Question Map……………………………………………………………...27-31
Alphabet Books………………………………………………………………………32-36
Reading & Writing Connections
Structured Note Taking………………………………………………………………37-41
Double-entry Journals………………………………………………………………..42-44
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Name : Gallery Images Reading Target: Comprehension by differentiating instruction
Source :
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of Multiple
Literacies. N.Y: Pearson.
CCSS.ELA-Literacy.RL.6.2
: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-Literacy.RST.6-8.2
: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
ELL Standard: 11. Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing.
Assessment: In my assessment I will have the students orally present their picture after reading the text. This will hold every individual accountable for completing the task. I will also collect their pictures to check for accuracy to what was read in the text.
Rubric:
Picture
Exemplary (10 points) Proficient (8 points) Developing (6 points) Unacceptable
Five out of five sketches are drawn on the worksheet.
Four out of five sketches are completed.
Three out of five sketches are completed.
Two or less sketches are completed.
Explanation Five out of five explanations are written underneath pictures.
Four out of five explanations are written.
Three out of five explanations are written.
Two or less explanations are written.
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Text based
Support
Accuracy
All five explanations use text based reasoning. All five give examples from the text as to why the picture was drawn.
Five sketches drawn are relevant to the text read in the section.
Three out of five explanations use the text as their source for drawing what they drew.
Four sketches drawn are relevant to the text read in the section.
Two out of five explanations use the text as evidence for their sketches.
Three sketches drawn are relevant to the text read in the section.
One or no explanations are given using the text as a source for the information.
Two or less sketches drawn are relevant to the text read in the section.
Description of the strategy : This strategy is about reading comprehension and making mental images with what is being read. The teacher divides the reading into four or five sections. The first reading is done as a class. The teacher reads the section of text. Then the students are asked to draw a picture of what they saw in their head based on the description. The teacher has some students share their pictures and reasoning behind them. Then the teacher shows some pictures she would think of for the section. The next two or three readings are done in groups of two. Then the final two are done individually. At the end the students get back in pairs to explain their pictures. It is important to model pictures that are only text-based.
Rationale for Use : According to McLaughlin (2009), visualizing is a comprehension strategy that helps readers express their mental pictures through sketching. This type of comprehension helps students focus on content and constructing meaning. If they cannot see the world the author is creating how can they understand it? Students and teachers use visualizing “during reading to help engage with the text and monitor our understanding” (McLaughlin, 2009, p. 76).
Book, Article, Magazine, etc. that you will be using for your student to read [APA format]:
Cherry, L. (1990). The Great Kapok Tree . Harcourt, Inc.: New York.
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Short Summary of the book, article or magazine: This book is about a man who enters the
Amazon rain forest and begins to cut down a Kapok tree. He grows tired and lies under the tree to take a nap. While he is sleeping the animals who call the Kapok tree their home come down and try to convince the man to stop cutting down the tree. When the man wakes up he is surrounded by the beautiful animals. Will he cut down the tree?
Strategy Example : This strategy is going to be used to introduce my theme to the students. This strategy is going to be used to help them visualize the rain forests we are going to be discussing. We are using this topic to discuss ecosystems, food webs, and food chains. We will also be working on learning what sustainability is. Before diving into this very big topic we will try to understand why the rain forest is so important and what it looks like. The directions to the students are as follows:
1.
Students will be given a packet with the words from The Great Kapok Tree. There will be no images.
2.
Students, follow along with me as I read. Pay attention to the details and try to visualize what the author is describing.
3.
The teacher will read pages 1-3.
4.
Now students, on your handout please draw what you heard from the book in your worksheet. Please remember to only draw based on the text we just read.
5.
The teacher will have two students share their picture and reasoning.
6.
“Very well done. Here is what the author saw.”
7.
The teacher will show the book’s illustrations.
8.
Notice that we all saw different things, but that they all came from evidence in the text.
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9.
Now students will work with their shoulder partners. They will read pages 4-6 and draw a picture.
10.
They will repeat these steps for pages 7-9.
11.
The teacher will have two or three groups share their pictures. The teacher will also show the illustrations again.
12.
Now individually students will work on pages 10-12 and draw a picture as well as 13-15 and draw a picture.
13.
At the end each student should have five pictures. The teacher will have them show their final picture and explain where in the text they read what they drew about.
Writing Integration: To end the activity students will be asked to write about the environment of the rainforest. This will lead into a discussion about ecosystems. After writing about the environment they will have to explain how they know this and what Lynne Cherry wrote that lead them to believe this.
Technology Integration: Technology could be implemented into this activity by using a document camera to display the illustrations. Also all the pictures could be compiled onto a
PowerPoint presentation to illuminate the fact that everyone sees something different when comprehending a story.
