COMPREHENSION ESSENTIALS

      Characters’ Characteristics Chart Map

Reading? What? Understanding what I read? What do you mean Ms. Garcia?

We all have experienced difficulty comprehending certain texts throughout our career.    Reading readiness needs to start  in elementary years, so students don't struggle with understanding what is being read.  Comprehension may turn boring with the same old paper.   For reading, I recur to http://www.fcrr.org which is the Florida Center for Reading Research.  This is  part of the  teacher reading development at SBBC and has scientific research strategies that have been proven . They have awesome non-monotonous reading plans as well as kid friendly maps such as the one below found at http://www.fcrr.org/curriculum/PDF/G2-3/2-3Comp_1.pdf.  Some of the strategies used in this series of books in 2nd grade are PWA (picture word association), QAR (question-answer relationship) and a comprehension map in the form of two kids intertwined with a VENN diagram to compare characters.

 Grade Level:   Second

Next Generation Sunshine State Standards:                      

LA.2.1.7.7 The student will compare and contrast characters and settings in one text.

I.                   Learner Objective:

·         The student will be able to describe, compare and contrast characters in text.

II.                Core Activity:

·         Begin activity by showing a picture of a boy and a girl together to engage picture word association (PWA) while students are seated on the carpet.

·         Ask students to predict the girl and boy family relationship.

·         Ask who has siblings and if they get along well.

·         Introduce the Magic Tree House # 1 book: Dinosaurs Before Dark.

·         Ask students what they see in the cover of the book to activate picture word association (PWA), formulate questions and ask students to predict what will happen in the story.

·         Text chunk by reading two chapters every day.

·         Teacher does think aloud by asking previously formulated questions on a sticky note.  Questions to think aloud are: who are Jack and Anny, how are they related, how are they alike and how they are different.  

·         Ask students to predict what will happen in the subsequent chapter.

·         Ring a bell to transition to the closure activity.

·         During the days that the story is read, student are to keep a diary/reading journal where they summarize the chapters read as well as illustrating by making pictures of the read chapters.

III.             Closure Activity/Assessment:

·         After Dinosaurs Before Dark is read, teacher does a Question-Answer Relationship (QAR).

·         Then, teacher provides the students with characters’ characteristics chart map that has two pictures of people with an oval between their arms that serves as a Venn diagram.

·         The  questions/commands are:

·         Head: Name of the character.

·         Shirt: What would you do if you were the character?

·         Left shirt sleeve: How does the character look like?

·         Right shirt sleeve: What things does the character do?

·         Left leg of pants: Do you like the character? Why or why not?

·         Right leg of pants:   Something important about the character.

·         Teacher will model by going over the questions.

·         Assess by accuracy of answers in the characters’ characteristic chart map.

IV.             ESE and ESOL strategies/accommodations:

·         A13 Use of illustration/Tactile graphic images:  Display picture of the cover of the book as well as illustrations in the chapters.

·         A8 Modeling:  Model and guide through activity.

·         C6 Labeling:  Label characteristics map with characters’ name and their descriptions.

·         C7 maps: Characters’ characteristics chart map.

·         F1 Activating and/or building prior knowledge.

·         F6 QAR.

·         F7 Read Aloud.
Upon completion of this book the teacher may reward the student by using:

 For further Magic Tree House resources visit: http://www.magictreehouse.com/#home?intro=0.  It has game and activities that can be used as teaching resources or as part of reading centers.

  Broward Enterprise Educational Portal

Once we become formal Broward Schools  educators, we can take advantage of  the BEEP  (http://beep.browardschools.com) tool found in their website.  Curriculum lesson plans, videos, charts, graphs along with ESOL and ESE accommodation and strategies are included. 

     This is my favorite lesson  on the first days of school when an ELL student comes in the classroom  PETRIFIED because he/she does not speak English or it is very limited.  The strategies used are visuals, manipulatives (that I always use in the classroom)  as well as:

