Day Action Research Spring 2013 Close Reading.docx



The Effects of Close Reading on Reading Comprehension in a 4th Grade Classroom Shanda Day Spring 2013 AbstractSince the beginning of No Child Left Behind (2001), teachers have had to focus curriculum to cover many standards that generate test scores that will show success. This has often caused instruction to be narrowed down to only things that are tested on standardized tests. If we want to improve our instruction, we need a good working curriculum that involves thoughtfully selected topics with essential intellectual skills, developed by research-based instructional strategies. Within reading, close reading is a key element when teaching students to read critically (Gallagher, 2011). This component of the Common Core Standards (CCRA.R.1) requires students to make sense of text by closely looking at words and a deeper understanding of the text. The participants in this study included 17 fourth grade students. The method of used was for students to reread their assigned texts for deeper knowledge of texts by applying skills and answering higher ordering thinking questions. This study compared reading vocabulary and comprehension test results before and after using the close reading strategy on a selected text. The participants in this study included 16 fourth graders. The method of this strategy was to do a close read of the same reading text to define vocabulary, practice reading skills and strategies, and complete higher order learning projects. Before the strategy produced a mean score of 90 percent for vocabulary, whereas after the strategy produced a mean score of 94 percent. In addition, before the strategy produced a mean score of 75 percent for comprehension, whereas after the strategy produced a mean score of 80 percent. The use of this strategy allowed students to use the same text to deepen vocabulary knowledge and comprehension. Keywords: close reading, curriculum, Common Core State Standards, vocabulary, comprehension, higher order thinking, IntroductionCurriculum is considered to be the main factor affecting learning (Schmoker, 2011). However since No Child Left Behind (NCLB), teachers have had to focus the curriculum to cover many standards to generate test scores that will show success. In most classrooms, it seems that curriculum in math and reading has been narrowed down to only things that are tested on the standardized tests. This has caused de-emphasis of subjects such as science and social studies. Students no longer find learning exciting because lessons have turned to drill work. Although schools have been focused on testing, ACT and NAEP scores have not gone up because of this approach (Schrock, 2012). When there are too many standards, in depth teaching is not possible. Schools then start promoting memorization as opposed to thinking. The problem with memorization is that facts change (Gallagher, 2011). Instruction has been focused on only knowledge level questions and practice, where critical thinking, problem solving, and other higher order thinking practices are put aside because of limited time. When higher order thinking skills are put to the side, students show a slack in reading proficiency and desire to read. This decline of reading proficiency and desire is caused by many different factors. Often students become reluctant readers, especially starting around the age of 13. This can be caused by poverty, lack of education of parents, lack of resources at home, English language learning, overscheduling of children, and competition with electronics (Gallagher, 2011). If we want to improve our schools (especially with these factors in consideration), we need a good working curriculum that involves thoughtfully selected topics with essential intellectual skills (Schmoker, 2011), and appropriate strategies. Higher order learning is important to successfully meet 21st century expectations. This requires students to go beyond retrieving information, by generating and applying this knowledge to real world problems. Additionally, students must be able to reflect on their learning (Boykin & Nogurea, 2011). Students who are good at comprehending have been successful at recalling central information in a text. Students who are considered poor at comprehending “recalled more information when they were prompted by questions that required greater elaboration than mere rote memorization” (Rickards & Hatcher, 1977). Just asking questions does not improve academic success. “The questions must lead to deep processing—to reflective, inferential, and comparative processing of information” (Pressley et al., 1992, p. xx). Standardized testing has caused teachers to attempt to cover too much in too little time, often stiflling higher order thinking learning. This has affected student proficiency and motivation to read. Standardized testing has caused teachers to cover too many standards in a short period of time and stifle higher order learning. This has affected student proficiency and motivation to read. With all of this in mind, what are ways of encouraging and developing critical thinking in the area of reading? Literature Review Reading comprehension instruction is important to consider when the goal is for students to achieve deep understanding of text. Many different comprehension strategies have shown to be effective. In this literature review, four of these strategies are discussed. Question Answer RelationshipsOne way to support critical thinking in reading is to use the reading strategy of question answer relationships (QAR). This strategy provides a relationship between questions, text content, and the reader. The different types of questions it emphasizes are right there, author and me, think and search, and on my own (Raphael & Au, 2005). . Answers to right-there questions can be found in one place in the text. Think and search questions require the reader to put together different parts of the text to find the answer. Answers to author and me questions are not found in the text, but connect text and prior knowledge to answer. My own questions require readers to use their own ideas and backgrounds to answer questions. These give teachers and students a connection between the