Mitchell 6

Name: Index Card Strategy Reading Target: Reading Comprehension
Source:
Harvey, S and Goodvis, A. (2007). Strategies that work: Teaching comprehension for understanding and comprehension. Portland, Maine: Stenhouse.
McLaughlin, M. (2009) .
Content Area Reading: Teaching and Learning in an Age of Multiple
Literacies . N.Y: Pearson.
CCSS.ELA-Literacy.RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RI.6.1
: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELL Standard : 16. Design and implement effective unit plans and daily lesson plans, which meet the needs of ESOL students within the context of the regular classroom. 11. Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing.
Assessment: Students will show that they are able to identify a text’s main idea by completing five index cards.
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Rubric:
Index Cards
Prediction
Summary
Connections
Text-based questions
Illustrations
Vocabulary
Exemplary (10 points)
Student has created a prediction that is related to the title on the pink card.
Student has provided a three or four sentence summary of the text on the blue card.
Student has made three or more connections to the text on the yellow card.
Student has answered both questions using text based support on the yellow card.
Proficient (8 points)
Student has created a prediction that is not related to the title on the pink card.
Student has provided a one to two sentence summary of the text on the blue card.
Student has made two or less connections to the text on the yellow card.
Student has answered one question using text based support on the yellow card.
Developing (5 points)
Student has created a prediction related to the title on any other card that isn’t pink.
Student has written a summary that is not related to the text on the blue card.
Student has made connections to things not stated in the text on the yellow card.
Student has answered one or more questions without using text based support on the yellow card.
Unacceptable (0 points)
Student has not given any prediction based on the title.
The student has not completed this portion of the blue card at all.
Student has not completed this portion of the yellow card at all.
Student has not completed this portion of the yellow card at all.
Student has not completed this portion of the white card at all.
Student has provided a text based illustration on the white card.
Student has provided three or more words from the text that they did not understand, or found interesting on the purple card.
Student has provided an illustration that is not text based on the white card.
Student has provided two or less words from the text that they did not understand, or found interesting on the purple card.
Student has provided words on the purple card that they do not understand that did not come from the text on the purple card.
Student has not completed this portion of the purple card at all.
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Description of the strategy: This strategy is a modification of the sticky note strategy (Harvey
& Goodvis, 2007). For this strategy students use color-coded index cards to analyze a certain text. Before reading the text students will predict what will happen in the text on the pink card.
During reading students use the violet card to write any unknown vocabulary words on. After reading they write a brief summary of the text on the blue card. They also use the yellow card to write connections they can make to the text and on the back of the yellow card they write answers to text dependent questions that are given after reading. Finally on the white card they draw a picture of what the text looks like.
Rationale for Use:
According to McLaughlin (2009), “Good readers are active participants in the reading process, who have clear goals and constantly monitor the relation between goals they have set and the text they are reading” (p. 44) She goes on to say that good readers use strategies like previewing, monitoring, making connections, visualizing, summarizing, and evaluating.
This strategy incorporates all these skills into one fluid process.
Book, Article, Magazine, etc. that you will be using for your student to read [APA format]:
Heinrichs, A. (2010). The Amazon Rainforest. New York: Marshall Cavendish Corporation.
(Chapters 1 and 3).
Short Summary of the book, article or magazine: Chapter 1 discusses what the Amazon
Rainforest is. It describes the biodiversity in the ecosystem. It also explains that the rainforest is undergoing deforestation. Chapter 3 discusses the layers of the rainforest and what type of animals live in the various divisions.
Strategy Example:
1.
Students will be given five index cards: pink, blue, violet, yellow, and white.
2.
Students will write their prediction of the chapters on the pink card before reading.
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3.
Students will read chapters 1 and 3.
4.
While reading students will write down words they do not understand on the violet card.
5.
After reading students will write a brief summary of the chapters on the blue card.
6.
They will also make connections to the chapters on the front of the yellow card.
7.
On the back of the yellow card they will answer the two text dependent questions/responses. a.
Break down the rainforest into layers and explain why you broke it down this way. b.
Define interdependence and give examples of symbiotic relationships.
8.
On the white card the students will draw what the text looked like to them. On the back of the white card they will cite the evidence that led them to what they drew.
9.
The students will share their answers to the text questions with their shoulder partners.
10.
If called upon the partners will have to share alternate answers with the class.
Writing Integration: Writing is incorporated in all the assignment with the use of the index cards.
Technology Integration: Technology could be integrated into this assignment by allowing students to look up definitions to the words they wrote on their index cards. This would help with research and vocabulary skills.
