Course/Grade: Reading Gr. 6-8
Unit/Theme: READ 180 Workshop 1: The New Americans
Texts:

READ 180 rBook (1 per student)

READ 180 Instructional Software

READ 180 paperbacks and audiobooks
Length of Unit: 14 class periods
Essential Questions:

What is it like for first generation immigrants to grow up in America?

How are immigrants changing our country and culture?

How do I plan and write an expository paragraph?
Guiding Questions:

What is the hardest thing about being an immigrant in America? Why?

Why is it hard to fit in when you are new in school or new to a country?

Should immigrant to this country be limited?

What are some ways that immigration is changing America?

For many people, the American flag and Statue of Liberty stand for freedom. What other important ideas might they stand for?

How are the new immigrants influencing America?

How does the census help identify immigration trends that are currently affecting the
U.S.?

United States census costs billion of dollars. Is it worth the money? Why or why not?

How do I identify topic sentences, supporting details, transition words and conclusions in expository paragraphs?

Do you think more immigration is good or bad for America? Why?

How do I use a rubric to assess and revise an expository paragraph?

How do I edit my expository paragraph to correct spelling, grammar and usage errors?
Standards Addressed:
Pre-reading

Preview text to activate prior knowledge, make predictions, and generate questions – before reading

Respond to questions, supporting opinions with reasons and explanations

Learn and practice vocabulary, generate examples to reinforce meaning, and relate word meanings to self and topic; review and apply meaning of target vocabulary

Identify and choose appropriate synonyms and antonyms


Reading

Distinguish between the topic and main idea or theme of an article

Identify steps used to find the main idea

Use strategies for reading for details

Use Graphic Organizer to organize information around the main idea

Respond to reading through discussion and writing

Read and interpret a circle graph
Writing and Grammar

Identify topic sentence, details, and ending of expository paragraph

Identify form, audience, and purpose for writing

Use brainstorming and Graphic Organizer to plan and write the first draft of an expository paragraph

Use a rubric to assess and revise writing

Identify subject and predicate

Correct sentence fragments

Use correct end punctuation

Edit a draft

Proofread a writing sample

Practice test-taking strategies and on-demand writing by responding to an open-ended short-answer prompt
Critical Thinking

State a point of view and support it, using text info

Analyze and rate abilities to do a job

Justify and explain responses to an assessment
Student Objectives

Activate prior knowledge and build background

Express and support personal views

Learn and practice vocab; generate examples; review and use Target Words in new contexts; practice word study strategies – synonyms and antonyms

Find topic main idea and details of an article

Organize info in a main-idea web

Use Graphic Organizer to show main ideas and details

Read and interpret info from a circle graph

In an expository paragraph, identify topic sentence, supporting details, transition words and conclusion

Identify form, audience, and purpose for writing

Use Graphic Organizer to brainstorm ideas for writing

Plan and write an expository paragraph

Use a rubric to assess and revise writing

Recognize a complete sentence; identify and correct sentence fragments

Use correct end punctuation

Edit draft to correct specific spelling, grammar, and usage errors

Proofread a writing sample for specific spelling, grammar, and usage errors

Read and use information from a daily schedule


Practice test-taking strategies

Practice on-demand writing by responding to a short-answer prompt

Read to find out about the career of a translator

Identify and evaluate aspects of a job, including qualifications, prerequisites, and salary
Product/Performances/Assessment:

Scholastic Reading Inventory

Graphic Organizer
 rBook pages

Circle Graph

Workshop Wrap-Up – pp 30-31 in rBook (comprehension, vocab, short answer questions)
Resources Needed:

Transparency 1 – Vocab

Transparency 3

Teacher Implementation Guide

Implementation DVD

READ 180 Demo CD
 rBook (1 per student)

Instructional Software: Routines and Procedures (1 per student)
 rBook (1 per student)

READ 180 Instructional Software

READ 180 paperbacks and audiobooks
During each READ 180 block period, each section is allotted the following minutes:

