Language Arts Sample Systematic Instruction Script (LASSIS): High Vocabulary and Acquisition
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+ | {{BACK TO| [[Language Arts Sample Systematic Instruction Script]]}} | ||
− | <span style="font-size:175%;">'''Key Text:''' Excerpt from ''The Pearl''</span> | + | |
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+ | <span style="font-size:175%;">'''Key Text:''' Excerpt from '''''The Pearl'''''</span> | ||
<span style="font-size:150%;">'''Grade Band:''' High School (Grades 9-12)</span> | <span style="font-size:150%;">'''Grade Band:''' High School (Grades 9-12)</span> | ||
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+ | ==BUILD ESSENTIAL UNDERSTANDING (See materials for response boards)== | ||
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|colspan=3|'''INTRODUCE TEXT''' (i.e., attention getter activity) Show a picture of the ocean. Ask students if they have been to the ocean. Show the book ''The Pearl. '''''We are going to be reading a book about a family that lives a very peaceful life by the ocean'''. | |colspan=3|'''INTRODUCE TEXT''' (i.e., attention getter activity) Show a picture of the ocean. Ask students if they have been to the ocean. Show the book ''The Pearl. '''''We are going to be reading a book about a family that lives a very peaceful life by the ocean'''. | ||
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+ | ==BUILD A GRADE-ALIGNED COMPONENT: I. WORD STUDY== | ||
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|colspan=4|Objective: Identify and define key words related to the story. (See materials for vocabulary and pictures) | |colspan=4|Objective: Identify and define key words related to the story. (See materials for vocabulary and pictures) | ||
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+ | ==BUILD A GRADE-ALIGNED COMPONENT: II. PASSAGE COMPREHENSION== | ||
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|colspan=3|Objective: Confirm or change a prediction about main idea of story using at least two details from story. (See materials for sentence strips) | |colspan=3|Objective: Confirm or change a prediction about main idea of story using at least two details from story. (See materials for sentence strips) | ||
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+ | ==BUILD A GRADE-ALIGNED COMPONENT: III. CONTEXT CLUES== | ||
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|colspan=3|'''BUILD A GRADE ALIGNED COMPONENT''' – Fill in sentence using new vocabulary word based on context cues. (See materials for response board) | |colspan=3|'''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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− | NOTE TO TEACHER: Repeat the lesson using these targets | + | <nowiki>*</nowiki>'''NOTE TO TEACHER:''' Repeat the lesson using these targets |
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|width = "20%" style="background-color:#D9D9D9;"|'''Adapted Chapters''' | |width = "20%" style="background-color:#D9D9D9;"|'''Adapted Chapters''' | ||
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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. Here are some comprehension questions to use for each chapter. | ||
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "100"|'''Original Chapters''' |
− | ||'''"Wh" questions''' | + | |width="1500"|'''"Wh" questions''' |
− | ||'''Additional vocabulary to teach for this chapter''' | + | |width="900"|'''Additional vocabulary to teach for this chapter''' |
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+ | ==BUILD TOWARDS INDEPENDENT READING== | ||
+ | (Using text at beginning 3<sup>rd</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. | ||
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=Printable Materials= | =Printable Materials= | ||
− | [[ | + | [[Media:High Vocabulary and Acquisition Adapted Text.pdf|Adapted Text]] |
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+ | [[Media:High Vocabulary and Acquisition Skills Test.pdf|Skills Test]] | ||
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+ | [[Media:High Vocabulary and Acquisition Progress Monitoring.pdf|Progress Monitoring]] | ||
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+ | [[Media:High Vocabulary and Acquisition Teacher Materials.pdf|Teacher Materials]] | ||
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− | [[ | + | [[Category: High]] |
+ | [[Category: LASSI]] | ||
+ | [[Category: ELA]] |
Latest revision as of 11:46, 11 September 2015
BACK TO Language Arts Sample Systematic Instruction Script
Key Text: Excerpt from The Pearl
Grade Band: High School (Grades 9-12)
Focus: Building Understanding of Words and Stories
Topic | Core Content Connectors | Common Core State Standard | Essential Understanding | LASSI Objectives |
PASSAGE COMPREHENSION
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910.RL.b1 Use two or more pieces of evidence to support inferences, conclusions, or summaries of the plot, purpose or theme within a text.
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9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. |
Identify a summary of the plot of a literary text.
THEN
Identify the theme of a literary text. THEN
Identify details to support the plot or theme of the text. |
Identify key details from the text that support the summary. |
USING CONTEXT CUES | 9-10.RWL.b1 Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position in a sentence) as a clue to the meaning of a word or phrase.