process of comprehending and answering questions after listening or reading a text. Instructors fist must describe the types of questions and model it with a short passage. Then, instructors must show how to find the answers to the questions. For this strategy to be effective, teachers must use the terminology and model the process of identifying the types of questions. They must also scaffold students who are struggling by using the terminology and allowing discussion (Raphael & Au, 2005). Raphael and Au (2005) suggested that QAR strategy provides a means for organizing comprehension (p. 218). They also suggest that using QAR aims for higher-level thinking and gains reading comprehension (p. 220).Kinniburgh and Baxter (2012) found that the QAR strategy could be used effectively in a science classroom. After implementing the strategy, struggling readers not only performed better in their science curriculum, but also in reading comprehension overall (p. 6). Cummins et al. (2012) focused their research on using QAR in small group instruction. For this research, they used the QAR strategy with six fourth graders for 15 sessions to develop comprehension and motivation for reading. The students met with an instructor who taught the QAR strategy, and informed them repeatedly about how this strategy would help improve their reading skills and achieve success on state assessments. Their study showed to be effective with a small group of students from a high poverty urban school in New York. With these students, test scores increased. The students were engaged and focused in their learning once they mastered the strategy (Cummins et al.,2012, p. 6) Graphic OrganizersAnother way to support reading comprehension through higher-level thinking is using graphic organizers, which are visual representations of knowledge, concepts or ideas. Manoli and Papadopoulou (2012) reviewed different research studies and found that graphic organizers could be used in different ways and in all stages of the reading process to produce different effects on comprehension. Graphic organizers provide visual scaffolds for students before, during and after reading. They also allow students to activate prior knowledge, gain insight into the structure of the text, and retaining information. "Based on research, teachers should adopt the use of graphic organizers as a reading strategy in the teaching and learning of languages in order to help students enhance text comprehension”(p. 354). Teacher-initiated graphic organizers result in improved reading comprehension. Kim, Vaughn, Wanzek, and Wei (2004) examined several studies and found that the effect of graphic organizers on reading comprehension overall was beneficial with students with learning disabilities. Students in multiple studies who were taught how to use graphic organizers demonstrated development in reading comprehension. Kim suggests that this possibly is because it helps students organize verbal information, which helps them recall information. Rubman and Waters (2000) found that storyboards, a visual representation of a story, improved students’ comprehension of overall text. For this study, 96 third-grade children and 96 sixth-grade children were grouped by ability. Within the ability groups, half of the children were given storyboards to use, the other half only were allowed to read the text. Those students who were in the monitoring level group performed generally low, whereas those with storyboards showed dramatic improvements. Explicit TeachingExplicitly teaching of reading strategies has also shown success when teaching reading comprehension. This includes providing a direct explanation of the strategies, modeling, guided practice, and a time for applying skills independently (Adler, 2001). Nelson and Manset-Williamson (2006) conducted a study with students with reading disabilities in upper-elementary and middle school. The researchers provided intervention with explicit instruction. These students made gains in reading comprehension compared to those students who were not taught reading strategies explicitly. This was attributed to the opportunity to provide feedback to the students who made mistakes (Nelson & Manset-Williamson, 2006). Keer and Verhaeghe (2012) found positive effects for both second and fifth graders' reading comprehension after being taught reading strategies explicitly. In this study, explicit instruction interventions were provided over a year. Explicit instruction provided significant gains in comprehension.Additional studies have found positive results in comprehension instruction by using explicit instruction of text structures. In one study, students were able to understand content information from instruction on compare and contrast (Williams, 2005). In a more recent study, researchers were “able to extend the previous findings to a transfer task that contained a text structure unrelated to cause–effect” (Williams, Brooke-Stafford, Lauer, Hall, & Pollini, 2009; Williams et al., 2007). Faggella-Luby, Schumaker, and Deshler (2007) demonstrated the importance of text structure instruction as well. This study emphasized the importance of explicit comprehension instruction. “Both the embedded story-structure and comprehension skills interventions led to substantially increased comprehension on the follow-up unit comprehension test. However, the improvement was greater for students in the embedded story-structure group” (p. 144). Close ReadingClose reading is a powerful tool when developing the ability to think and evaluate critically (Schmoker, 2006). It refers to the close examination of the meaning of words, sentences and paragraphs for a specific purpose (McNamara, 2007, p. 480)This method requires readers to pay close attention to what is printed by reading, rereading, and analyzing particular parts of a text. It can focus on a wide range of issues; from word items to understanding and judgment. Many elementary level readers are able to use the close reading method to pay attention to the surface of the text, such as vocabulary, grammar, and syntax. It can also be used in exploring the meaning of words and their connotations and denotations. As readers become more successful, they can use close