Mitchell 10

Name: Bookmark Technique Reading Target: Comprehension
Source:
McLaughlin, M. (2009) .
Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies . N.Y: Pearson
CCSS.ELA-Literacy.RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics .
CCSS.ELA-Literacy.RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
ELL Standard: 16. Design and implement effective unit plans and daily lesson plans, which meet the needs of ESOL students within the context of the regular classroom. 11. Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing.
Assessment: Students will compose a reflection on their reading and will discuss the difficulties they had, as well as the strengths they found in that reading.
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Rubric:
Bookmarking
Bookmarks
Exemplary (10 points)
Student has completed all four bookmarks.
Proficient (8 points)
Student has completed three of the four bookmarks.
Developing (5 points)
Student has completed two or less bookmarks.
Unacceptable
(0 points)
Student has not completed any of the bookmarks.
Journal Entry Student has created a four or more sentence journal entry based on the information in the
Student has created a two to three sentence journal entry based on the information in the bookmarks.
Student has created a one sentence journal entry based on the information in the bookmarks.
The student has not created a journal entry based on the information in the bookmarks.
Text-based bookmarks.
Student has answered all questions using
Student has answered two questions using
Student has answered one question using
Student has not answered questions using text based support.
Spelling/Grammar Student has not made any major spelling or grammar mistakes text based support.
Student has made two or less spelling or grammar mistakes. text based support.
Student has made three or more spelling or grammar mistakes. text based support.
Work is unreadable due to too many spelling or grammar mistakes.
Description of the strategy: In this strategy students reflect on their reading while they are reading. Students fill out bookmarks that discuss what vocabulary the student needs help on, what they found interesting, what they visualized as they read, and what was confusing about this text.
Rationale for Use
: According to McLaughlin (2009), “Monitoring/clarifying is a reading comprehension strategy that involves constantly asking ourselves, ‘Does this make sense?’, and adapting strategic processes to make the message clear” (p. 66). Metacognitive practice is important in reading. If we do not think about how we are thinking then we will not be able to adapt in order to make comprehension more accessible. Good readers need to know how to stop,
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reflect on what they read, understand it, or if they don’t understand know that they should go back and reread.
Book, Article, Magazine, etc. that you will be using for your student to read [APA format]:
Thompson, G. (2006). Amazon Journey: Cruising the Rain Forest. Washington, D.C.: National geographic.
Short Summary of the book, article or magazine: This book is about a journey to the Amazon
Rainforest. The book talks about the Amazon River, key places in the rainforest, animals you will find there, as well as plant life.
Strategy Example :
1.
Students will be given the four different bookmarks.
2.
While reading Amazon Journey , students will complete the various bookmarks.
3.
After reading students will take their bookmarks and write a journal entry on what confused them, what they found interesting, what words they didn’t know, and what they pictured in their minds.
4.
Students will share the misunderstood vocabulary with the class so the teacher can evaluate where the class is at on the vocabulary in this unit.
5.
NOTE: Students will use simplified method for the first read and more complex bookmarks later on in the year.
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Example: Bookmark Handout
Name____________
The part I found most interesting was:
I found it interesting because:
Page #________
Paragraph________
Name____________
Something that confused me was:
It confused me because:
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Name____________
A word I think the class needs to talk about is:
I think it means:
Page #________
Paragraph________
Name____________
The illustration, chart, map, or graph that helped me understand what I was reading was:
It helped me to understand because:
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Writing Integration: Writing will be integrated in the reflection at the end of the activity as well as in writing up the bookmarks.
Technology Integration: Technology is difficult in integrating into this lesson, but again I would allow students to look up definitions for words they did not know as well as topics they wanted to learn more about.
Mitchell 16

Name: Dinner Party
Source :
Reading Target: Oral Language/Comprehension
McLaughlin, M. (2009) .
Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies . N.Y: Pearson
CCSS.ELA-Literacy.RI.6.3
: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
CCSS.ELA-Literacy.RST.6-8.2
: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
ELL Standard : 16. Design and implement effective unit plans and daily lesson plans, which meet the needs of ESOL students within the context of the regular classroom. 11. Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing.
Assessment: Students will create a script for their dinner party.
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Rubric:
Dinner Party
Script
Script
Participation
Research Based
Exemplary (10 points)
Students have constructed a script that is 5 minutes in length.
All six students have spoken at the dinner party.
All answers to questions are relevant to the research the students have done.
Proficient (8 points)
Students have constructed a script that is two or three minutes in length.
Four or Five students have spoken at the dinner party.
75% of the answers to questions are relevant to the research the students have done.
Developing (5 points)
Students have constructed a script that is one minute in length.
Three students have spoken at the dinner party.
