BULLFROG AT MAGNOLIA CIRCLE PDF

Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal. Each unit in the Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.

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Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal. Each unit in the Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.

Why do we find the gist? Skip to main content. Subscribe Sign Up. Download Materials. Daily Learning Targets I can read my pourquoi tale aloud accurately and with expression.

Agenda Agenda Teaching Notes 1. Opening A. Reviewing Learning Targets 5 minutes 2. Work Time A. Reading for Gist: Bullfrog at Magnolia Circle 20 minutes 3. Closing and Assessment A. Exit Ticket: Answering Questions about the Text 5 minutes 4. Homework A. Purpose of lesson and alignment to standards: Students who did not get to perform their pourquoi tale in the first part of the Frog Festival in Lesson 12 get to do so in Work Time A.

To ensure adequate time for this, students are provided with subject headers, which they record on sticky notes to help them find the gist: habitat, food, predators, finding a mate, life cycle. If students have been working on the Reading Fluency component of the Additional Language and Literacy block, they will already be familiar with excerpts of this text. As a result, this could be an opportunity to have students help you read the text aloud. The research reading students complete for homework helps to build both their vocabulary and knowledge pertaining to frogs and specifically frog adaptations.

By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

Some students practice their fluency in this lesson by reading their pourquoi tale aloud during the Frog Festival. How it builds on previous work: The Frog Festival in this lesson provides students with a chance to perform their story as a read-aloud to an audience and to practice the reading fluency skills they have been working on.

Continue to use Goals 1 and 2 Conversation Cues to promote productive and equitable conversation. Areas where students may need additional support: Some students may require support reading their tales aloud in the Frog Festival, either because they require additional support reading the words or because they lack the confidence to perform to an audience.

Assessment guidance: Writing rubrics can be found in the Grade 3 Writing Rubrics document. All other assessment materials student copy, answer key, student exemplar are included in the Assessment Overview and Resources. Collect in Comparative and Superlative Adjectives homework from Lessons 11 and See Comparative and Superlative Adjectives answers, for teacher reference.

Down the road: In Unit 2, students will research answers to their "why" questions about frogs. In Advance Prepare an order for students to perform in the Frog Festival. Prepare a Reading Fluency Checklist for each student. This checklist will be used to assess fluency when they read their pourquoi tale aloud during the Frog Festival in Work Time C. Consider inviting other students, teachers, and families to attend the Frog Festival. Plan this accordingly and invite an audience in advance.

Consider preparing a room or a space for the Frog Festival e. Important points in the lesson itself The basic design of this lesson supports ELLs with opportunities to demonstrate their content and language knowledge in a Frog Festival built on their preparation and practice in previous lessons. They self-assess at the end of the lesson in order to celebrate their successes and chart a course for the future.

ELLs may find the End of Unit 1 Assessment challenging, as it may be a big leap from the heavily scaffolded classroom interaction. Before they begin, encourage students to do their best and congratulate them on the progress they've made learning English. For students who have trouble with fluency, it may be difficult and stressful for them to read aloud without support. If they ask for help, tell them they are great readers and they are doing well on their own.

Make sure that ELLs understand the assessment directions. Answer their questions, refraining from supplying answers to the assessment questions themselves. For example, the reading fluency assessment requires some self-orchestration on the part of the students. Take some extra time to make sure they know what is expected of them. This way the assessment will go more smoothly with fewer interruptions from process questions.

See additional support in the lesson. After the assessment, ask students to discuss what was easiest and what was most difficult, and why. For example, while circulating during the closing, ask students which part of the Frog Festival was most difficult: reading in front of friends, reading with expression, or knowing what the words said.

In future lessons and for homework, focus on the language skills that will help students address these assessment challenges. Throughout the reading for gist, stop often to check for comprehension. Ask students to summarize the events and ideas in the text.

When necessary, invite a more proficient student to paraphrase the events in more comprehensible language. Universal Design for Learning Multiple Means of Representation MMR : Provide pictures and simple definitions to ensure that those who may have limited background knowledge about frogs understand what each of the headings in Bullfrog at Magnolia Circl e means. Consider inviting students to prepare their sticky note headings in advance by writing the heading and drawing a simple sketch to help them remember what each heading means.

For those who may need additional support with expressive language, facilitate communication by providing sentence frames to help them organize their thoughts. This way, all students can benefit from peer interaction. This supports students in understanding the value and relevance of the activities in this lesson.

Provide support for students who may need additional guidance in peer interactions and collaboration. For example, offer prompts or sentence frames that support students in asking for help or clarification from classmates. In doing so, students are able to maintain focus for completing the activity. Assessment Each unit in the Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment.

Direct students' attention to the posted learning targets and select a volunteer to read them aloud: "I can read my pourquoi tale aloud accurately and with expression.

Underline the word gist. Using a total participation technique, invite responses from the group: "What is the gist? Remind them that they reviewed the criteria on this anchor chart in Lesson Invite students to retrieve their Reading Fluency Self-Assessment Checklist and to remind themselves of the criteria they highlighted in Lesson 11 to work on. Tell the class that those students who haven't had a chance to participate in the Frog Festival will do so today.

Remind students of the importance of being a good audience member. Invite the first student to begin. Assess each student's performance using the Reading Fluency Checklist. Repeat with as many students as you have time for in this lesson.

Frog Festival, Part II: Reflections 5 minutes Invite those students who read their pourquoi tales aloud to self-assess their performance with their Reading Fluency Self-Assessment Checklist, using a different colored pen or pencil than they used for the previous lesson. While performers are reflecting, invite audience members to pair up and share one thing they learned.

For ELLs and students who may need additional support reflecting on their learning: Provide a sentence frame and model using it. Distribute a copy of Bullfrog at Magnolia Circle to each student. Explain that, as part of the Frog Festival, students are going to read along silently while you read a new frog text aloud. Read Bullfrog at Magnolia Circle aloud without interruption.

Using a total participation technique, invite responses from the group: "What is this text about? Tell students that they are now going to find the gist. Remind them that when they find the gist, they go through the text in chunks and identify what each chunk is mostly about. Pair students up. Write the following headings on the board: Habitat where it lives Physical features how it looks Diet food Predators animals that are a threat Life cycle stages of life an animal goes through from birth to adult Finding a mate Explain that to find the gist, students are going to work in pairs to go page-by-page through the book.

On each page, they are going to write one of the headings on the board on a sticky note and stick it on the page to show what that page is mostly about.

Ensure that students understand what each of the headings means. Distribute sticky notes. Ask students to look at the first page of Bullfrog at Magnolia Circle. Invite them to discuss with their partner and then invite responses from the group, using a total participation technique: "Which of the labels would you choose for the gist of this page? Repeat with the next page.

Students may use more than one heading here: habitat, life cycle, and physical features. Invite students to repeat with the rest of the pages of the book. Circulate to support students in this process. Invite students to share any new words, adding any unfamiliar words to their vocabulary logs.

Add any new words to the academic word wall and domain-specific word wall and invite students to add translations in native languages. Focus students on the learning targets. Read each one aloud, pausing after each to use a checking for understanding protocol for students to reflect on their comfort level with or show how close they are to meeting each target.

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Reading For Gist: Bullfrog at Magnolia Circle

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