Language Arts Sample Systematic Instruction Script (LASSIS): Elementary Vocabulary and Acquisition
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+ | {{BACK TO| [[Language Arts Sample Systematic Instruction Script]]}} | ||
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− | + | __TOC__ | |
− | + | <span style="font-size:175%;">'''Key Text:''' Excerpt from '''''Because of Winn Dixie'''''</span> | |
− | + | <span style="font-size:150%">'''Grade Band:''' Elementary (Grades 3-5)</span> | |
+ | <span style="font-size:150%">'''Focus:''' Building Understanding of Words and Stories</span> | ||
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|style="background-color:#D9D9D9;" width="10%"|'''Topic''' | |style="background-color:#D9D9D9;" width="10%"|'''Topic''' | ||
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Identify second, third, and fourth grade words. | Identify second, third, and fourth grade words. | ||
− | || | + | ||<ol><li>Identify and define key words related to the story.</li></ol> |
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Explain what a text says. | Explain what a text says. | ||
− | || | + | ||<ol start="2"><li> Answer "who", "what", and "where" questions.</li> |
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+ | <li> Confirm or change a prediction about main idea of story using at least two details from story.</li> | ||
− | + | <li> Select the theme of the story when given four options and match to a supporting detail in the text.</li></ol> | |
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+ | ==BUILD ESSENTIAL UNDERSTANDING: Teaching Story Elements== | ||
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|colspan=3|{{3rd}},{{4th}},{{5th}} Objective: Identify and define key words related to the story. (See materials for vocabulary and pictures) | |colspan=3|{{3rd}},{{4th}},{{5th}} Objective: Identify and define key words related to the story. (See materials for vocabulary and pictures) | ||
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||'''Find the title of our book.''' | ||'''Find the title of our book.''' | ||
− | ||Points to title. (Teacher reads title. If student needs help, use LIP.) '''REMEMBER TO PRAISE EACH CORRECT RESPONSE!!!!!!!!''' | + | ||Points to title. (Teacher reads title. If student needs help, use LIP.) '''REMEMBER TO PRAISE EACH CORRECT RESPONSE!!!!!!!!''' {{StudentPractice}} |
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||'''Find the author of our book. The author is the person who wrote our story.''' | ||'''Find the author of our book. The author is the person who wrote our story.''' | ||
− | ||Points to author. (Teacher reads author's name. If student needs help, use LIP.) | + | ||Points to author. (Teacher reads author's name. If student needs help, use LIP.) {{StudentPractice}} |
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||'''What kind of pet is our book about? Let the title and picture help you.''' | ||'''What kind of pet is our book about? Let the title and picture help you.''' | ||
− | ||Communicates "dog". (Give student 4 pictures or objects; if does not point to "dog", use LIP and point to dog on book cover.) | + | ||Communicates "dog". (Give student 4 pictures or objects; if does not point to "dog", use LIP and point to dog on book cover.) {{StudentPractice}} |
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||'''A character is a person in a story. Listen while I read the first two sentences of our first chapter. '''(Read 1<sup>st</sup> two sentences). '''"Who" asks for the name of a character. Who is the character in our story?''' | ||'''A character is a person in a story. Listen while I read the first two sentences of our first chapter. '''(Read 1<sup>st</sup> two sentences). '''"Who" asks for the name of a character. Who is the character in our story?''' | ||
− | ||Selects Opal. (Option: Give student 4 pictures from which to make a selection). If not correct, use the LIP for finding answer in text. Also remind student "who" asks for a person's name. | + | ||{{StudentPractice}}Selects Opal. (Option: Give student 4 pictures from which to make a selection). If not correct, use the LIP for finding answer in text. Also remind student "who" asks for a person's name. |
− | + | {{Cflightbulb}}Option: Use examples/non-examples of characters/ not characters. | |
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||'''Sometimes a character can be an animal. Another character in our story is Winn Dixie. Who is Winn Dixie?''' | ||'''Sometimes a character can be an animal. Another character in our story is Winn Dixie. Who is Winn Dixie?''' | ||