50% of the answers to questions are relevant to the research the students have done.
Unacceptable (0 points)
Students have not constructed a script at all.
Two or Less people have spoken at the dinner party.
Less than 50% of the answers to questions are relevant to the research the students have done.
Grammar Students have followed social cues and grammar rules in the entirety of the dinner party.
Students have made less than three grammar mistakes in the entirety of the dinner party.
Students have made more than three grammar mistakes in the entirety of the dinner party.
Students have not complied to basic grammar rules at all in the entirety of the dinner party.
Description of the strategy : The dinner party is a small group strategy that uses drama as a way for students to represent their thinking. Students research certain people and then use what they have learned to have conversations with other historical figures that center around a certain topic.
Rationale for Use : Drama, like a dinner party, uses actions and dialogue to represent the way we think (McLaughlin, 2009, p. 219). This helps students organize their thinking and clarify information. This also enhances social and cognitive development. For this strategy students will not only have to understand the research they did, but be able to construct conversations using this alternate perspective.
Book, Article, Magazine, etc. that you will be using for your student to read [APA format]:
Castner, J. (2002). Rainforest Researchers. New York: Marshall Cavendish Corporation.
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Short Summary of the book, article or magazine: This book talks about six people whose job it is to research the Amazon Rainforest. These six people are Dr. Don Wilson, Dr. Jim Duke, Dr. Gary
Hartsthorn, Dr. Terry Erwin, Paul Donahue, and Teresa Wood. These people are all scientists who work in the rainforest to discover the diversity within.
Strategy Example :
1.
Students will be randomly numbered one through six.
2.
Students will get into groups with the same number as themselves.
3.
They will read the text on the scientist assigned to their number.
4.
As a group they will try to answer the text based question of: what does your scientist do and why is this important?
Individually students will write down what information to the questions their group produces.
5.
After doing the research, students will divide up into new groups. In these new groups instead of six people having the same scientist each group will have one of each six scientists.
6.
In this new group the students will create a script for their dinner party. Each dinner party will begin with a scientist being asked how their day was. Aside from the first line the rest of the script is student made.
7.
After the script is made students will practice the conversations and make adjustments as needed.
8.
Each group will then present their dinner party to the class.
Writing Integration: Writing is integrated into the creation of the script.
Technology Integration: As a teacher you could film the dinner parties to create a class video of the conversations.
Mitchell 19

Name : Transmediations
Source :
Reading Target: Comprehension by Differentiating Instruction
McLaughlin, M. (2009) .
Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies . N.Y: Pearson
CCSS.ELA-Literacy.RI.6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
CCSS.ELA-Literacy.RST.6-8.9
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
ELL Standard : 16. Design and implement effective unit plans and daily lesson plans, which meet the needs of ESOL students within the context of the regular classroom. 11. Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing.
Assessment: Student will create a structured poem or song based on the pictures they are shown.
Rubric:
Cinquain/Diamante
Rap/song
Exemplary (10
Points)
Student follows the structure outline using the correct word types.
Student writes at least a five line lyric or rap.
Punctuation/Grammar Student has one or fewer grammar or punctuation mistakes.
Proficient (8
Points)
Student writes a four line rap or lyric.
Student has two or three grammar mistakes.
Developing (6
Points)
Student writes a three line rap or lyric.
Student has four or five grammar mistakes.
Unacceptable (0
Points)
Student does not follow the structure outline using the correct word types.
Student writes a two line or less lyric or rap.
Student’s work is not able to be read due to multiple more than five grammar mistakes.
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Description of the strategy : In this strategy students transfer information and knowledge from one communication system to another. For example, students will take a poem and turn it into a picture book or vice versa.
Rationale for Use
: According to McLaughlin, “These teaching practices help students internalize and shape new information, enabling them to make connections between what they know and what they are learning” (p. 227). This diversity in lessons allows students all opportunities to learn the material. Art, drama, and music help solidify connections and gives students a smooth transition from knowing something and expressing that knowledge.
Book, Article, Magazine, etc. that you will be using for your student to read [APA format]:
(2013) Tour Two: Mostly Amazon.
Retrieved on July 6, 2013, from: http://www.rainforesteducation.com/FunNGames/slideshows/tour2.htm
Short Summary of the book, article or magazine: This is a website that shows a slideshow of pictures taken in the Amazon Rainforest.
Strategy Example :
1.
Students will be shown the slideshow of pictures on the Amazon Rainforest.
2.
Students will be asked to take what they have already learned about the Rainforest and what they see in the pictures and create either a rap, cinquains, diamante, or song lyrics for their knowledge and the pictures.
3.
Students will share their creations with the class.