WHOLE GROUP intro – 10 minutes ( Including three minutes for DO NOW)

SMALL GROUP – 18 minutes

INSTRUCTIONAL SOFTWARE – 18 minutes

MODELED AND INDEPENDENT READING – 18 minutes

WRAP UP – 5 minutes
Didactic
Must-Know Facts & Information
DAY ONE
1) WHOLE GROUP (p 7)
Play anchor video and discuss two challenges immigrants face when coming to America (language, currency, etiquette, fitting in)
Coaching
Skills For mastery
2) SMALL GROUP, p 8

What is the big idea of the anchor video?

Why did Sandra and Bautista move to the United States?

Why was it hard for Mr. and Mrs.
Ortiz to come here?
Seminar
Ideas and
Values for
Understanding
Optional seminar text:
“The American
Dream” by Rev.
Dr. Martin
Luther King, Jr.;
Touchpebbles
Vol. B Teacher’s
Guide; p. 163

5) WRAP UP

Review skills used today

Discuss what you learned

Share your success

Review procedures

Complete Exit Slip and Daily
Reflection Journal

How does Myra feel when she goes back to visit her family in the
Dominican Republic?

Connect and Respond Questions in
Workshop Menu

Preview rBook selections

Choose two photos. Describe what’s going on in them using information from the video
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT
READING
DAY TWO
1) WHOLE GROUP (p 8)
ACTIVATE PRIOR KNOWLEDGE

Do you think Freddy had an easy time juggling school and soccer practice?

Why is it hard to fit in when you are new in school or to a country?

How do you think the people in the picture on pp 16-17 must feel?
Teacher reads aloud Workshop Intro on p
8 and then rereads it, inviting students to read it aloud chorally

Vocab Builder
5) WRAP UP
2) SMALL GROUP – Vocab (p 9)
Use Transparency 1

Pronounce word and ask student to repeat it. Give part of speech.

Discuss and restate meaning

Provide example and ask students to generate additional examples

Ask questions that relate each word to students’ lives

Have students choose a Target Word for sentences on p 9
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT
READING

DAY THREE
1) WHOLE GROUP (p 10)
PRE-READING
 Replay anchor video of “School
Before Soccer.”

Why do immigrants come to
America?

Look at title and subtitle to generate questions

How did Freddy keep up with soccer practice and school?
 Teacher says, “Now generate how, what, and why questions that you expect the text to answer”

I will model fluent reading as I read aloud “School Before
Soccer.”

Read along silently with me

Be prepared to tell what the text is mainly about

Poll responses and enter them in rBook

Explain word to know – currently
(see Red Routine 1 – teaching vocab)
TARGET WORD: Currently
SENTENCE STARTER:
I would (take\not take) the offer because___.
Complete the React Box
5) WRAP UP
DAY FOUR
1) WHOLE GROUP (p 12)
ACTIVATE PRIOR
KNOWLEDGE\SET PURPOSE:
 Replay anchor video for “Fitting
In”

Use top of p 13 to generate how, what, or why questions you expect the text to answer

What special challenges did Irene face when she came to America?
2) SMALL GROUP – Read Aloud (p 10)

Provide real-world example.

Follow steps to find main idea and details of “School Before Soccer” (p
11)

Reread paragraph 1 aloud

Find the topic sentence

Underline it and record it on a Graphic
Organizer

Enter additional details in Graphic
Organizer
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT
READING
2) SMALL GROUP
For Paragraph 1 (p 13) – Find the topic

Whom do we meet near the end of this paragraph?

What can you tell us about Irene?

We know the topic is a young immigrant named Irene Rodriguez. To find the main idea, let’s look for the most important idea that supports this topic. (Answer – she turned failure

Did she end up fitting in?

