TENTH GRADE READING AND ENGLISH LANGUAGE ARTS

?Instructional Guide1st GRADE Reading/Language ArtsTitle: Is It Literal or Informational? (Comprehension)Content StandardsELA.1.I Read with sufficient accuracy and fluency to support comprehension.Read on-level text with purpose and understanding.Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.Use context to confirm or self-correct word recognition and understanding, rereading as necessary.ELA.1.1 Ask and answer questions about key details in a literary text.ELA.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson in literary texts.ELA.1.3 Describe characters, settings, and major events in a story, using key details in literary texts.ELA.1.4 Ask and answer questions about key details in an informational text.ELA.1.5 Identify the main topic and retell key details of an informational text.ELA.1.8 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of literary text types.ELA.1.10 Ask and answer questions to help determine or clarify the meaning of words and phrases in an informational text.ELA.1.11 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, and/or icons) to locate key facts or information in an informational textELA.1.12 Distinguish between information provided by pictures or other illustrations and information provided by the words in an informational text.ELA.1.13 Use illustrations and details in a story to describe its characters, setting, or events in literary texts.ELA.1.15 Use the illustrations and details in a text to describe its key ideas in informational texts.ELA.1.31 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.ELA.1.32 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.ELA.1.34 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelingsPerformance Objectives(Know/Do)Know:How to distinguish between literal and informational texts (story elements, topics, main ideas and supporting details)How pictures, italics, bolded words add meaning to the textHow recalling the sequence of events is essential to understandingHow predicting adds to reading enjoymentHow vocabulary is different in informational and literal text??Do:Apply the skills necessary for comprehending a literal textApply the skills necessary for comprehending an informational textSequence the events in a storyMake and revise predictions based on the textIdentify the various types of print that are used in both literary and informational text to convey meaningIdentify the beginning, middle and end of a storyUse pictures to help in comprehensionIdentify the various types of vocabulary in informational and literal textBig IdeaUnderstanding what we readEnduring UnderstandingsThere are different techniques used to comprehend literal and informational textsLiteral and informational text have different formatsMaking predictions improves comprehension and fosters reading enjoymentSequencing events leads to comprehensionEssential QuestionsWhy are pictures included in texts?Why is it important to recall the beginning, middle, and an end of a literal text?What is the main point of the story?Learning Plan & Notes to InstructorNotes To Instructor:??This is ongoing task in the classroom.?The teacher should scaffold the activities throughout?the school year and based on the student’s individual needs re-teach the strategies during small group instruction.You will need to select a variety of pictures that the children can use to make predictions.?One source may be the comics.?Cut apart the picture so that the children can sequence the event.?You may also purchase sets of commercially created sequence cards.You will need to select a variety of level appropriate literal and informational text for the student to view and read.?During shared reading discuss the various parts of a book and reinforce why it is important for a reader to observe the make-up of the book he/she is reading in order to comprehend the text.This lesson can be differentiated with the use of leveled text.?Learning Plan:?Whole Group:Read a short passage from either an informational or literal text.?Do not allow the children to see the book cover, the pictures or the words.?Ask the children to tell you what they think the book is going to be about.?Complete the reading of the book not showing the cover, pictures and text.?View the book and the text. Were our predictions correct??How does seeing the book make a difference to the understanding of what is being read?Look at and discuss pictures that the teacher has collected and make predictions about what is happening or might happen in the picture?Have the children work with a shoulder partner and observe a literary and informational book:??covers, page set ups, types of?printDiscuss:?compare and contrast literary and informational text using a T-chart labeled Alike/Different?Small Group:Teacher selects a variety of independent leveled (literary and informational) readers from the Core Reading Series, model reading several books and deciding if the book is a literary or informational textGive each set of partners 4” x 6” note cards labeled Literary and InformationalAfter the pair of students has looked at the book cover and the text they will decide which category the book belongs with.?The children will sort the books into the two categories.The small groups will return to the whole group setting and present the books in each category, explaining why they sorted the books as they didThe other small groups will decide if the books were sorted properly and may pose questions to each group regarding the way the books were sorted, i.e. What on the cover helped you decide if the book was an informational or literary text???What does the title tell you about the book?Learning Environment:Whole group instruction and discussionComparing and contrasting selected textMultiple time for independent and partner practiceSmall group instructionIndependent studySelf-evaluationAcademic PromptsTeacher selects a minimum of two books to share as read alouds with the entire class, one should be a literal text and one should be an informational text.?Each student will need two post-it notes.?Both post-it should have the child’s name and informational text on one and literal text on the other.?Your mission is to listen carefully as the teacher reads the class two very different books.?You will need to use your listening, thinking and observation skills to decide which book is informational and which book is literal.?Do not make your decision until you have heard both books read.?Be ready to support your decision with the information from the two text and your background knowledge.?When we have completed the reading, you will place your post-it note under the correct title on the chart paper.?Be ready to defend your choices.Culminating Assessment or ProductScholastic Book Publishers has decided to update the covers of?books (teacher selects an informational text and a literal text for each child in the class based on his/her independent reading level.?These books can be from the Core Reading series, and the social studies or science series).?The publishers have sent us copies of the selected books.?Each of you will receive an envelope containing two books.?Scholastic wants you to create an original, new cover for each of these books.?Read each of the books carefully, decide which one is a literal text and which one is an informational text.?Make notes about what you think is important to include in your cover design.?Sketch a rough cover draft for each book.?Look at your student rubric to be sure that you have included everything that should be on a cover.?Revise your cover if necessary and present your final drawing to the company president and the art department teacher and class. You should be able to tell us why you chose this design.Links and Other ResourcesFull length lesson/unit linkRelated Rubric linkAcademic PromptCulminating Assessment RubricStudent Materials:Selection of informational and literary text (level readers, science and social studies), individual rubrics, paper for book covers, chart paper, index cardsWriting materials: crayons, markers, pencils10’ x 13” mantilla envelopes for each child for culminating activityPost-it Notes, Sequence cards and picturesRelated Websites: Authors:Linda Hull: lhull@kcs.kana.k12.wv.usDebbie Workman: dworkman@access.k12.wv.usAttributes of Text Identification Rubric3Secure:Student distinguishes between literal and informational text correctlyStudent supports text identification with a minimum of two reasons2Developing:Student distinguishes between literal and informational text, but may need minimal teacher supportStudent support text identification with one reason1Beginning:Student distinguishes between literal and informational text with maximum support from the teacher0Novice:Student is unable to distinguish between literal and informational text even with teacher supportStudent Rubric: Culminating AssessmentMy Book CoverPut a check in the box that shows your answer.YesNo1. My drawing is colorful.2. My drawing gives a reader clues about the story.3. My drawing shows something important about the story.4. I showed what goes on a book cover: Title, Author, and Illustrator, Children’s Original Book Covers RubricScore3SecureThe cover is inviting and imaginative. The artwork is colorful.The artwork contains details.The cover depicts a vivid idea of the stories setting, main character, or main idea.The cover includes the story’s title, author’s name, illustrator’s name, or retold by. 2DevelopingThe artwork displays some details that maybe connected to the story or main idea.The design is original and represents a general idea about the story’s setting, main character or main idea.The cover includes the story’s title and author’s name.1BeginningThe artwork shoes an attempt to illustrate the story, but lacks details.The cover does not show the story’s setting, main character or main idea.The artwork may be copied.0Novice0NoviceThe artwork and information on the cover are not related to the bookThe cover is blank ................
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