− | ||Communicates "dog". (Give student 4 pictures or objects; if does not point to "dog", use LIP and point to dog on book cover.) | + | ||Communicates "dog". (Give student 4 pictures or objects; if does not point to "dog", use LIP and point to dog on book cover.) {{StudentPractice}} |
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||'''The setting is a place in our story. Listen for the setting in the next two sentences. '''(Read next two sentences). '''"Where" asks for the setting, a place in our story. Where is the setting?''' | ||'''The setting is a place in our story. Listen for the setting in the next two sentences. '''(Read next two sentences). '''"Where" asks for the setting, a place in our story. Where is the setting?''' | ||
− | ||Selects Florida. (Give student 4 pictures from which to make a selection.) If not correct, use the LIP for finding answer in text. | + | ||{{StudentPractice}}Selects Florida. (Give student 4 pictures from which to make a selection.) If not correct, use the LIP for finding answer in text. |
− | + | {{Cflightbulb}}Option: Use examples/non-examples of settings/ not setting. | |
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+ | ==BUILD A GRADE-ALIGNED COMPONENT: I. WORD STUDY== | ||
{|border=1 | {|border=1 | ||
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||Opal | ||Opal | ||
− | ||Reads/ selects "Opal." Matches to picture. (Time delay is an excellent strategy to teach the words. Begin with a no delay round so students learn the words without error. Then use a delayed round for students to anticipate the correct response). | + | ||{{Clock}}Reads/ selects "Opal." Matches to picture. (Time delay is an excellent strategy to teach the words. Begin with a no delay round so students learn the words without error. Then use a delayed round for students to anticipate the correct response). |
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− | + | ||'''Step''' | |
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− | | | + | ||'''Teacher shows each word (do not read it)''' |
− | | | + | ||'''Student Response''' |
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+ | ==BUILD A GRADE-ALIGNED COMPONENT: II. PASSAGE COMPREHENSION== | ||
{|border=1 | {|border=1 | ||
− | | | + | |colspan=3 |{{3rd}},{{5th}} Objective: Confirm or change a prediction about main idea of story using at least two details from story. (See materials for response options) |
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− | ||'''Before we start reading, I want you to think about what this chapter is about. Remember, we talked about the fact that Winn Dixie is a dog. Did you know Winn Dixie is the name of a grocery store? I shop at '''(name a local grocery store). '''Where does your family shop? Opal shops at Winn Dixie. ''' | + | |colspan=3|'''Before we start reading, I want you to think about what this chapter is about. Remember, we talked about the fact that Winn Dixie is a dog. Did you know Winn Dixie is the name of a grocery store? I shop at '''(name a local grocery store). '''Where does your family shop? Opal shops at Winn Dixie. ''' |
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− | ||'''READ ADAPTED TEXT:''' <u>Read Chapter 1 aloud</u> (some students may be able to read this passage aloud for you.) | + | |colspan=3|'''READ ADAPTED TEXT:''' <u>Read Chapter 1 aloud</u> (some students may be able to read this passage aloud for you.) |
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(Read the chapter aloud. When you get to "And he smiled", read the sentence once. Then repeat "And he…" Wait for student to read "smiled." NOTE: You may have some students help read other key vocabulary words when you come to them.) | (Read the chapter aloud. When you get to "And he smiled", read the sentence once. Then repeat "And he…" Wait for student to read "smiled." NOTE: You may have some students help read other key vocabulary words when you come to them.) | ||
− | ||Reads "smiled" (may use voice output device). Use LIP if does not respond correctly. | + | ||Reads "smiled" (may use voice output device). Use LIP if does not respond correctly. {{StudentPractice}} |
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'''What happened first?''' | '''What happened first?''' | ||
− | ||Communicates "The preacher sent Opal to the store." (This may be communicated by pointing to the first picture/sentence strip or reading it. Option: you might have student put the number 1 by the first fact). Use LIP if student does not respond correctly. | + | ||Communicates "The preacher sent Opal to the store." (This may be communicated by pointing to the first picture/sentence strip or reading it. Option: you might have student put the number 1 by the first fact). Use LIP if student does not respond correctly. {{StudentPractice}} |