Record questions on the board
 Read aloud p 13 of “Fitting In”

Poll responses to the Big Idea

Enter responses on p 12

Pronounce and explain meaning of the word: income

Use think-pair-share to respond to this question: How could you communicate with someone who didn’t use your language?
TARGET WORD: Income
Complete the React Box
SENTENCE STARTER:
Irene (should\should not) have stayed with her grandmother because ___.
5) WRAP UP
DAY FIVE
1) WHOLE GROUP (p 14): PRE-
READING

One of our purposes for reading was to find out what challenges immigrants face. Based on what you’ve read so far, what challenges has Irene faced?

Explain words to know and use coaching notes

Use think-pair-share to respond to questions
TARGET WORD: Motivate
Completer the React Boz
SENTENCE STARTER: ….based on the 2 articles (Irene/Freddy)

Who had a harder time adjusting to the United States? Irene or
Freddy?
5) WRAP UP
DAY SIX
1) WHOLE GROUP (p 16):
 Replay “A New Immigration
Boom”

How are the new immigrants into success)
For Paragraphs 2-4 – Find the main idea in
“Leaving Mexico.”
For Paragraphs 5-6 – Find the main idea and details in “Strange New World”
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT
READING
2) SMALL GROUP
Reread p 14 text

In Paragraphs 1-3 – Find main idea and details of “Starting Over”

In Paragraphs 4-5 – Find main idea of
“A Plan For Success”

Complete Graphic Organizer on p 15
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT
READING
2) SMALL GROUP: P 17
 Let’s use the title and subtitle to come up with the main idea of the text “A
New Wave of Immigrants Is Changing

influencing America?

Use Oral Cloze to model fluent reading, pp 16-17

Enter big idea question in rBook
VOCAB BUILDER TARGET WORD- minimum

React to questions with Think-
Pair-Share
SENTENCE STARTER:
The census (is\is not) worth the money because ___.
5) WRAP UP
DAY SEVEN
1) WHOLE GROUP (p 18)
PRE-READING

The census helps us identify immigration trends. Let’s find out more about where today’s immigrants come from.

When I finish reading aloud pp
18-19, be prepared to tell why politicians are paying attention to
Latinos
SHARED READING

TARGET WORD = percent

Review Target Words

Complete how to read a circle graph
Complete the React Box
SENTENCE STARTER:
I think immigration helps America because ___.
5) WRAP UP
DAY EIGHT
1) WHOLE GROUP (p 20)
REVIEW Target Words
Synonyms

Teach and model with the word: pretty (attractive, stunning, beautiful)

Practice
Antonyms
America In Many Ways”

Find main idea in Paragraphs 1-3 (p
16), and then Paragraphs 4-6 (p 17)
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT
READING
2) SMALL GROUP
 Find the main ideas and details in “A
Growing Group” (p 18)

Students independently reread text and do activity in rBook

Compare answers with partner

Pairs share work with group (p 19)
 Silently reread “Welcome to America”
(p 19) and complete the skills check
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT
READING
2) SMALL GROUP

Review Target Words a) Students provide answer to Sentence
Starters b) Discuss questions 3-8 c) Review synonyms and antonyms
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT


Write word pairs on the board

Practice

Complete the word challenge (pp
20-21)
5) WRAP UP
DAY NINE
1) WHOLE GROUP – Expository
Paragraph (p 22)

Read aloud top of p 22 and see writing model

Underline topic sentence

Analyze the model

Place a star (*) next to sentences that conclude the paragraph
5) WRAP-UP
DAY TEN
1) WHOLE GROUP (p 24):

Read prompt on pp 23-24 to plan an expository paragraph a) Topic sentence b) Details c) Conclusion
5) WRAP UP
DAY ELEVEN
1) WHOLE GROUP (p 26):

Read aloud explanation at top of p
26
 Define the term “subject of a sentence” – It tells who or what the sentence is about
 Define “predicate” – It tells what the subject does or is
 Define “sentence fragment” – A group of words that is missing
READING
2) SMALL GROUP – PLANNING TO
WRITE AN EXPOSITORY PARAGRAPH