Writing Integration: Students will be writing their poems and songs down in order to share with the class and to put in their portfolios.
Technology Integration: The slideshow pictures integrate technology. Another way to integrate technology is to create an iMovie including the class’ poems, songs, and raps.
Mitchell 21

Name : Patterned Partner Reading
Source :
Reading Target: Word Study/Fluency
McLaughlin, M. (2009) .
Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies . N.Y: Pearson
Texas Education Agency. (2002). Guidelines for Examining Phonics and Word Recognition
Programs, Texas Reading Initiative . Retrieved on July 5, 2013, from: http://www.readingrockets.org/article/3416/.
CCSS.ELA-Literacy.RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-Literacy.RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
ELL Standard : 16. Design and implement effective unit plans and daily lesson plans, which meet the needs of ESOL students within the context of the regular classroom. 11. Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing.
Assessment: Students will share their activity answers with the class and will turn in their worksheets as a formative assessment.
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Rubric:
Say Something
Worksheet
Participation
Exemplary (10 Points) Proficient (8 Points) Developing (6
Student has completed the entire worksheet using text based support.
Student has read the article and shared their partner’s answers with the class.
Student has completed 75% of the worksheet using text based support.
Student has read 50% of the article and shared their own answer with the class.
Points)
Student has completed 50% of the worksheet using text based support.
Student has read 25% of the article and did not share any answers with the class.
Unacceptable (0
Points)
Student has completed 25% or less of the worksheet using text based support.
Student has not read the article or shared any answers with the class.
Description of the strategy : In this strategy partners take turns reading selected sections of text.
This strategy is patterned because while reading together students follow a structure determined by the teacher. These patterns can include: Read-Pause-Question, Read-Pause-Make a connection, Read-Pause-Bookmark, Read-Pause-Sketch to stretch, Read-Pause-Say something,
Read-Pause-Summarize.
Rationale for Use : According to the Texas Education Agency, if this strategy involves a strong reader and a struggling reader than the strong reader can help the struggling student with word recognition and encouragement. If the strong reader reads first then they are modeling the correct ways to pronounce words and read fluently. According to McLaughlin, partnered reading helps students to engage in the whole text, not just their selected paragraphs. This strategy also helps stray away from cold readings, where students are not activating prior knowledge or making connections.
Book, Article, Magazine, etc. that you will be using for your student to read [APA format]:
Freeman, S. & Brown, B. (2011). Saving the Amazon.
Retrieved on July 5, 2013, from: http://www.scholastic.com/browse/article.jsp?id=3757155 .
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Short Summary of the book, article or magazine:
This article is about Brazil and the country’s influence on the Amazon Rainforest and the people that live there. The article discusses how the
Amazon has helped make Brazil a top producer of soy and beef. However in the climb to superiority
Brazil has taken advantage of the rainforest and the natives that live there.
Strategy Example :
1.
Students will be paired into groups of two.
2.
Students will be given the article they are to read with the passages pre-separated.
3.
Students will take turns reading the passage straight through one time.
4.
Students will then reread the passage using the pattern: Read-Pause-Say something.
5.
Students will record their partners “Say Something” on the given handouts.
6.
Students will answer the post reading questions on their worksheets.
7.
Students will share their partner’s responses to the class.
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Strategy Sample:
Name________________________
Date____________
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How has Brazil used the rainforest to prosper? What more could the country do to protect it?
Writing Integration: The integrated writing in this activity is the “Say Something” worksheet.
Technology Integration: You could integrate technology in this activity by having the students find their own articles about the Amazon rainforest to read with their partners. Then you could have the students publish their reactions on a blog or their facts on a wiki page.
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Name : Semantic Question Map
Source :
Reading Target: Vocabulary
McLaughlin, M. (2009) .
Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies . N.Y: Pearson
CCSS.ELA-Literacy.RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-Literacy.RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
ELL Standard: 16. Design and implement effective unit plans and daily lesson plans, which meet the needs of ESOL students within the context of the regular classroom. 11. Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing.
Assessment: Students will create a semantic question map regarding the central term, food chain. They will be able to accurately define the key term. The student will also be able to create a food chain of the Amazon Rain Forest using the text as evidence.
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Rubric:
Semantic
Question Map
Definition
Exemplary (10 points)
Student has created a pre and post reading definition for the central term using text based support.
Proficient (8 points)
Student created a pre and post definition for the central term without text based support.
Developing (5 points)
Student has created either a pre or post definition for the central term without text based support.
Unacceptable (0 points)
Student has not given any definition for the central term.
Illustration
Rainforest
Food Chain
Student has provided an illustration for the central term that is on topic.
