ENSURING ACCESS YOUR ULTIMATE GOAL TODAY is to launch research groups, helping those groups to recall and discuss prior knowledge about plants and to begin reading accessible texts together on the topic.
z Plan groups with care so that readers working below benchmark can read with a roughly matched partner and can find texts within the text set that are accessible to them. You may need to revise or translate the start-here texts in the online resources, as it is especially import- ant at the start of this unit that students can experience success and grow confidence. Students will be learning to preview texts, leaning on headings and subheadings, so include expository texts that contain these supports. You’ll see that some topics have more texts that will be within reach for readers needing special support. z If some of your below-benchmark readers need more support with phonics, it would be ideal to provide those readers with a few decodable texts that will allow them
to draw on the phonics they are studying as they read. You could use the Decodable Text Generator from Mag- icSchool™ AI, among others. z As long as the texts in readers’ bins are within reach, most of today’s work will be accessible to all your students. Of course, all your students can be encouraged to sketch as well as to write, and students can use any language they write to add to a concept map. It’s best to offer these alternatives to everyone. z For students who have learned to resist reading, engage- ment in the topic is especially important. Play up the role of botanist, and spend time talking with fascination about the topic.
Day at a Glance: Read Aloud, Word Study, and Vocabulary Let’s Gather: Read-Aloud and Close Reading 15–20 min.
Introduce the Topic of Plant Adaptations, and Begin to Read The Forest Keeper , pages 1–22 You’ll introduce the topic of plant adaptations, showing photographs of two different plants and channeling students to talk. You’ll introduce and preview the book The Forest Keeper: The True Story of Jadav Payeng , and you’ll read aloud the first 22 pages, pausing along the way to model comprehension strategies, define key words, and ask questions. Introduce R-Controlled Syllables and Read Words in Isolation You’ll introduce R-controlled syllables as a syllable type. You’ll review common R-controlled vowel pat- terns, and coach partners as they read blending lines containing words with R-controlled vowels. Start a Collection of Content Words about Plants You’ll begin a Vocabulary Word Wall related to plants and plant adaptations, and you’ll teach the meaning of four words: vegetation , species , seedling , and roots . Partners will create sentences orally using those words.
Word Study 15 min.
Vocabulary 5 min.
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Session 1 • Access Prior Knowledge About Your Topic Before Reading
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