reading to interpret meaning implied from the text and author’s intentions. They can also use close reading to make connections outside of the text (McNamara, 2007, p. 480). Close reading is a key element when teaching student to read critically. The strategy requires students to read big chunks of text, and then they can accomplish better understanding by rereading parts of the text to think (Gallagher, 2011, p. 4). “Close reading and gathering knowledge from specific texts should be at the heart of the classroom activities and not be consigned to the margins when completing assignments” (Coleman, 2012). Close reading emerges first through instruction. It involves various strategies, such as bridging, questioning the author, elaborating, rereading and referring to external sources (McNamara, 2007, p. 480).The Common Core State Standards (National Governors Association, 2010) revolution has made teachers focus intently and exclusively on the texts students are reading. A component of the Common Core, close reading, requires students to make sense of text by closely looking at words, as well as gaining a deeper understanding of the text (Gewertz, 2012). “Close reading and gathering knowledge from specific texts should be at the heart of the classroom activities and not be consigned to the margins when completing assignments” (Coleman, 2012, p. 9). Research studies have supported close reading, which is where students closely look at words and text for deeper understanding. .Katz and Carlisle (2009) and Zhang (2012) both examined close reading in their research. In Katz and Carlisle’s research, interventions using close reading as a strategy with three below grade level reading students showed gains on standardized tests in word reading and comprehension (Katz & Carlisle, 2009). Zhang (2012) stated in his research on strategies use in reading information on the Internet for different purposes that good readers used strategies comparable for off- and online reading. Participants who were successful in their reading demonstrated skills for close reading (p. 155). The Common Core State Standards (CCSS) (National Governors Association, 2010) emphasize the importance of close reading in the standards (Coleman & Pimentel, 2012). Based on the Common Core State Standards, students should be given shorter, challenging text to promote close reading. For this, reading with shorter texts allows students to think about the meaning of words, the order in which sentences unfold, and develop ideas about the text. In addition, the CCSS require students to read texts with a variety of lengths fpr a variety of purposes. While reading longer texts, discussion and attention to specific parts of the text should provide opportunities for close reading. The quality of the texts should be high, worth reading closely for craft and useful information (Coleman & Pimentel, 2012). Question-Answer Relationship, graphic organizers, explicit instruction, and close reading are only few of the effective reading comprehension strategies available. The Question-Answer Relationship strategy allows students to find connections between the questions being asked and the text. Graphic organizers afforded students a way to organize information from a text into a visual representation. Explicit teaching provides a direct explanation of the strategies, modeling, guided practice, and a time for applying skills independently. Close reading incorporated many strategies for the opportunity for reading and rereading a text for deeper understanding. Because close reading can integrate the other strategies, the focus of this research is on close reading. After reviewing all of these strategies, the following research question was developed: What is the effect of close reading on vocabulary and comprehension? Methodology Descriptive Statistics for ParticipantsFor this study, students were from a suburban town in the Midwest. The school had 297 students. The fourth grade classroom had 16 students participating. Table 1 further describes the demographics of the participants. Table 1Participant Demographics Previous to this study, students had several sessions of explicit instruction with reading strategies. First, they had numerous opportunities to practice using context clues to find the definition of story vocabulary words with a short reading passage separate from the story of the week. Within this instruction, they learned about steps for using context clues, as well as word structure such as prefixes, suffixes and word endings, to determine word meaning. In addition, they had used graphic organizers to practice reading skills such as cause and effect, fact and opinion, generalizing, and using graphic organizers with another short reading passage separate from the story of the week. Also, they had had the opportunity every week to use a story elements or main idea graphic organizer to discuss the weekly story. This strategy had been successful, however, a different, more authentic way to example the text was needed. Close Reading StrategyClose reading strategies were examined in this study. For this study, each text was studied using close reading of the same text with different purposes in mind. The reading text used for the research was from the reading series, Reading Street. The vocabulary and comprehension questions for the assessment were from the series as well. After reading a text, the students were given tasks that asked them to closely read parts of the text for definitions of vocabulary, practice given skills, and use higher order thinking in determine meaning from the text. Students worked on this as a whole group, small group, and individually. For vocabulary, students first used context clues within the text to predict definitions. Second, students used dictionary skills to confirm or change their predictions, followed by sharing their vocabulary definition with a group of their peers. For skill review, students were asked to use text to fill in an organizer to practice skills, such as main idea, fact and opinion, compare and contrast, and generalizing. Finally, students were asked to do a project that applied the close reading strategy, and to display understanding of the text, and meet higher