Student’s food chain has a plant, herbivore,
Student has provided an illustration for a term not on topic.
Student’s food chain has a plant and either an herbivore or carnivore and is text based.
Student’s food chain has a plant
Student has written about what they would draw for the topic.
Student’s food chain has a plant but no herbivore or carnivore and is text based.
Student’s food chain has a plant but no herbivore or carnivore and is text based.
The student has not completed this portion of the map at all.
Student has not completed this portion of the map at all.
Alternate Food
Chain
Grammar and
Spelling and carnivore and is text based.
Student’s food chain has a plant, herbivore, and carnivore and is research based.
Student has one or two spelling or grammar mistakes. and either an herbivore or carnivore and is text based.
spelling or grammar
Student has three or four
Student has five or more spelling or grammar mistakes.
Student has not completed this portion of the map at all.
Student’s work is unreadable due to spelling or grammar mistakes. mistakes.
Description of the strategy : The semantic question map is similar to a semantic map. Students are given a central idea in the center of the map. The variation from a semantic map occurs next.
Instead of students determining where the map will break up into the teacher provides questions for students to answer using an informational text.
Rationale for Use : Semantic question maps are used to help students focus on particular aspects of a topic (McLaughlin, 2009, p. 98). According to McLaughlin, teaching vocabulary should incorporate explicit instruction and learning from context clues. It is also important to make
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connections between vocabulary and background knowledge (2009, p.96). On another note graphic organizers like the semantic question map allow ELLs a better way to visualize the meanings behind words. If you were to take an extra step and number the map or color code it and it would be even more meaningful for ELLs and general education students. This benefits students by allowing them a place to store mental images of words and their meanings.
Book, Article, Magazine, etc. that you will be using for your student to read :
Castner, J. (2002). Surviving in the Rain Forest. New York: Marshall Cavendish Corporation.
Short Summary of the book, article or magazine: For this strategy the students will only be reading chapter one. In this chapter the author discusses the needs of rainforest species such as food and habitats. While discussing these needs the author talks about how to find food some animals eat plants and then are eaten by other animals. It also discusses how animals find their food.
Strategy Example :
1.
Students will be given the semantic question map before reading the text.
2.
They will fill out their definition of the word and draw a picture that is formed in their head of the word, food chain.
3.
The students will then read the text.
4.
After reading the text the students will write a definition of food chain, based on the text.
5.
They will then draw a food chain starting with a plant and having at least three levels.
6.
They will end by drawing another food chain example in a different ecosystem.
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Example:
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Writing Integration: In this strategy students are writing before and after reading the text. Their semantic map is their writing sample.
Technology Integration: After the activity is over you could have students create a Photostory of food chains in the rainforests. In a Photostory students combine pictures and sound in a type of slideshow project. They could narrate their own food chains or simply show pictures of plants and animals in the order they would come in a chain.
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Name: Alphabet Books
Source :
Reading Target: Vocabulary
McLaughlin, M. (2009) .
Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies . N.Y: Pearson
CCSS.ELA-Literacy.RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
CCSS.ELA-Literacy.RL.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone
ELL Standard : 16. Design and implement effective unit plans and daily lesson plans, which meet the needs of ESOL students within the context of the regular classroom. 11. Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing.
Assessment: Students will create an Alphabet book for specified letters, with definitions, pictures, and examples.
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Rubric:
Completion
Illustration
Definition
Examples
Food Chain
Grammar
Exemplary (10
Points)
Student has created a specific word for all 23 letters.
Student has created an accurate and specific illustration for all 23 words.
Proficient (8
Points)
Student has created a specific word for
20 different letters.
Student has created an accurate and specific illustration for
20 words.
Developing (6
Points)
Student has created a specific word for
15 different letters.
Student has created an accurate and specific illustration for
15 words.
Student has created an accurate and specific definition for all
23 words.
Student has created an accurate and specific example sentence for all
23 words.
Student has created a food chain sentence using the given structure for all animal examples.
Student has made fewer than three grammar mistakes in the entire book.
Student has created an accurate and specific definition for 20 words.
Student has created an accurate and specific example sentence for 20 words.
Student has created a food chain sentence using the given structure for all but one animal examples.
Student has made fewer than six grammar mistakes in the entire book.
Student has created an accurate and specific definition for 15 words.
Student has created an accurate and specific example sentence for 15 words.
Student has created a food chain sentence using the given structure for all but two animal examples.
Student has made fewer than eight grammar mistakes in the entire book.
Unacceptable (0
Points)
Student has created a specific word for less than 15 different letters.
Student has created an accurate and specific illustration for less than 15 words.
Student has created an accurate and specific definition for less than 15 words.
Student has created an accurate and specific example sentence for less than 15 words.
