3299-01 PLS_RISE_BRO_FINAL

RISE Up Sample Lessons

LESSON GUIDE R5

RISE UP STATION 1: Read a New Text I Survived: The T itanic LEVEL R | FICTION Literal Comprehension Strategy: Retelling Module 6: Who-What, The Next Step Forward in Guided Reading , page 263 See other options for literal comprehension strategies in the RISE Implementation Guide , page 66.

RISE UP STATION 3: Guided Writing

On April 14, 1912, seventeen-year-old Jack Thayer is sailing home from a family trip to Europe. The Thayers are first-class passengers on the luxurious and “unsinkable” Titanic . The following excerpts include some of Jack’s own words.

Short Reads for

I Survived: The Titanic LEVEL R | FICTION Response Format: Writing a Newspaper Article

I t was almost eleven-thirty when Jack went back to his cabin, which was next to his parents’ suite. He called good night to his mother and father. Just as he was about to get into bed, he swayed slightly. He realized the ship had veered to the left — “as though she had been gently pushed,” he would later say. The engines stopped, and for a moment, there was a quiet that was “startling and disturbing.” Then Jack heard muffled voices and running footsteps. He threw on his overcoat and slippers, told his parents he was going to see what was happening, and rushed outside. Soon a crowd of first-class passengers, including his father, joined him. Jack wasn’t worried. Actually there was a mood of adventure, especially after news spread that the ship had struck an iceberg. The men in the crowd joked and puffed on cigars as they craned their necks and squinted into the dark night. They all wanted to see the object that had

dared interrupt the voyage of the great Titanic . Chunks of ice had fallen onto the other decks. Passengers played rowdy games of catch with balls of ice, tossing them back and forth as they laughed with delight. “Nobody yet thought of any serious trouble,” Jack would recall. “The ship was unsinkable.” . . . . . . But then Jack and his father saw Mr. Andrews, the ship’s designer, standing with several of the ship’s officers. Andrews’s grave expression sent a stab of fear through Jack’s heart. If anyone understood what was really happening on the Titanic , it was the man who knew the ship inside and out. And the truth was terrifying. The iceberg’s jagged fingers had clawed through the steel hull. Water was gushing into the ship’s lower levels. “The Titanic will sink,” Andrews said. “We have one hour.”

Historical Fiction

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BEFORE THE LESSON 1. Read I Survived: The Titanic to Familiarize Yourself With It 2. Gather Materials You Will Need: • text for each student • Who-What cards • notebook for each student • Observation Form • magnetic letters for each student

BEFORE THE LESSON 1. Read I Survived: The Titanic to Familiarize Yourself With It 2. Gather Materials You Will Need: • text for each student • notebook for each student • Observation Form • Transition Words Charts • My Word Wall for each student

STATION 1

STATION 2

LESSON GUIDE R5

RISE UP STATION 2: Reread Yesterday’s Text

DURING THE LESSON

Short Reads for

I Survived: The Titanic LEVEL R | FICTION Deeper Comprehension Strategy: Inferring Module 23: Drawing Conclusions, The Next Step Forward in Guided Reading, page 280 See other options for deeper comprehension strategies in the RISE Implementation Guide, page 69.

See the RISE Implementation Guide , pages 66–69, for detailed guidelines on teaching each step and suggestions for differentiating instruction.

See the RISE Implementation Guide , pages 73–77, for detailed guidelines on teaching each step and suggestions for dierentiating instruction.

1. Introduce the Text (2 minutes) • Read this synopsis to the group: Jack Thayer is an actual survivor of the Titanic disaster. The author has recreated actions and dialogue from Jack’s memoir to tell this story. And what an incredible story it is! Let’s read about Jack Thayer surviving the sinking of one of the most famous ships in history. • Discuss new vocabulary and language structures. Possible words to introduce: · veered : turned; side 1, column 1, paragraph 1 · craned : stretched your neck to look at something; side 1, column 1, paragraph 3 · immersed : covered with water; side 2, column 2, paragraph 1 · bolster : strengthen; side 2, column 1, paragraph 3 • Follow this procedure: · Define the word. · Connect the word to the students’ background knowledge. · Relate the word to the text. · Ask students to turn and talk about the word.