order learning with one of the following: analyze, synthesize, and evaluate parts of the text. AssessmentThe posttests given were from Reading Street (Scott Foresman) selection tests that are multiple choice and assesed vocabulary and comprehension for each of the stories the students read (see Appendix A). An average of six reading texts made up one unit. The results of this posttest were compared to the average of the previous unit’s selection tests before this strategy. The previous tests were structured the same as for the tests during the strategy. Each selection test asked questions that ranged from literal (right there) to inferential (think and search and author and me). Every test was given on the computer using Pearson SuccessNet. Also, to get reflective feedback from students, they took a quick survey created on . The focus of this survey was to get feedback about their preference, either reading strategies before the close reading strategy or using the close reading strategy. It was given after the last selection test in the unit. Questions on this survey included their feelings on procedures before the strategy and after the strategy (see Appendix B). ProceduresFirst read of text. The students, organized in table groups, first listened to the text from a CD recording provided by the reading series. While listening, students answered questions for understanding the story with the class or with their partners (see Appendix C). Organizing text elements and higher order learning project. Following the reading of the text, the students used close reading to understand the text more deeply. First, as a class, the students filled in a story elements organizer. For fiction stories, plot elements such as characters, conflict, resolution, and sequence of the story were discussed. For nonfiction text, topic, main idea, and supporting details. The students then were given a higher order thinking task about the text that they completed individually or with a partner (see Appendix D). Vocabulary Instruction Using Close Reading. After that, the students reviewed using context clues to define their vocabulary words. Within the assigned text, they began by watching the strategy, and then were guided to find the definition of another word as a class. The students then were assigned a vocabulary word. Next, they found group members that had the same vocabulary word and used the context to make predictions for the definition. After that, they returned to their original table group to share their predictions. Finally, they were given the glossary definitions to check their predictions (see Appendix E). The following day, the students used close reading to apply the weekly reading skills. As a whole group, the students reviewed information about the skill. They were then given the task to reread a section of the text silently and used the information to fill in a graphic organizer, as a class, based on the skill being reviewed. After that, as a small group, they were assigned a different part of the text where they were to apply the skill again. Then they shared their findings with the class using the strategy “Numbered Heads Together” (see Appendix F). Analysis of Data. Assessment scores for each selection test were separated into a vocabulary score and a comprehension score to display the effect of close reading on each separately. A mean score for each were figured, as well scores for subgroups by gender, race, and students who received additional services. To analyze these further, an average of scores from selection tests from reading stories in the previous unit for each student was used to compare to using the close reading strategy. The averages were separate for vocabulary and comprehension. Then, a gain score was figured for each student. After that, the gain scores were used to determine whether or not the use of the close reading strategy was effective overall compared to previous strategies. Students provided feedback using a survey on reflecting on likes and dislikes of the before and close reading strategies. These reflections were then reviewed and analyzed by preference of individual students. Results of the Strategy. After completing the posttest for the text, the data from the average of the previous tests and posttest were compared. Figure 1 shows the results of this comparison for the vocabulary portion of the assessment for the 16 students taking the fourth grade reading vocabulary and comprehension test. Figure 2 shows the results of the comparison for the comprehension portion of the assessment. Figure 1. Comparison of test results for 16 fourth graders for vocabulary.Figure 2. Comparison of test results for 16 fourth graders for comprehension.The average test score for vocabulary before the strategy was 90%, and for comprehension, it was 75%. After completing the close reading strategy for the unit, ten students improved in vocabulary, whereas eleven students improved comprehension. For vocabulary, seven students made improvement of over five percentage points. For comprehension, nine students made improvement of over five percentage points. One student performed the same in vocabulary, and two students performed the same in comprehension. Four students performed better before using the close reading strategy in vocabulary, and three students performed better before using the close reading strategy in comprehension. The average test score for vocabulary using the close reading strategy was 94%, an increase of four percentage points; the average for comprehension was 80% an increase of five percentage points. Figure 3 shows the gain scores in vocabulary for the 16 students taking the fourth grade reading vocabulary and comprehension tests for each story. Gain scores range from -6 percent to 20% gains. Figure 4 shows the gain scores in comprehension for the 16 students taking the fourth grade reading vocabulary and comprehension tests for each story. Gain scores range from -7 percent to 16% gains. Figure 3. Gain scores for 16 fourth graders for vocabulary on a reading vocabulary and comprehension test. Figure 4. Gain scores for 16 fourth graders for comprehension on a reading vocabulary and comprehension test.When looking at the gain scores