Identify writing form, audience, and purpose

Brainstorm

Think about the topic

Use the web on p 23
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT
READING
2) SMALL GROUP – DRAFTING AN
EXPOSITORY PARAGRAPH

Write a first draft of immigration paragraph

Show transparency 3

Use peer assessment

Use teacher assessment (on p 27 –
SAM keywords)
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT
READING
2) SMALL GROUP

Read aloud top of p 27

Practice checking end punctuation using proofreading activity

Complete proofreading, p 27

Check draft for correct end punctuation

Complete final draft

Optional – attach internet or magazine photos

either a subject or a predicate. It is a writing mistake that needs to be corrected.

Practice and apply - #’s 1-6, p 26

Review drafts to check for sentence fragments
5) WRAP-UP
DAY TWELVE
1) WHOLE GROUP (p 28)

Discuss language barriers that immigrants like Freddy Adu and
Irene Rodriguez face when they come to a new country

Explain – translator career (top of p 28)

For whom does Colin Pine translate?

Which skill listed is the most important to being a translator?
Why?
5) WRAP UP
DAY THIRTEEN
1) WHOLE GROUP (p 30): REVIEW

What is the difference between the main idea of a text and the details? a) Main idea = the most important point about a topic b) Details = facts that support the main idea

Synonyms and antonyms a) What is a synonym for the word
“tired?”

Post paragraphs on classical bulletin boards
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT
READING
2) SMALL GROUP – Reading a Schedule

Set purpose

Read

Check understanding a) What time must Colin be at work? b) Based on the schedule, do you think
Colin works on the weekend? Explain.

Connect to real world a) How might a telephone or cable repair technician use a schedule on the job? b) A nurse? Football coach? Principal? A medical student doing rotations in hospitals in preparation for becoming a doctor?

Brainstorm other jobs that include the use of schedules
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT
READING
2) SMALL GROUP
Answer prompt on bottom of p 31

Refer back to pp 10-19 to find details and examples

Allow 10 minutes to write a response to the prompt a) Plan b) Write c) Check for spelling, punctuation, and grammar errors

b) What is an antonym for the word
“smooth?”

Test taking strategies for multiple choice tests: a) Read all of the answer choices b) Cross out answers that you know are wrong c) Read answers that are left d) Reread or skim the text to help choose your answer

Do Practice and Apply on p 30
5) WRAP UP
DAY FOURTEEN

Grade the Workshop Wrap Up: a) Comprehension – worth 10 pts each
(total: 50 pts) b) Vocab – worth 5 pts each (total: 25 pts) c) Short Answer – 1 question worth 25 points
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT
READING
Thought
Provoking
Passages from the Following:
The American
Dream ” by Rev,
Dr. Martin Luther
King, Jr.;
Touchpebbles Vo.
B Teacher’s
Guide; p. 163
“ Those Who
Don’t, No Speak
English and the
Three Sisters ”;
Tapestry.
Breaking Through by Francisco
Jiménez – a new kid from Mexico lives as a migrant worker in
California, autobiographical novel, immigrant experiences,
Jesse by Gary Soto
– Mexican culture; field workers;
Mexican-
American teen dreams of a better life;
Under the Blood-
Red Sun by
Graham Salisbury
– Tomi’s family emigrated from
Japan to Hawaii to escape poverty and create better

lives
L Living Up the
Street by Gary
Soto – nonfiction, autobiography,
Gary Soto’s life as a boy in the barrio of Fresno,
California in
1960’s
Tangerine by
Edward Bloor – sports, adjusting to a new place, forgiveness, a dark secret, fitting in,
Children of the
River by Linda
Crew – historical fiction, cultural identity, family conflicts, effects of war, Khmer
Rouge, Cambodia, escaping one’s homeland, fitting in to new society when one must follow the rules of one’s own culture