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− | ||Communicates "A dog was in the store." | + | ||Communicates "A dog was in the store." {{StudentPractice}} |
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||'''What happened last?''' | ||'''What happened last?''' | ||
− | ||Communicates "Opal took the dog home." | + | ||Communicates "Opal took the dog home." {{StudentPractice}} |
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||Matches "A girl finds a dog in the grocery store" to "A dog was in the store." | ||Matches "A girl finds a dog in the grocery store" to "A dog was in the store." | ||
− | Use LIP if student does not respond correctly. | + | Use LIP if student does not respond correctly. {{StudentPractice}} |
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− | + | |colspan=3|{{3rd}} Objective: Answer basic comprehension questions: "who", "what", and "where" questions | |
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− | ||'''Let's answer some questions about our story. Remember to think about what we read to find the ''right ''answer. '''Use laminated vocabulary and picture cards. | + | |colspan=3|'''Let's answer some questions about our story. Remember to think about what we read to find the ''right ''answer. '''Use laminated vocabulary and picture cards. |
''READER OPTION: ''Use the sight words as the response options. | ''READER OPTION: ''Use the sight words as the response options. | ||
''LISTENER OPTION: ''Use the pictures as the response options. | ''LISTENER OPTION: ''Use the pictures as the response options. | ||
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||Selects "Opal." | ||Selects "Opal." | ||
− | (If student does not get correct answer for these questions, reread portion of text with correct answer and ask again. See LIP for text in ''Instructional Resource Guide ''for more detail.) | + | (If student does not get correct answer for these questions, reread portion of text with correct answer and ask again. See LIP for text in ''Instructional Resource Guide ''for more detail.){{StudentPractice}} |
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{|border=1 | {|border=1 | ||
− | | | + | |colspan=3|{{3rd}},{{4th}} Objective: Select the theme of the story when given four options and match to a supporting detail in the text. |
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− | ||'''You are doing a great job with our story today! Let's try something a little harder. Remember our author is Kate DiCamillo. The <u>theme</u> is the topic the story is about. Let's work together to find our theme. '''Use "Theme Response Board", vocabulary cards and pictures, and the "What is the theme of our story?" response board. | + | |colspan=3|'''You are doing a great job with our story today! Let's try something a little harder. Remember our author is Kate DiCamillo. The <u>theme</u> is the topic the story is about. Let's work together to find our theme. '''Use "Theme Response Board", vocabulary cards and pictures, and the "What is the theme of our story?" response board. |
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(Write each fact under Opal's name. Write "Preacher.") | (Write each fact under Opal's name. Write "Preacher.") | ||
− | ||Communicates "Preacher." (Use the vocabulary words you taught earlier for students to make their responses.) Use LIP if does not respond correctly. | + | ||Communicates "Preacher." (Use the vocabulary words you taught earlier for students to make their responses.) Use LIP if does not respond correctly. {{StudentPractice}} |
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'''A friend understands. So we know Winn Dixie is her friend. ''' | '''A friend understands. So we know Winn Dixie is her friend. ''' | ||
− | ||Communicates "Winn Dixie" Use LIP if does not respond correctly; rereading part of text that gives the answer "Winn Dixie understood what I meant". | + | ||Communicates "Winn Dixie" Use LIP if does not respond correctly; rereading part of text that gives the answer "Winn Dixie understood what I meant". {{StudentPractice}} |
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+ | ==BUILD A GRADE-ALIGNED COMPONENT: III. CONTEXT CLUES== | ||
{|border=1 | {|border=1 | ||
− | | | + | |colspan=3|{{4th}},{{5th}} BUILD A GRADE-ALIGNED COMPONENT''' – Fill in sentence using new vocabulary word based on context cues. (See materials for response board) |