for vocabulary, three students made gains, scoring ten percentage points more after the strategy was implemented than before. Seven students made slight gains, scoring below ten percentage points more after the strategy was implemented. One student did not make any gains. Four of the students with negative gain scores scored more than -5 percentage points after the strategy. One student had a deficient with a score below -5 percentage points. The average gain score was 4 percent. When looking at the gain scores for comprehension, three students made gains, scoring ten percentage points more after the strategy was implemented. Six students made slight gains, scoring below ten percentage points more after the strategy was implemented. Two students did not make gains. Two of the students with negative gain scores scored more than -5 percentage points after the strategy. One student had a decrease below -5 percentage points. The average gain score was 5 percent. Figure 5 shows responses to the survey question reflecting on their learning and answering the question: Which whole group instruction did you prefer? Figure 5. Survey responses for student learning The survey on showed that ten students preferred the close reading strategy, where as six students preferred the procedures of the previous strategy. Some of the comments included:“I liked that we had a project every time instead of sitting in our chair the whole.” “I liked the project because i love writing like I’m writing in a journal.”“We read the book and it was easier.”“I liked using the project.”“I liked where we looked at the story of the week for context clues. I also liked the projects.”“I like the close reading strategy because of the fun project. The thing I like about the whole group reading was when were working on like the skill together.”“The close reading activities helped me more. I did not like where we used the context clues and vocabulary in the different stories.” “I like the old way because I like reading all of the small stories with the story of the week.” “We spent too much time with the story.” The survey showed that over half of the class preferred the close reading strategy over the previous strategies used. Most students stated they enjoyed the higher-level projects to extend learning. Others felt that using only the story of the week helped them understand. Those who did not like the close reading strategy either did not like these projects or missed reading a variety of shorter texts that accompanied the reading story. DiscussionThe purpose of this study was to see what the effect of close reading on vocabulary and comprehension. Based on this study, close reading is an effective strategy to use. Overall, students made gains by reading the same text each day closely with a certain purpose. Also, the survey showed that most students preferred the close reading strategy as well.By using the close reading strategy, daily discussions provided opportunities to not only review the text, but also discuss and make connections to it. When closely reading the text for predicting word meaning using context clues, students were able to use the context of the story to define vocabulary as well as connect events from the text to prior knowledge. When closely reading the text for reading skill and strategy instruction, students could use graphic organizers to organize parts of the text. The higher-order learning project allows the students to closely read text on their own and create and apply the context to a task. One variable that could have affected the results of this research was the fact that the flu hit the school earlier in the research, where students had missed out on some of the instruction and discussion in class. ConclusionMost students in this study made gains in both vocabulary and comprehension when using the close reading strategy. Student feedback showed most students supported the strategy as well. This strategy allowed students to use context from the story to focus on vocabulary, skills, and understanding. The projects allowed them to not only show their understanding, but refer back to the text for deeper comprehension. RecommendationsThe researcher would recommend continuing this strategy for whole group instruction, as well as small group instruction. With whole group, close reading strategy can be differentiated based on the level of scaffolding provided. For students who are above level reading, they could work on more of the tasks independently. For on level readers, they can work a few with the whole group, and then work independently. For below level readers, they could work with the instructor on the tasks. The activities and reading levels can be differentiated for each reading ability as well. Within small group instruction, the close reading strategy can be used with all ability levels of students. The activities and reading levels can be differentiated within small groups as well, too. Also, it is recommended to continue the higher-order thinking projects since a majority of the students expressed their interest in them. However, it would be recommended to give students choices on their projects for motivation and personalization. The choices can range from doing the same project, but with a choice of the purpose. For example, the students still could create a poster, but they could choose for it to be persuasive, informative, or entertaining. The choices could also be in the type of project, For example, the students could choose to do a poster, a letter, or a newspaper article. ReferencesAdler, C. R. (2001). 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Manoli, P., & Papadopoulou, M. (2012, June 1). Graphic organizers as a reading strategy: Research findings and issues. Creative Education, 3(3), 348-356. National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards. Washington DC: National Governors Association Center for Best Practices, Council of Chief State School Officers.Nelson, J. M., & Manset-Williamson, G. (2006, Summer). The impact of explicit, self-regulatory reading comprehension strategy instruction on reading-specific self-efficacy, attributions, and affect of students with reading disabilities. Learning Disability Quarterly, 29(3), 213-230. Raphael, T. E., & Au, K. H. (2005, November 1). QAR: Enhancing comprehension and test taking across grades and content. Reading Teacher, 59(3), 206-221. Rubman, C. N., & Waters, H. S. (2000). A, B seeing: The role of constructive processes in children's comprehension monitoring. 