Tops And Bottoms Comprehension And Vocabulary Game

RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELA-Literacy. RL.6.2: Determine a theme of central idea of a text and ho it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. ELA-Literacy.

* Listen to longer stories and answer questions about a storybook they have just read.

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

The CCSS I have chosen to highlight in this unit are consistent and build upon each other throughout the unit. The content and language learning targets are driven by the CCSS and pull language and skills straight from the standards. The standards used in lesson 1,2 and 3 are CCSS.ELA-Literacy.RL.2.2, CCSS.ELA-Literacy.RL.2.3, CCSS.ELA-Literacy.RL.2.7, and CCSS.ELA-Literacy.RL.2.9 is used in lesson 2, and 3. Throughout the entire unit students are analyzing how the characters react to major events in the story and how that relates to the central theme of the fairy tale. The learning targets all relate to recalling the elements of the story, distinguishing how main characters respond to events, the theme of the stories and how all these things compare and

While reading a variety of stories, I am able to point out literary elements to my students. I know reading to my students can teach my students about good writing (Bruning, 2011, p. 295). I also

2. Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks by using comprehension strategies when reading informational or persuasive text.

The essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

A). ELA: RL.K.1 With prompting and support, ask and answer questions about key details in a text.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

C. Inferential Questions (“higher-order thinking” within the text). Construct a series of inferential questions (basic questions at the level of

Questioning/Wondering – ask questions based on material in the text. Read with an eye toward finding answers to questions.

2. Can students identify text features within a text and explain their purpose when reading nonfiction text. There were 19 students present during the summative assessments and 12 students met my objective, scoring a 6 out of 8 or better. Unfortunately, I knew there would be students that would not meet my object. The two standards I am addressing during the learning centers are an ongoing progress for 3rd grade. The goal at the end of 3rd grade is that all students can:

It is interesting to see how some folktales are similar to each other even though they can be from a different region of the world. An example of this happening is the stories of Odysseus and Sinbad. Both of these folktales have much in common but on is from the Middle East while the other from Greece. The way their travels are similar, how their adventures are being told, and how their personalities are alike prove this concept. These tales were told as entertainment and educate people about growth and perseverance.

This resource had been created to encourage a child to learn to read through play. It is in the form of a game and it is aimed at helping a child repeat the words that extra practice is needed from a book that has been read. The resource created is a game that incorporates play and praise in which are essential skills to support a child that is learning something new. Games enable all children to develop skills without pressure and are particularly important for children who may be less confident (Lindon, 1993). The ‘Let’s Read’ game can be used for a variety of ages as the words can be changed and personalised depending on the child’s reading ability. This game is a good way of helping to teach a child to read and improve on words that they struggle with because it is taught by learning through play, therefore the child is less aware they are learning and it is a fun way to practice. The child is also receiving praise and reward through the star reward sheet that comes with the game. By