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− | ||'''You have done such a great job with our story today. Let's do one more thing to become super readers. Let's play "Guess the Word". This game uses words that have more than one meaning. '''Give each student several pictures including the correct responses. | + | |colspan=3|'''You have done such a great job with our story today. Let's do one more thing to become super readers. Let's play "Guess the Word". This game uses words that have more than one meaning. '''Give each student several pictures including the correct responses. |
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{|border=1 | {|border=1 | ||
− | | | + | |colspan=2|'''OPTIONAL WRITING ACTIVITIES: ''' |
There are two writing activities. The first activity can be done daily, or after reading a chapter or group of chapters. The second activity can be used as a culminating activity at the end of the book. | There are two writing activities. The first activity can be done daily, or after reading a chapter or group of chapters. The second activity can be used as a culminating activity at the end of the book. | ||
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This can be done without this website, using pictures printed from the internet, or cut from magazines. | This can be done without this website, using pictures printed from the internet, or cut from magazines. | ||
− | || | + | ||[[File:ElementaryVocabularyAndAcquisition1.PNG|200px]] |
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Create a book report about ''Because of Winn Dixie'' in the shape of the "mistake tree" from Miss Gloria Dump's back yard. See the sample on the right The top of the tree will have the title, author, setting, and character descriptions. Students can find these details in the story and either write or use the book as a model to copy the information from and type/print. The character descriptions can be derived from the character scrapbook created after reading each chapter(s). These can be pasted on bottles that are hanging from the tree, as described in the book. The trunk of the tree is a book summary that can be created using student input or by having students fill-in the blanks. | Create a book report about ''Because of Winn Dixie'' in the shape of the "mistake tree" from Miss Gloria Dump's back yard. See the sample on the right The top of the tree will have the title, author, setting, and character descriptions. Students can find these details in the story and either write or use the book as a model to copy the information from and type/print. The character descriptions can be derived from the character scrapbook created after reading each chapter(s). These can be pasted on bottles that are hanging from the tree, as described in the book. The trunk of the tree is a book summary that can be created using student input or by having students fill-in the blanks. | ||
− | || | + | ||[[File:ElementaryVocabularyAndAcquisition2.PNG|200px]] |
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− | NOTE TO TEACHER: Repeat the lesson using these targets | + | |
+ | <nowiki>*</nowiki>'''NOTE TO TEACHER:''' Repeat the lesson using these targets | ||
{|border=1 | {|border=1 | ||
|width = "20%" style="background-color:#D9D9D9;"|'''Chapters''' | |width = "20%" style="background-color:#D9D9D9;"|'''Chapters''' | ||
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Students can also act out chapters by assigning different roles to each student. Nonverbal students can read their lines using an alternative communication device. | Students can also act out chapters by assigning different roles to each student. Nonverbal students can read their lines using an alternative communication device. | ||
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+ | ==BUILD TOWARDS GRADE LEVEL COMPETENCE (Level 4 Text):== | ||
+ | Read the chapters covered in the lesson above aloud to the students but use the actual non-adapted text. This will provide students with an opportunity to hear more complex vocabulary, literary elements that may have been removed when creating the adapted text, and the author's tone. ''Because of Winn Dixie'' can be read in a Southern accent making it entertaining for students. Here are some comprehension questions to use for each chapter. | ||
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "10%" |'''Chapters''' |
− | | | + | ||'''"Wh" questions''' |
− | | | + | ||'''Additional vocabulary to teach for this chapter''' |
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+ | ==BUILD TOWARDS INDEPENDENT READING== | ||
