ENSURING ACCESS YOUR ULTIMATE GOAL TODAY is that students will learn to preview texts prior to reading, doing so in a way that helps them anticipate what the text will teach as well as how the text might be structured.
z As noted in the previous Ensuring Access section, pre- viewing texts will be easier if students are given texts with helpful headings and subheadings. National Geographic texts are good examples of clearly structured texts. z Don’t hesitate to talk to students about a topic if you have some knowledge about that topic. The more stu- dents know, the more they can learn. It’ll help for you to say, “I’m fascinated by this topic. Did you know…” Simi- larly, it’s always helpful to join a research group. Say, “I’m fascinated by your topic. Can we read a bit of this book together?” and then read a portion aloud.
z Talking about new vocabulary will always be helpful. Later in the unit, students will be encouraged to create vocab- ulary collections, but there’s no reason some readers can’t get a head start on that. You can later cite them as models for others to emulate. z Support multilingual learners by linking native language terminology to the topics being studied. Students might label images with terminology in multiple languages.
Day at a Glance: Read Aloud, Word Study, and Vocabulary Let’s Gather: Read-Aloud and Close Reading 15–20 min.
Finish The Forest Keeper , Including the Back Matter, and Determine Main Ideas You’ll finish reading The Forest Keeper , including informational back matter that teaches readers more about Jadav Payeng’s life. At the end of the read aloud, you’ll invite students to quiz themselves on what they learned about the subject. You’ll wrap up by charting main ideas or themes the author might want readers to learn from this biography. Read a Decodable Text with a Focus on R-Controlled Syllables You’ll demonstrate how you read sentences with R-controlled syllables, and you’ll coach students as they read a series of decodable sentences that contain words with R-controlled syllables. Practice Using New Words with Games: “Which One?” and “Idea Completion” Students will use their new vocabulary words to play two word games: “Which One?” where you show a picture and invite students to decide which word best fits, and “Idea Completion,” where you say the start of an idea that includes a vocabulary word, and students finish it.
Word Study 15 min.
Vocabulary 5 min.
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Session 2 • Preview the Text to Determine What it Will Teach and How
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