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Teaching cause–effect text structure through social studies content to at-risk second graders. Journal of Learning Disabilities, 40(2), 111–120.Zhang, S., & Duke, N. K. (2012, October). Strategies for internet reading with different reading purposes: A descriptive study of twelve good internet readers. Journal of Literacy Research, 40, 128-162.Appendix AExamples of Pretests and Posttests Pretests\95250 PosttestAppendix Survey Questions0000-3644900337820000Appendix CFirst Read Lesson Plan and Graphic Organizer Example Content Objective: TSW listen to “The Houdini Box” and discuss story for understanding of text Language Objectives Reading: listen to the story “The Houdini Box” Writing: fill in build background organizer “Magician Table” Listening: listen to story elements from classmates Sharing: share story elements with class/partners Materials: Audio CD, build background “Magicians Table” TE pg. 396-409 SE pg. 396-4091. Have student build background on Magicians Table. 2. While reading stop at the following pages to discuss story for understanding pg. 400: How would you describe Victor? (Partner) What is the conflict of the story? pg. 402: What kind of person does Houdini seem to be? How do you know? (Partner) At this point in the story, what can you say about Victor’s problem? What do you predict will happen when Victor goes to Houdini’s house? (Partner) pg. 405: Why does Houdini’s wife hand Victor some candy? Pg. 407: What is the monument that Victor and his son find in the graveyard? Why are the initials E.W. important to Victor? What do you think Victor will do next? (Partner) End of Story: Confirm or change your previous prediction. (Partner) Content Objective: TSW listen to “Encantado” and discuss story for understanding of text Language Objectives Reading: listen to the story “Encantado” Writing: fill in build background organizer “Dolphins KWL” Listening: listen to story elements from classmates Sharing: share story elements with class/partners Materials: Audio CD, build background “Dolphins KWL” TE pg. 420-433 SE pg. 420-4331. Have student build background on Dolphins KWL. 2. While reading stop at the following pages to discuss story for understanding pg. 423: What animal do you think an encantado is? (Partner) pg. 427: What is it called when a pink dolphin touches its tail to its nose? *Alliteration How does Moises classify the trees along the river? pg. 428: What would happen if your canoe bumped the tangarana tree?Why does the author compare Moises’s pushing aside some tree branches to pushing aside a curtain on a stage? How does this comparison make the reader feel about Moises’s action? What words help you visualize how the lake looks in the dry season and the wet season? (Partner) End of Story: To what does the author compare the pink dolphin’s whirling movements? Why is it difficult for scientist to study pink dolphins? Fill in the L in your KWL. Content Objective: TSW read to “The King in the Kitchen” and discuss story for understanding of text Language Objectives Reading: read assigned part of the story “The King in the Kitchen” Writing: fill in build background organizer “The King in the Kitchen Prediction Table” Listening: listen to story elements from classmates Sharing: share story elements with class/partners Materials: Audio CD, build background “The King in the Kitchen Prediction” TE pg. 444-461 SE pg. 444-4611. 1. Have student build background on The King in the Kitchen Prediction. 2. While reading stop at the following pages to discuss story for understandingBefore Reading: Look at the pictures of the characters. What do they tell you about the play and what it will be like? pg. 450: Why does the King send the Peasant to the dungeon? What do you know about the King’s character? (Partner)Why do you think the author has the Peasant singing as he goes to the dungeon? (Partner) How does the setting add to the silliness of the story? So far, what kind of character do you think the King is? (Partner) Does the King know a lot about cooking? How can you tell? (Partner) pg. 453: Why can’t the Princess marry the Peasant? Pg. 457: Why do you think the author chose to have the Duke compliment the King when he enters? (Partner)To whom is the Duke speaking when he says “and, your Highness” in his second speech on p 454? How do you know? What do you think happened to the Duke? Why isn’t he speaking? (Partner)The Peasant says that of course he will win the contest. What does this tell you about his character? (Partner)End of the Story: What did the king make? The Princess calls the Peasant “clever: and the Peasant calls the King a “genius.” Who do you think is the smartest character? Why? (Partner)Would you want this king to rule your country? Why? (Partner) Finish story prediction table for “What Happened?”Content Objective: TSW read to “Seeker of Knowledge” and discuss story for understanding of text Language Objectives Reading: read assigned part of the story “Seeker of Knowledge” Writing: fill in build background organizer “Ancient Egyptian Writing KWL” Listening: listen to story elements from classmates Sharing: share story elements with class/partners Materials: Audio CD, build background “Ancient Egyptian Writing KWL” TE pg. 470-481 SE pg. 470-481 1. Have student build background on Ancient Egyptian Writing KWL. 2. While reading stop at the following pages to discuss story for understanding pg. 473: Why did Jean-Francois study books about Egypt? In what ways is Jen-Francois Champollion like you? In what ways is he different? Pg. 475: Were the scholars wise to turn Jean-Francois away when he came to see the Rosetta Stone? Why or why not? Why did Jean-Francois leave Paris? What is the main idea on pg. 474 and 475? What details support that? Why did Jean-Francois hide in the woods? Pg. 477: What did an Englishman finally discover about the hieroglyphs on the Rosetta Stone?Why do you think the