+ | (Using text at 1<sup>st</sup> to 2<sup>nd</sup> grade reading level.) '''Have the student read the Independent Reader steps aloud (or silently) and then answer each comprehension question. You can also cut the sentences apart and have students put them in order to retell the story. | ||
My name is Opal. My dad is a preacher. | My name is Opal. My dad is a preacher. | ||
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|} | |} | ||
− | ''' | + | '''<nowiki>*</nowiki>'''Access this poem here: [http://www.poets.org/viewmedia.php/prmMID/20949 http://www.poets.org/viewmedia.php/prmMID/20949] |
+ | |||
+ | |||
+ | '''''REAL LIFE READING.''''' After completing a chapter in class, send a copy of the chapter and a list of comprehension questions with a response board home for homework practice. Also allow the student to review completed chapters during free time to encourage reading as a leisure pursuit. This book could be paired with teaching making a purchase in a grocery store or a trip to an animal shelter or veterinarian to learn about pet care. Florida is the state mentioned in this story. This creates an opportunity for students to read their own state name or recognize it on a map. | ||
+ | |||
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+ | ==Printable Materials== | ||
+ | [[Media:Elementary_Vocabulary_and_Acquisition_Progress_Monitoring.pdf|Progress Monitoring]] | ||
+ | |||
+ | [[Media:Elementary_Vocabulary_and_Acquisition_Skills_Test.pdf|Skills Test]] | ||
+ | |||
+ | [[Media:Elementary_Vocabulary_and_Acquisition_Teacher_Materials.pdf|Teacher Materials]] | ||
+ | |||
+ | [[Media:Elementary_Vocabulary_and_Acquisition_Adapted_Text.pdf|Adapted Text]] | ||
+ | |||
+ | |||
− | + | [[Category:ELA]] | |
+ | [[Category:Elementary]] | ||
+ | [[Category:LASSI]] |
Latest revision as of 11:38, 11 September 2015
BACK TO Language Arts Sample Systematic Instruction Script
Key Text: Excerpt from Because of Winn Dixie
Grade Band: Elementary (Grades 3-5)
Focus: Building Understanding of Words and Stories
Topic | Core Content Connectors | Common Core State Standard | Essential Understanding | LASSI Objectives |
WORD
STUDIES |
3.RWL.h2 Identify grade level words with accuracy.
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3.RF.4 Read with sufficient accuracy and fluency to support comprehension. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
4.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. |
Identify frequently used nouns.
THEN
Identify high frequency words.
Identify frequently used words (e.g., EDL 2 or 3) THEN
Identify second, third, and fourth grade words. |
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PASSAGE COMPREH-ENSION
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3.RL.i2 Answer literal questions and refer to text to support your answer.
3.RL.k2 Determine the main ideas and supporting detail of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 4.RL.k2 Determine the theme of a story, drama, or poem; refer to text to support answer. 5.RL.b1 Refer to details and examples in text when explaining what the text says explicitly. |
3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.SL.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
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Recall information in a text (e.g., repeated story lines).
THEN
Predict what might happen in a text. THEN
Refer to text to support a prediction. Identify the topic of a text or information presented in diverse media. THEN
Identify a supporting detail of the topic in a text or information presented in diverse media.
Determine the topic of story or poem. THEN
Identify details from text that support a topic. Recall details in a text THEN
Explain what a text says. |
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USING CONTEXT CUES | 4.RWL.i2 Use context to determine the meaning of unknown or multiple meaning words, or words showing shades of meaning.
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4.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibily from an array of strategies. a. Use context (e.g. definitions, examples, or restatements in text) as a clue to the meaning of the word or phrase.
5.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibily from an array of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of the word or phrase. |
Understand that words can have more than one meaning.
THEN
Identify a meaning of a multiple meaning word. THEN
Determine which familiar word completes a sentence. THEN
Given the meaning of new word, determine which word completes the sentence. Identify unknown words. THEN
Identify multiple meaning words. THEN
Determine the meanings of a multiple meaning word within context. |
Fill in sentence using new vocabulary word based on context cues.