ESOL Strategy A8 Modeling

ESOL Strategy A11 Provide Meaningful Language Practice

ESOL Strategy D4 Music/Songs/Jazz Chants/Raps 

ESOL Strategy F1 Activating and/or Building Prior Knowledge 

	Elementary Level Organizer Lesson Plans: ELEM. PreK-5: DISTRICT-APPROVED Lesson Plans Browse | Search | Create ELEMENTARY LEVEL (PreK - 5th Grade) Lesson Plans: ELL LP 001 School Days Day 1 << Back      Copy | Print Title : ELL LP 001 School Days Day 1 GRADE LEVEL : ..PreK-5th SUBJECT AREA : ESOL Elementary Creator : ELL WRITING Team DESCRIPTION / ABSTRACT OF LESSON : This unit focuses on understanding the classroom environment. Students learn names of classroom items and language describing what students do in school. OBJECTIVE(S) AND/OR COMMON CORE STANDARDS : Communicate with gestures, actions, and verbal formulas. Use one or two word responses and chunks of language. Use language purposefully (e.g., to clarify, refuse). TEACHER MATERIALS / TECHNOLOGY CONNECTIONS : Manipulative Chart: Introduction with Audio CD p. 7 Oral Language Audio CD, Parts 1-3, Tracks 1-3 Function Mini Lesson: TM p. 8 Picture Cards 1 Optional Centers: Content Corner, Oral Language Workshop, Listening Post, Technology Time TM p. 6. This link from United Streaming may help with the presentation of the main concept of this lesson. The video segment is 0:10 minutes long. Click on either the title of the segment or the United Streaming icon below and a new window will launch and the segment will begin to play. When it has finished close the window. You may use the controls in the video player to stop the video for discussion or rewind it at any time. It is strongly recommended that you preview any segment prior to showing it to your class. TITLE: Pencil Sharpener  STUDENT MATERIALS / TECHNOLOGY CONNECTIONS : Unit 1: Manipulative Chart: Pg.9 Unit 1: Manipulative Chart: Pg.10 Duration : 20 Minutes ESSENTIAL QUESTION / KEY VOCABULARY : Key Vocabulary Backpack Funtion Mini-Lesson: Ask for assistance or permission GROUPING FOR INSTRUCTION : Small Group,Whole Group STEPS TO DELIVER LESSON : Setting the Scene 1.) Use gestures and simple language to talk about what students do at school. 2.) Introduce Picture Card 1: backpack. Say the word and have students repeat it. 3.) Show them a backpack with school items inside (pencils, books, crayons, paper, etc). Point to the backpack while saying the word. 4.) Tell students they can bring things they need for school in a backpack. Say It! Name each item as you take it out of the backpack. Have students choose an item and show how they use it. Invite students to name the items as they are able. Example Teacher Prompt Stage 1 Is this a pencil? Point to the papers. Is this a notebook or a ruler? Example Students Response Stage 1 yes/no; nods/shakes heads; points to/hold up object; responds correctly as able Example Teacher Prompt Stage 2 What is this? What do we use in school? Example Students Response Stage 2 names object, as able GUIDED PRACTICE : Creating Comprehensible Input 1.) Distribute Unit 1: Manipulative Chart: Pg.9 and Unit 1: Manipulative Chart: Pg.10 of the Newcomer Kit Masters. Point out the backpack and the other classroom items. 2.) Read the text, pausing often, as you use gestures, pointing, and other techniques to make the song comprehensibile. INDEPENDENT PRACTICE : Introducing the Audio CD 1.)Play Part 1 of the Oral Language CD, the spoken song. As you say the song, track the print on the Manipulative Chart with a pointer. Replay Part 1 several times, encouraging students to chime in whenever they can. 2.) Play the song at natural speed, Part 2. Continue to Play Part 3, making clar lip movements without exaggerating. Revisit Part 3 several times to help students learn the song. DIFFERENTIATED INSTRUCTION : Teaching Resources for Florida ESE ESE Accommodation Poster ESOL Strategy A8 Modeling ESOL Strategy A11 Provide Meaningful Language Practice ESOL Strategy D4 Music/Songs/Jazz Chants/Raps  ESOL Strategy F1 Activating and/or Building Prior Knowledge  Optional Centers: On Day one of each week, model each activity for students before they begin working independently. Content Corner Provide real backpacks. Have pencils, rulers, crayons, notebooks, and folders available for students to use as they "get ready for school." Listening Post After practicing the Chant in class, students may revisit it on the Oral Language Audio CD. Include a copy of the chant so students can follow the print as they listen to the chant. Technology Time Students can use the Interactive Language and Phonics CD-Rom for practice with unit vocabulary, letter recognition, phonemic awareness, phonics skills, grammer skills, and English Basics. Encourage students to complete the Unit 1 scene activities on the CD-ROM. Oral Language Workshop Place laminated copies of the Manipulative Chart for this unit in this center. Invite students to manipulate the chart independently, replacing the word backpack with the names of the other items on the cards. LESSON CLOSURE : Function Mini-Lesson Ask for Assistance 1.)Show students an open backpackwith several school items inside. 2.) Drop the backpack, spilling the items onto the floor. Model asking for assistance saying Can you help me? Repeat the question. Begin to pick up the items and place them back in the backpack as you use gestures to invite students to help you. 3.) Pass the backpack to a students and continue the exercise in a similar manner. Say It! Encourage students to say Can you help me? as they are able. Have each student take a turn carrying the backpack and asking for help. Example Teacher Prompt Stage 1 Model askingCan you help me? Example Students Response Stage 1 shrugs shoulders, points to backpack and items on the floor; Says Help? or Help me?, as able Example Teacher Prompt Stage 2 Model askingCan you help me? Example Students Response Stage 2 Says Can you help me?, as able ASSESSMENT : Encourage students to complete the scene activities on the Interactive Language and Phonics CD-ROM during their center time so they will be prepared to take the Unit 1 Test by the end of Week 2. Broward ESOL Strategies (2007): Broward DISTRICT Broward K-12 ESOL Instructional Strategies (2007)   A. Instructional Modifications based on Level of English Proficiency   A8 Modeling   A11 Provide Meaningful Language Practice*   D. Other Audio/Visuals   D4 Music/Songs/Jazz Chants/Raps*   F. Other Strategies   F1 Activating and/or Building Prior Knowledge   * Marzano's High Yield Strategy Jurying Profile : Elementary ELL Jury Jury Admin Profile : Elementary ELL Jury Admin      Date Created : April 28, 2008     Date Modified : April 14, 2009