author wrote, “and the rushing sound of the pharaoh’s name, as if carried on wings across the centuries, filled the room,” instead of just writing, “and there was an echo in the room”? End of the Story: How do you think Jean-Francois felt when he was sent on the expedition to Egypt? Explain.Content Objective: TSW read to “Encyclopedia Brown and the Case of the Slippery Salamander” and discuss story for understanding of text Language ObjectivesReading: read assigned part of the story “Encyclopedia Brown and the Case of the Slippery Salamander” Writing: fill in build background organizer “Mystery Stories Web” Listening: listen to story elements from classmates Sharing: share story elements with class/partners Materials: Audio CD, build background “Mystery Stories Web” TE pg. 492-499 SE pg. 492-4991. Have student build background on Mystery Stories Web. 2. While reading stop at the following pages to discuss story for understandingpg. 496: Why hasn’t the Brown family told everyone Encyclopedia is an amazing crime-solver? How does the chief feel about the crime he can’t solve? How can you tell? What is the main problem in this story? What has Chief Brown already done to try to solve the problem?Pg. 499: How do events in this story remind you of other realistic fiction stories you have read?Why does the author have Encyclopedia say, “If he’s a lizard expert, I’m the Queen of England!” instead of just “He’s not a lizard expert”?Bye the end of pg. 499, how are Encyclopedia’s and Chief Brown’s feelings about the case the same and different? Appendix DStory Organizer and Higher Level Thinking Assignment Lesson Plans and Graphic Organizers Objective: TSW discuss story using organizer and create a poster Materials: story elements organizer, poster paper TE: 396-409 Student: 396-409 Language Objective: Reading: reread text Writing: fill in organizer, create poster Listen: listen to story elements Speaking: share answers with group/class 1. Create a poster advertising a magic show for Victor. Use vocabulary words and information from the story. Objective: TSW discuss story using organizer and write a journal entry to show story understanding Materials: story elements organizer, notebook paper TE: 420-433 Student: 420-433 Language Objective: Reading: reread text Writing: fill in organizer, write journal entry Listen: listen to story elements Speaking: share answers with group/class 1. Write a journal entry describing what it would be like to visit the pink dolphins. Use vocabulary words and information from the text. Include the answer to the following question: Should pink dolphins be called “encantado” or enchanted? Objective: TSW discuss story using organizer and draw a stage to show story understanding Materials: story elements organizer, stage paper TE: 444-461 Student: 444-461 Language Objective: Reading: reread text Writing: fill in organizer, draw picture with story details Listen: listen to story elements Speaking: share answers with group/class 1. Suppose your class is putting on a performance of The King in the Kitchen. Which character would you like to play? Draw the stage and your character. Include three adjectives (describing words) that describe that character. Objective: TSW discuss story using organizer and write a summary to show story understanding Materials: story elements organizer, summary page TE pg. 470-481 SE pg. 470-481 Language Objective: Reading: reread text Writing: fill in organizer, write a summary with created hieroglyphs. Listen: listen to story elements Speaking: share answers with group/class 1. Create hieroglyphs for the vocabulary words in your text. Write a summary of the biography using some the hieroglyphs. Objective: TSW discuss story using organizer and write notes to show story understanding Materials: story elements organizer, notes page TE pg. 492-499 SE pg. 492-499 Language Objective: Reading: reread text Writing: fill in organizer, write notes to summarize Listen: listen to story elements Speaking: share answers with group/class 1. As a detective on the case, what notes might Encyclopedia Brown have jotted in his notebook? Write them using vocabulary words and events from the story. Appendix EVocabulary Lesson Plans and Graphic Organizers Objective: TSW use context clues to define words in the text ”Houdini Box”Materials: textbooks, Vocabulary Table TE pg. 394, 396-409 SE pg. 394, 396-409 Language Objective: Reading: reread text to find definition using context clues Writing: record definition prediction for assigned word Listening: listen to how use context clues (pg. 394) Speaking: share predictions with group/class 1. Review steps to using context clues to find definitions of words2. Model with word “magician” (pg. 398-399), bustling (pg. 400), vanished (pg. 404)3. Jigsaw Activity: Assign one word for each group. Give 5 minutes to define word. Get with number groups to share definition.Pg. 399: magician, escapePg. 400: bustlingPg. 404: vanishedPg. 407: monument, appearedPg. 408: crumbled4. Review definitions and suffix “ment.”5. Assign PB pg. 154 and word structure page. Objective: TSW use context clues to define words in the text ”Encantado”Materials: textbooks, Vocabulary Table TE pg. 418, 420-433 SE pg. 418, 420-433 Language Objective: Reading: reread text to find definition using context clues Writing: record definition prediction for assigned word Listening: listen to how use context clues (pg. 418) Speaking: share predictions with group/class 1. Review steps to using context clues to find definitions of words (multiple meanings)2. Model with word “enchanted” (pg. 423-424), dolphins (pg. 424), aquarium (pg. 424)3. Jigsaw Activity: Assign one word for each group. Give 5 minutes to define word. Get with number groups to share definition.Pg. 423: enchantedPg. 424: dolphins, aquarium, pulsesPg. 425: flexiblePg. 430: surfacePg. 