Select picture that best illustrates sentence with an unknown or multiple meaning word by using context cues in sentence. |
Be sure to provide specific practice to students on the skills that correspond to their grade level. | ||||
Materials Needed: Print, cut, and laminate response boards and response options attached to the end of this lesson. Also print the story. We recommend putting the story in a three ring binder with page protectors. Note that the stories are written in Level 3 text (no picture icons; Lexiled at about half grade level). See notes on "Build Towards Grade Level Competence" for moving students towards grade level text (Level 4). Teachers may modify the story by adding the vocabulary picture icons, simplifying sentences, and deleting nonessential sentences (Level 2 text). We also have provided some Level 2 text examples in the "Build Towards Independent Reading" section. The repeated story line is written simply (Level 1 text) and can be emphasized for students with emergent literacy (e.g., "And he smiled"). For students with the most significant or multiple disabilities, augment the story using objects such as a toy dog to represent Winn-Dixie or a grocery bag for the grocery store. Although response options are provided, when appropriate, allow students to generate their own responses. |
[edit] BUILD ESSENTIAL UNDERSTANDING: Teaching Story Elements
[edit] BUILD A GRADE-ALIGNED COMPONENT: I. WORD STUDY
[edit] BUILD A GRADE-ALIGNED COMPONENT: II. PASSAGE COMPREHENSION
[edit] BUILD A GRADE-ALIGNED COMPONENT: III. CONTEXT CLUES
4th,5th BUILD A GRADE-ALIGNED COMPONENT – Fill in sentence using new vocabulary word based on context cues. (See materials for response board) | ||
You have done such a great job with our story today. Let's do one more thing to become super readers. Let's play "Guess the Word". This game uses words that have more than one meaning. Give each student several pictures including the correct responses. | ||
Step | Teacher Says/Does | Student Response |
34. | Here is our first one. "The preacher sent me to the grocery store. I walked into the produce section."
Who can find what produce means? Hint: Here's the hint "sent me to the grocery store. It's in a grocery store." |
Selects picture of fruits and vegetables. (To make this a game, give student a point for each correct answer. Students may compete as teams; or if only one student, let student try to get correct answer faster than you do.)
If not correct, restate the hint shown on the left. \[\[File:Insert Picture here.jpg\]\]If student does not make correct response, use examples/non-examples of what you find in a grocery store. |
35. | Here's our next passage. "The manager was going to send the dog to the pound, but I kept him."
Who can find what pound means? Hint: Here's the hint "send the dog". It's somewhere dogs go when they have no home. |
Selects picture of dog in a cage (pound).
Use same strategy for prompting as above/ and same game format. |
36. | Here's another passage, "He had always told me to help others. Winn Dixie needed my help…I gave Winn Dixie a bath."
Who can find what "help others" means? Hint: Here's the hint, "Winn Dixie needed my help. I gave Winn Dixie a bath." Giving a dog a bath helps the dog to be clean. |
Selects picture of cleaning (not literally a dog bath).
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37. | Sometimes a word can have more than one meaning. Let's try a few. A "pen" can be something I use to write (show picture of writing pen). A "pen" can also be something a dog stays in (show dog pen). What does pen mean in this sentence- "A dog was in a pen." | Selects picture of dog pen.
If not correct, restate the types of pens shown in italics on the left and let the student try again. |
38. | What does pen mean in this sentence- "I write with a pen." | Selects writing pen. |
39. | Let's do another word. The word "pound" can be something we do with a hammer (pretend to pound the table). Or, a "pound" can be a place where dogs go that do not have a home. What does pound mean in this sentence. The manager said, "Put Winn Dixie in the pound." | Selects picture of dog pound. |
40. | What does pound mean in this sentence- "I pound the nail." | Selects picture of hammer pounding nail. |
Note: To help students generalize, try other multiple meaning words in future lessons. Point out these words in everyday activities. |
You did a wonderful job with our story today.