Student has not created a food chain sentence using the given structure for three or more animal examples.
Student has made more than eight grammar mistakes in the entire book.
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Description of the strategy : Content area alphabet books share information about topics they choose to investigate. In this strategy students choose content related words for each letter of the alphabet to be illustrated and explained in a book format.
Rationale for Use : These books allow every student to show their creativity. Also according to
McLaughlin, the books challenge students to develop illustrations that complement each topic discussed and to create 26 different aspects of a self-selected topic. “This activity incorporates student choice, research, writing, creativity, and technology” (McLaughlin, 2009, p. 226).
Book, Article, Magazine, etc. that you will be using for your student to read [APA format]:
Cherry, L. (1990). The Great Kapok Tree . Harcourt, Inc.: New York.
Short Summary of the book, article or magazine: This book is about a man who enters the
Amazon rain forest and begins to cut down a Kapok tree. He grows tired and lies under the tree to take a nap. While he is sleeping the animals who call the Kapok tree their home come down and try to convince the man to stop cutting down the tree. When the man wakes up he is surrounded by the beautiful animals. Will he cut down the tree?
Strategy Example :
1.
Students will be given 23 pieces of copy paper.
2.
Using the paper students will create a booklet with 23 letters. The letters chosen for this activity are ABCDEFGHIJKLMNOPRSTUVWY.
3.
The teacher will provide words for DFN: Deforestation, Food Chain, and Native.
4.
Students will then be able to use The Great Kapok Tree to find words for the remaining 20 letters.
5.
After students will define each word, give a written sentence example, and an illustration.
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6.
If the word is an animal the students will provide a sentence with what the animal eats and what eats that animal.
7.
At the end students will present their books to the class using PowerPoint presentations.
Alphabet Sample:
AAmazon
BBoa Constrictor/Brazil
CCanopy
DDeforestation
EEmergent/Environment/Erosion (teacher given)
FFood Chain
GGenerations
HHerb Layer/Hive
IIguana
JJaguar
KKapok Tree
LLayers
MMiddle Layer
NNative
OOxygen
PPollinate
RRare/River/Rainforest
SShrub Layer
TToucan/Tree Frog
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UUnderstory
VViolet-Tailed sylph
WWildfire
YYanomama Tribe
Writing Integration: Writing is integrated throughout the lesson. Students must write their books out along with illustrations.
Technology Integration: Technology is being used at the end of the lesson where students turn their books into PowerPoint presentations. The teacher could also turn student pages into a class book either on the internet or in print through internet sites such as Student Treasures.
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Name: Structured Note Taking
Source :
Reading Target: Reading and Writing Connections & Comprehension
McLaughlin, M. (2009) .
Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies . N.Y: Pearson
CCSS.ELA-Literacy.RST.6-8.4
: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics
CCSS.ELA-Literacy.W.6.1b
: Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
ELL Standard: 16. Design and implement effective unit plans and daily lesson plans, which meet the needs of ESOL students within the context of the regular classroom. 11. Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing.
Assessment: For an informal assessment students will compose a paragraph exit ticket based on their structured notes.
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Rubric:
Structured Note
Taking
Levels of
Biodiversity
Threats to biodiversity
Exit Ticket
Exemplary (10 points)
Student has discussed all three levels of biodiversity as stated in the text.
Student has discussed four different threats to biodiversity in the rainforests as stated in the text.
Student has answered all three questions in complete sentences.
Text-based Student has answered all questions using text based support.
Spelling/Grammar Student has not made any major spelling or grammar mistakes
Proficient (8 points)
Student has discussed two of the levels of biodiversity as stated in the text.
Student has discussed three different threats to biodiversity as stated in the text.
Student has answered two questions in complete sentences.
Student has answered two questions using text based support.
Student has made two or less spelling or grammar mistakes.
Developing (5 points)
Student has discussed one level of biodiversity as stated in the text.
Student has discussed one threat to biodiversity as stated in the text.
Student has answered one question in complete sentences.
Student has answered one question using text based support.
Student has made three or more spelling or grammar mistakes.
Unacceptable
(0 points)
Student has not discussed any levels of biodiversity as stated in the text.
The student has not discussed any threats to biodiversity as stated in the text.
Student has not answered any questions in complete sentences.
Student has not answered questions using text based support.
Work is unreadable due to too many spelling or grammar mistakes.
Description of the strategy: Structured note taking is what it sounds like. The teacher provides a worksheet layout with topics and subtopics. Students use this page to guide their reading and take notes as they go along.