431: glimpses4. Review definitions and suffix “ful.”5. Assign PB pg. 164 and word structure page. Objective: TSW use context clues to define words in the text ”The King in the Kitchen”Materials: textbooks, Vocabulary Table TE pg. 442, 444-461 SE pg. 442, 444-461 Language Objective: Reading: reread text to find definition using context clues Writing: record definition prediction for assigned word Listening: listen to how use context clues (pg. 442) Speaking: share predictions with group/class 1. Review steps to using glossary to find definitions of words2. Model with word peasant (pg. 446), duke (pg. 446), dungeon (pg. 446), noble (pg. 447)3. Jigsaw Activity: Assign one word for each group. Give 5 minutes to define word. Get with number groups to share definition.Pg. 446: peasant, duke, dungeonPg. 447: noblePg. 447: majestyPg. 451: furiouslyPg. 452: porridgePg. 459: genius 4. Review definitions and prefix “non.”5. Assign PB pg. 174 and word structure page. Objective: TSW use context clues to define words in the text ”Seeker of Knowledge”Materials: textbooks, Vocabulary Table TE pg. 468, 470-481 SE pg. 468, 470-481 Language Objective: Reading: reread text to find definition using context clues Writing: record definition prediction for assigned word Listening: listen to how use Greek and Latin Roots (pg. 468) Speaking: share predictions with group/class 1. Review steps to using context clues to find definitions of words2. Introduce how to use Greek and Latin Roots to find definitions (pg. 468)3. Model with word scholars (pg. 474), ancient (pg. 475), seeker (pg. 475), translate (pg. 480)4. Jigsaw Activity: Assign one word for each group. Give 5 minutes to define word. Get with number groups to share definition.Pg. 474: scholarsPg. 475: ancient, seekerPg. 478: linkPg. 479: templePg. 480: triumph, translatePg. 481: uncover 5. Review definitions and prefix6. Assign PB pg. 184. Objective: TSW apply information from “Encyclopedia Brown and the Case of the Slippery Salamander” to identify the plot Materials: textbooks, organizer TE: 488 , 492-499 Student: TB 488, 492-499Language Objective: Reading: reread story Writing: fill in plot organizerListening: listen to definition of plot and the different elements (pg. 466) Speaking: discuss the plot of the story 1. Discuss “The King in the Kitchen” and the different story elements 2. Review info on page 488.3. Discuss as a class: What is the conflict of the story? How was it resolved? 4. Assign: Skim the story. Have them fill in the rising action and the climax. 5. Students record and share their answer ((Numbered Heads Together)6. Assign PB pg. 193Appendix FReading Skill Lesson Plans and Graphic OrganizersObjective: TSW apply information from “The Houdini’s Box” to compare/contrast information Materials: textbooks, organizer TE: 392 , 396-409 Student: TB 392, 396-409Language Objective: Reading: reread story Writing: fill in compare/contrast organizersListening: listen to how to identify comparisons/contrasts (pg. 392) Speaking: discuss similarities and differences with group 1. Go through “introduce” with object from classroom (pg. 392).2. Review info on page 392.3. Discuss as a class: Compare the monument in the graveyard with the box Victor received years ago. How are they alike? How are they different? 4. Assign: Reread pg. 398-399. How is Victor like and unlike Houdini? 5. Students record and share similarities and differences (Numbered Heads Together)6. Assign PB pg. 153.Objective: TSW apply information from “Encantado” to compare/contrast information Materials: textbooks, organizer TE: 416 , 420-433 Student: TB 416, 420-433Language Objective: Reading: reread story Writing: fill in compare/contrast organizersListening: listen to how to identify comparisons/contrasts (pg. 416) Speaking: discuss similarities and differences with group 1. Discuss the following as a class (pg. 422): How is the weather in the Amazon like the weather here? Hos is it different?2. Review info on page 416.3. Discuss as a class: How are pink dolphins different from ocean dolphins? 4. Assign: Reread pg. 430. Compare and contrast an aquarium tank with the dolphin lake. 5. Students record and share similarities and differences (Numbered Heads Together)6. Assign PB pg. 163Objective: TSW apply information from “The King in the Kitchen” to identify character traits and setting Materials: textbooks, organizer TE: 440 , 444-461 Student: TB 440, 444-461Language Objective: Reading: reread story Writing: fill in character and setting organizersListening: listen to how to identify setting and character traits (pg. 440) Speaking: discuss character traits with group 1. Discuss the following as a class (pg. 440): Describe the Princess in our story. Support it from evidence in the story. 2. Review info on page 440.3. Discuss as a class: What is the setting? How would you describe the peasant? 4. Assign: Skim the story. Describe the king by using support from the text.5. Students record and share their character trait and support (Numbered Heads Together)6. Assign PB pg. 173Objective: TSW apply information from “Seeker of Knowledge” to use graphic sources Materials: textbooks, organizer TE: 466 , 470-481 Student: TB 466, 470-481Language Objective: Reading: reread story Writing: answer/ask questions using graphic sourcesListening: listen to definition of graphic sources use them to ask questions (pg. 466) Speaking: discuss graphic sources 1. Show example of text features (graphic sources) in a book. Ask why authors use text features with texts. 2. Review info on page 466.3. Discuss as a class: How do the drawings in the text help better understand the text? 4. Assign: Skim the story. What picture do you see after the word discoveries on pg. 472, paragraph 3? What does that mean? 5. Students record and share their answer (Numbered Heads Together)6. Assign PB pg. 183Objective: TSW apply information from “Encyclopedia Brown and the Case of the Slippery Salamander” to identify the plot Materials: textbooks, organizer TE: 488 , 492-499 Student: TB 488, 492-499Language Objective: Reading: reread story Writing: fill in plot organizerListening: listen to definition of plot and the different elements (pg. 466) Speaking: discuss the plot of the story 1. Discuss “The King in the Kitchen” and the different story elements 2. Review info on page 488.3. Discuss as a class: What is the conflict of the story? How was it resolved? 4. Assign: Skim the story. Have them fill in the rising action and the climax. 5. Students record and share their answer ((Numbered Heads Together)6. Assign PB pg. 193 ................
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