OPTIONAL WRITING ACTIVITIES:
There are two writing activities. The first activity can be done daily, or after reading a chapter or group of chapters. The second activity can be used as a culminating activity at the end of the book. | |
Daily: Create a scrapbook of each character introduced in the chapter(s). You can use this website: http://www.scholastic.com/winndixie/scrapbook.htm
This is a way to incorporate technology. Students can create a picture of each character based on what they envision after hearing the story read to them by using the options provided. Then, they can look for character descriptions in the story and add using a keyboard, adapted keyboard, speech-to-text software, or by dictating what to write to the teacher. This can be done without this website, using pictures printed from the internet, or cut from magazines. |
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Culminating Activity:
Create a book report about Because of Winn Dixie in the shape of the "mistake tree" from Miss Gloria Dump's back yard. See the sample on the right The top of the tree will have the title, author, setting, and character descriptions. Students can find these details in the story and either write or use the book as a model to copy the information from and type/print. The character descriptions can be derived from the character scrapbook created after reading each chapter(s). These can be pasted on bottles that are hanging from the tree, as described in the book. The trunk of the tree is a book summary that can be created using student input or by having students fill-in the blanks. |
*NOTE TO TEACHER: Repeat the lesson using these targets
Chapters | Key vocabulary | Main Idea & supporting detail | Theme & supporting detail | Passages for using context clues |
5, 6, 7 | neighborhood
howl church librarian- Miss Fanny bear mouse |
Winn Dixie makes a lot of friends.
|
Making Friends
|
Who can find what "howled" means? Hint: Here's the hint, "he howled so loud the other dogs in the neighborhood would howl back." |
8 | healthy
proud Sweetie Pie collar expensive Gertrude's Pets birthday party |
Opal got a job and made a friend because of Winn Dixie.
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Helping Others
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Who can find what "proud" means? Hint: Here's the hint, "he was very proud of how good he looked." |
9-10 | listen
witch heart Gloria Dump |
Opal met Gloria Dump, because of Winn-Dixie.
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Not Judging Others
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Who can find what "listen" means? Hint: Here's the hint, "She listened to me talk about my mom." |
11 | thunderstorm
scared thunder house |
Winn-Dixie is afraid of thunderstorms.
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Helping Others
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Who can find what "scared" means? Hint: Here's the hint, "I let Winn-Dixie in our house, because he was so scared." |
12-13 | closed
Otis music guitar animals listening |
Otis plays magical music.
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Music
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Who can find what "closed" means? Hint: Here's the hint, "Winn-Dixie and I went to Gertrude's Pets. The sign on the door said CLOSED." |
14-17 | jail
rich mom bad choices Civil War candy factory |
Otis made a bad choice.
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Helping others
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Who can find what "rich" means? Hint: Here's the hint, "He started his own candy factory after the war. He became rich." |
18-21 | presents
book sad animals party candy |
Opal gave her friends candy.
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Giving
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Who can find what "presents" means? Hint: Here's the hint, "I brought Gloria Dump two presents, candy and a book." |
22-26 | prayer
rain parrot lost love |
Winn-Dixie got lost at Opal's party.
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Perseverance
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Who can find what "prayer" means? Hint: Here's the hint, "The Preacher said a prayer before we ate." |
Students can also act out chapters by assigning different roles to each student. Nonverbal students can read their lines using an alternative communication device.
[edit] BUILD TOWARDS GRADE LEVEL COMPETENCE (Level 4 Text):
Read the chapters covered in the lesson above aloud to the students but use the actual non-adapted text. This will provide students with an opportunity to hear more complex vocabulary, literary elements that may have been removed when creating the adapted text, and the author's tone. Because of Winn Dixie can be read in a Southern accent making it entertaining for students. Here are some comprehension questions to use for each chapter.
Chapters | "Wh" questions | Additional vocabulary to teach for this chapter |
1-2 | Why did Opal name the dog Winn-Dixie?
What did Opal want to buy at the store? Where did Opal find the dog? How did Opal's dad remind her of a turtle? |
produce, the pound, stray, exception, missionary |
3-4 | How old was Opal when her mom left?
Why did Opal think that she was like Winn-Dixie? What was the tenth thing the preacher told Opal about her mom? |
orphans, constellations, memorize, alcoholism |
5-6 | Who was Opal's first friend in town (besides Winn-Dixie)?
What did the librarian think that Winn-Dixie was? How does Opal know that Winn-Dixie doesn't want to be left alone? |
applauded, pews |
7-8 | What book did Miss Franny use to chase the bear?
What will Sweetie Pie do when she turns six? What is Winn-Dixie's talent? |
peculiar, advanced, prideful, allowance, dust bunnies |
9-10 | What was Winn-Dixie eating when Opal found him?
