Subject/Grade Level: Algebra/6th Grade



Grade Level: 3 Title: Reading – Understanding and Using Informational Texts Time Frame:

Enduring Understanding: Reading is about making meeting.

Essential Questions: Why do we read informational text differently from other texts?

How do you examine informational text?

| | | |Vocabulary Development | |Instructional Activities/ | |

|Standard |Indicators |Implications | |Assessment Strategies |Extension Activities |Resources |

|Standard 3-2 |3-2.1 Summarize evidence that supports the | |Central idea |Read and answer questions on |Read an informational text and write a summary. |Kidbiz3000 |

|The student will read and |central idea of a given informational text. | |Informational text |informational texts. |Kidbiz3000 |Informational text |

|comprehend a variety of | | |Summarize |Summarize an informational text. | |Circle thinking map |

|informational texts in print | | |Main Idea/Detail | | | |

|and nonprint formats. | | | | | | |

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|Standard 3-2 | | | | | | |

|The student will read and | | | | | | |

|comprehend a variety of | | | | | | |

|informational texts in print | | | | | | |

|and nonprint formats. | | | | | | |

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|Standard 3-2 | | | | | | |

|The student will read and | | | | | | |

|comprehend a variety of | | | | | | |

|informational texts in print | | | | | | |

|and nonprint formats. | | | | | | |

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| |3-2.2 Analyze informational texts to draw | |Informational text |Read and write a summary |Give different details toward a central idea of |Kidbiz3000 |

| |conclusions and make inferences. | |Analyze |1:1 discussion |informational texts, have students infer the central |Informational text |

| | | |Conclusions | |idea and draw conclusions from details. |Circle thinking map |

| | | |Inferences | | |Read Aloud Options: |

| | | |Prior Knowledge | | |Conclusions/Inferences: |

| | | | | | |Wreck of the Zephyr - Van Allsburg |

| |3-2.3 Distinguish between facts and opinions in | |Fact |Comprehension sheet |Brainpopjr |Brainpopjr. |

| |informational texts. | |Opinion |Teacher made activity with |Listening center activities |Classworks |

| | | |Informational text |facts/opinions. |Smartboard activities |Study Island |

| | | | |Listening center (Lakeshore) |Classworks |Kidbiz3000 |

| | | | |Student Sort |Study Island |Read Aloud Options: |

| | | | | | |Fact/Fiction: |

| | | | | | |Like Jake and me – Jukes |

| | | | | | |Perfect Puppy for Me – O’Connor & |

| | | | | | |Hartland |

| | | | | | |Popcorn Book - de Paola 641.6 |

| | | | | | |Rattlesnake Dance: True Tales, Mysteries,|

| | | | | | |and Rattlesnake Ceremonies – Dewey 597.96|

| | | | | | |Stellaluna – Cannon |

| | | | | | |Verdi – Cannon |

| |3-2.4 Create responses to informational texts | |Informational text |Book reports w/illustrations, and |Literacy circles with read and discuss sessions. (book|Different leveled text |

| |through a variety of methods (for example, | |Responses |presentation |talks) | |

| |drawings, written works, and oral | |Text Features |Create a poster or power point of text | |Read, Write, Think |

| |presentations). | |Summary |Rubrics | |Bio Cube |

| | | |Main Idea | | |Timeline |

| | | |Details | | |Research project of a famous SC |

| | | | | | |historical figure |

| |3-2.5 Use headings, subheadings, print styles, | |Heading |1:1 or small group discussion using |Make predictions/conclusions/inferences using |Leveled readers |

| |captions, and chapter headings to gain | |Subheading |leveled readers |vocabulary |Textbooks |

| |information. | |Captions |Comprehension sheet on learned material |Investigations (create own nonfiction work) | |

| | | |Chapter Heading |Text Scrolls (Locate features of text: | |Magic Tree House Research Guide |

| | | |Print style |title, sub heading, etc.) | | |

| | | | | | |Read, Write,Think |

| | | | | | |Hints about Print |

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| | | | | | |Brace thinking map |

| | | | | | |Tree thinking map |

| |3-2.6 Use graphic features (including | |Illustrations |Higher Level Learning Mini Test |Higher Level learning mini test (Flanagan) |Leveled readers |

| |illustrations, graphs, charts, maps, diagrams, | |Graphs |(Flanagan) |Literacy circles/book report containing the items | |

| |and graphic organizers) as sources of | |Chart |Create one of the following for a |listed on left. |Project: SC Regions |

| |information. | |Map |literary text | | |

| | | |Diagram |Investigations | | |

| | | |Graphic organizers | | | |

| |3-2.7 Use functional text features (including | |Table of Contents |Looking up vocabulary |Use text features in other areas of learning for |Brainpopjr |

| |tables of contents, glossaries, and indexes) as | |Glossary |Finding information in a book using |research (ex. SC History) |Text (Open Court, other textbooks) |

| |sources of information. | |Index |these items |Brainpopjr. | |

| | | |Information Sources |Highlight/identify in text |In journal, keep a table of contents in front. |Magic Tree House Research Guide |

| |3-2.8 Analyze informational texts to identify | |Cause |Comprehension sheets |Find cause and effect scenerios in literary text |Classworks |

| |cause-and-effect relationships. | |Effect |Graphic Organizers |Classworks |Study Island |

| | | | | |Study island | |

| | | | | |Listening Center (Lakeshore) |Magic Tree House Research Guide |

| |3-2.9 Read independently for extended periods of| |Independent |Dominie |Read to Self (Daily 5) |Daily 5 (book) |

| |time to gain information. | |Stamina |Reading Conferences |Reading Responses – reading journals |“100” Book Challenge |

| | | | | | |DEAR |

| | | | | | |Super Reader |

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