1. Prompt Students to Write About the Text (1 minute) Say to students, Write a newspaper article about Jack’s story.

2. Ask Students to Plan Their Writing (2–3 minutes) Pretend you are a newspaper reporter who just interviewed Jack. What facts will you include in your article? Be sure to answer these questions: Who, What, Where, When, and Why. Use transition words to help you sequence the events.

Historical Fiction

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BEFORE THE LESSON 1. Read I Survived: The Titanic to Familiarize Yourself With It 2. Gather Materials You Will Need: • text for each student

3. Confer With Students (6–8 minutes) • While students write, confer with individuals.

Observation Form Use this form for mini-records, conference notes, reflections, and questions about each student.

Station:

Book/Text or Target Skill:

Level:

Date:

Name:

• Record your observations on the Observation Form. • Dierentiate your scaolding according to each student’s needs, using some of the following prompts.  You could start with Who (e.g., Jack Thayer and his parents were traveling on the Titanic when disaster struck) . Can you add an interesting word to describe the Titanic (e.g., luxurious, humongous ) ?  Now write about what happened next. Include at least one interesting adjective.  Did you include Where and When?  You could answer several Why questions. For example, Why did the Titanic sink? Why did Jack and Milton jump? Why did so many people die?  How will you end your article?

Name:

2. Explain the Comprehension Strategy and Card: Who-What (1 minute)

• Draw Conclusions cards • notebook for each student • sticky flags • Observation Form

Name:

MODULE 6

To prepare, flag an important paragraph in the text for each student. Distribute the Who-What cards. Then say something like, The Who-What strategy helps us remember what we have read. After you read a few paragraphs, tell yourself who the most important character was and what he or she did. Write a Who-What sentence in your notebook for the paragraph I flagged in your text. If necessary, model with the first paragraph, for example, Jack noticed the ship veered to the left.

Who-What Who is the most important character? What did he or she do?

Record notes for the roundtable meeting at the end of the session. Share your notes with the other station instructors to plan instruction for the next day.

DURING THE LESSON

See the RISE Implementation Guide , pages 69–72, for detailed guidelines on teaching each step and suggestions for differentiating instruction.

1. Explain the Comprehension Strategy and Card: Draw Conclusions (1 minute) To prepare, flag an important event in the text for each student.

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1/31/20 5:05 PM Distribute a Draw Conclusions card to each student. Have students create an If... Then... chart in their notebooks. Then say something like, Readers use information in the text along with what they already know to draw conclusions. As you reread the text, complete the chart for an important event. I flagged one event for you. If time allows, find another important event and write an If... Then... statement about it.

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MODULE 23

Draw Conclusions

Use clues from the text and what you know to make an inference.

STATION 3

I read . . . . I know . . . . I conclude . . . .

Then

If . . . then . . . .

If necessary, model with the first paragraph. For example, If Jack had been asleep, then he might not have felt the ship sway.

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Continuous Assessment Each lesson offers instructors the opportunity to assess students’ strengths and challenges. Instructors will observe, question, and collect data via mini-records and anecdotal notes, then use this information to respond to what each student needs and build on what he or she is able to do. Daily mini-records, coupled with a formal running record taken every two to three weeks, help the instructional team decide when students are ready to move up a level, or exit the intervention and return to classroom guided reading instruction.

Observation Form Use this form for mini-records, conference notes, reflections, and questions about each student.

The Three Billy Goats

11/3

Station:

Book/Text or Target Skill:

Level:

Date:

Name:

Mia

Mariana

went

— three

take SC trick

Praise: SC

Yaza

Adriel

Name:

goat goats

were are on over Prompt: Reread — are you right?

Prompt: the end

Sam

Danya

Name:

Reread to confirm w/o prompting Slow but accurate R R

won’t will not

the a

Julian

Mai

Name:

— the

went want

were are went want Prompt: Does it make sense?

the a

go Prompt: slow down and monitor.

Record notes for the roundtable meeting at the end of the session. Share your notes with the other station instructors to plan instruction for the next day.

• Ready to move to next text level. • Continue to prompt for expression.

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