What does Gloria use to see people with, instead of her eyes? What kind of tree did Gloria give Opal? |
identical, hollered, jungle |
11-12 | What is Winn-Dixie afraid of?
How did the animals get back in their cages? Why did Otis feel sorry for the animals? |
pathological, spell, criminal |
13-14 | Why does Winn-Dixie like to visit Gloria?
Why does Opal get mad at the Dewberry boys? |
roundabout, shame, imitated |
15-16 | Why was Opal worried about Gloria Dump?
Who was Littmus W. Block? What did Opal do to help Gloria? |
fit, slavery, enlisted, notion, vermin, typhoid fever, Yankees |
17-18 | Why did Littmus W. Block decide to build a candy factory?
What is the secret ingredient in the Littmus Lozenge? What does the lozenge taste like? |
lozenge, manufactured, melancholy, apology, "idle conversation" |
19-20 | Why was Otis put in jail?
What did Sweetie Pie think the lozenge tasted like? What theme did Opal and Sweetie Pie want for the party? |
barbeque, theme |
21-22 | How did Opal know that Otis was at the party?
What did Otis bring to the party? What did Opal mistake for a growling in Winn-Dixie's stomach? |
convinced, frilly, Dump Punch, wobble, swayed, shimmery |
23-24 | Why did Sweetie Pie say that Winn-Dixie couldn't be lost?
Who went with Opal to look for Winn-Dixie? What was the one thing the Preacher was thankful Opal's mother left behind? |
teeter, downpour |
25-26 | Where was Winn-Dixie hiding?
How did Opal's friends get Winn-Dixie to come out? What did Dunlap do to surprise Opal? |
wheezed, myths, hymns, strummed |
[edit] BUILD TOWARDS INDEPENDENT READING
(Using text at 1st to 2nd grade reading level.) Have the student read the Independent Reader steps aloud (or silently) and then answer each comprehension question. You can also cut the sentences apart and have students put them in order to retell the story.
My name is Opal. My dad is a preacher. We just moved to Naomi, Florida. My dad sent me to a grocery store. Winn Dixie. I walked to the produce. A dog was in the store! The manager yelled "A dog is in the store! Put him in the pound!" I took the dog home. Dad said, "Clean him up." I gave the dog a bath. And he smiled. The End.
Questions:
- Who is Opal's dad? (preacher)
- Where was the dog? (grocery store)
- What did Opal do to help? (bath)
GENERALIZATION ACROSS MATERIALS. Repeat this lesson using a poem instead of a story. Here is a poem and the responses you can use. The poems are provided in the student materials along with a response board.
Poem | "Wh" questions | Topic/ main idea/ theme | Context clues | Other ideas: Sequencing |
Read aloud this poem:
"A Bird Came Down the Walk." 'The Compete Poems of Emily Dickinson'. Boston: Little, Brown, 1960. (1893)\* |
Who came down the walk? (bird)
What did he bite? (worm) Where did he hop? (wall) Who did he let pass? (beetle) |
What is this poem about?
-What the bird does -Building a birdhouse -A dog in a store
|
"Then he drank a dew from a convenient grass."
Let's find out what dew is. What did he drink? (dew) Where is it? (on grass) What do we find on grass in morning? (wet) What is dew? (wetness on grass) |
Have students draw pictures for each action the bird takes (or provide pictures and have student put them in sequence)
-eating the worm -drinking the dew -hopping past the beetle –glancing with his eyes -taking the crumb |
*Access this poem here: http://www.poets.org/viewmedia.php/prmMID/20949
REAL LIFE READING. After completing a chapter in class, send a copy of the chapter and a list of comprehension questions with a response board home for homework practice. Also allow the student to review completed chapters during free time to encourage reading as a leisure pursuit. This book could be paired with teaching making a purchase in a grocery store or a trip to an animal shelter or veterinarian to learn about pet care. Florida is the state mentioned in this story. This creates an opportunity for students to read their own state name or recognize it on a map.