Rationale for Use: This technique provides a visual framework for students to use as they take notes. For beginning note takers it allows a gradual scaffolding into the ways of being a good
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reader. According to McLaughlin (2009), it helps students take notes more efficiently. This strategy is being used with this book because the topic of biodiversity is difficult to understand at first.
Book, Article, Magazine, etc. that you will be using for your student to read [APA format]:
Pyers, G. (2010). Biodiversity of Rain Forests. New York: Marshall Cavendish Corporation.
Short Summary of the book, article or magazine: This book discusses the term biodiversity. It explains that biodiversity describes the variety of living things in an ecosystem and explains why this is important. It also discusses in particular the threats to biodiversity in the Amazon Rain Forest.
Strategy Example:
1.
Students will be given the structured note taking sheet.
2.
Students will read the book, Biodiversity of Rain Forests.
3.
Students will complete the structured notes sheet while reading.
4.
At the end of reading students will complete an exit ticket paragraph writing on a text-based question using their note sheet for support.
5.
Questions: What is biodiversity? Why is it important? What is threatening it?
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Example: Structured Notes for Biodiversity in Rain Forests
1.
2.
3.
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Writing Integration:
The structured note taking strategy integrates writing and the student’s exit ticket does as well.
Technology Integration: Students could be given the opportunity to explore topics discussed in the book that they found interesting using internet research. They could also be given the opportunity to use the computer to research another rain forest similar to the Amazon and compare and contrast the two.
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Name : Double Entry Journal
Source :
Reading Target: Reading/Writing Connections
McLaughlin, M. (2009) .
Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies . N.Y: Pearson
CCSS.ELA-Literacy.RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-Literacy.RST.6-8.1
Cite specific textual evidence to support analysis of science and technical texts.
ELL Standard : 16. Design and implement effective unit plans and daily lesson plans, which meet the needs of ESOL students within the context of the regular classroom. 11. Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing.
Assessment: Students will create a ten entry, double-entry journal.
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Rubric:
Exemplary (10
Points)
Facts/Ideas Student has finished all 10 fact or idea entries and included specific page numbers.
Reflections Student has finished all 10 reflections on the fact/idea entries.
Grammar Student has made fewer than two grammar mistakes in the entire journal.
Participation Student has shared their favorite entry with their group.
Proficient (8
Points)
Student has finished 8 fact or idea entries and included specific page numbers.
Developing (6
Points)
Student has finished 6 fact or idea entries and included specific page numbers.
Student has finished 8 reflections on the fact/idea entries.
Student has made 3 or 4 grammar mistakes in the entire journal.
Student has finished 6 reflections on the fact/idea entries.
Student has made 5 or 6 grammar mistakes in the entire journal.
Unacceptable (0
Points)
Student has completed less than 6 fact or idea entries and included specific page numbers.
Student has finished less than 6 reflections on the fact/idea entries.
Student has made more than 6 grammar mistakes.
Student has not shared their favorite entry with their group.
Description of the strategy : Double entry journals are graphic organizers that are used to summarize information/list key ideas and reflect on facts or ask question. Facts and key ideas need to be cited directly from the book with given page numbers.
Rationale for Use : According to McLaughlin, these graphic organizers “help us to monitor students’ reading outside of class, promote reflection, and provide solid foundations for student interaction, class discussion, and conferencing” (p. 163). Reflection is a key element of comprehension and this tool is excellent to help students identify facts and reflect on these ideas after reading.
Book, Article, Magazine, etc. that you will be using for your student to read [APA format]:
Osborne, M.P. & Osborne, W. (2001). Magic Tree House Research Guide: Rainforests.
New York:
Random House, Inc.
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Short Summary of the book, article or magazine: The required chapters for the double entry journal discuss the people of the Amazon, the gifts of the Amazon, and the layers of the Amazon.
Strategy Example :
1Students will be asked to read chapters 2, 5, and 6 of The Magic Tree House Research Guides:
Rainforests within a month on their own time.
2Students will read the chapters on their own and create 10 journal entries.
3After the month is over students will be asked to get into groups of four and share their favorite journal entry with their partners.
Student Example:
Fact or Idea Page
Rubber was first made from the sap of a tree found in rain forests (Page 92).
Trees and plants need carbon dioxide to live and grow (Page 96).
Reflection
Rubber is very important. Without rubber we could not have tires for our cars which means we would have to walk to the store. It is a very long walk to a store 20 miles away.
This process helps keep the Earth safer from global warming. If we cut down all the trees than our Earth will continue to get hotter and hotter and the ice caps will melt.
Writing Integration: The double-entry journal is a writing intensive activity. Students are writing from the text as well as making connections to these facts.
Technology Integration: Integration of technology could occur if the teacher was to allow students to pick their own article from the internet to write their entries about.
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