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9-10.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9-10 reading and content, choosing flexibily from an array of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. 11-12.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11-12 reading and content, choosing flexibily from an array of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. |
Use context as a clue to determine the meaning of a word in text.
THEN
Use references to identify the meaning of unknown words and phrases. |
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., "Kino and Juana loved their family"). For students with the most significant or multiple disabilities, augment the story using objects represented in Chapter 1 of The Pearl such as a pearl, small straw house, or a plastic scorpion. |
[edit] BUILD ESSENTIAL UNDERSTANDING (See materials for response boards)
[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
*NOTE TO TEACHER: Repeat the lesson using these targets
Adapted Chapters | Key Vocabulary | Passage Comprehension | Summary and Supporting Details | Passages for using context clues |
2 | Deliberately
Deftly Pearl Abscess Oyster Canoe |
He looked at Coyotito, and he saw that the abscess was getting better; the poison was receding from Coyotito's body. He was getting better!
How do we know Coyotito was getting better?
What does Kino hope is inside the oyster?
What did Kino do to make money?
Where are pearls formed? |
Summary: Kino and Juana wanted to help their baby Coyotito. Kino searched for and found a great pearl so that he could help Coyotito.
Supporting Details:
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Kino moved next to the hummock, and then, beside it, under a little overhang, he saw a very large oyster lying by itself, not covered with other oysters. A hummock is a low mound or ridge of earth. (students use the definition to determine the meaning)
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3 | Amplified
Radiated Lucent Evoke Concealed Confirmation *Incandescent (also a vocabulary word from chapter 2) |
Even the beggars in front of the church giggled with pleasure. They knew that there is no better almsgiver than a poor man who is suddenly lucky. A poor man knows what it is like to have nothing so he gives money and food to the poor.
Who hoped that Kino would give money and food to the poor? Why did they think he would give to the poor?
Kino stood in the door, looking at the approaching men and hatred radiated from his eyes, but he was also fearful. How did Kino feel when he saw the doctor and his servant?
What was evoked in Juana when she saw how angry Kino was? Why does she say the pearl is like a sin? (or why does she think the pearl is bad?) |
Summary:
Kino thinks the pearl will bring good but Juana thinks the pearl will bring bad. Supporting Details:
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She looked at the neighbors for confirmation, and they nodded their heads in agreement. Even the beggars in front of the church giggled with pleasure. They knew that there is no better almsgiver than a poor man who is suddenly lucky. A poor man knows what it is like to have nothing so he gives money and food to the poor. "The Father is coming-the priest is coming." The men uncovered their heads and stepped back from the door, and the women gathered their shawls about their faces and cast down their eyes. The priest from the church in town came in. |
4 | Procession (review from earlier chapter)
Strategy Benign Contemptuous Price Value Sinister Monstrosity |
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Summary: Selling the pearl does not go as Kino had hoped. Kino is not offered a fair price so he does not sell the pearl.
Supporting details:
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Kino did not understand. He looked perplexed and worried. "It is the Pearl of the World," he cried. "No one has ever seen such a pearl." "On the contrary," said the buyer, "it is large and clumsy. As a curiosity it may have some value; some museum might purchase it to place in a collection of seashells. I can pay you, say, a thousand pesos." "Do not blame me," he said quickly. "I am only an appraiser; I am just making an estimate of the value of the pearl. Ask the others." |
5 |
Retrieve Conceived Skirmish Attribute Catastrophe Canoe Brush House (review from earlier chapter) |
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Summary: Bad things are happening to Kino. He, Juana, and Coyotito must leave town.
Supporting details:
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In the moonlight she saw a glimmer of the great pearl. She thought about going back to the sea and finishing the job. *Consider what has happened in the text that will tell us what the job was that she didn't finish. "I will hide you," said Juan Tomas. The neighbors do not know what has happened to you and your family. I will go divert any suspicions by giving them theories about what has happened to you. I do not want them to think you are still here so I will tell them I think you have gone south along the coast." The sun will rise soon and we must be gone before the day breaks." |
6 | Sinister
Petulant Hysterical
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How did Kino know there would be no tracks? (inferential)
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Summary: Kino and his family try to escape but bad things continue to happen. Kino and Juana no longer want the great pearl.
Supporting details:
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Here are two meanings of the word lumber: 1. Wood that will be used to build something. 2. To move clumsily or heavily. What do you think the word lumbered means in the sentence below? Once a large animal lumbered somewhere in the darkness. For any sound, a rolling pebble or a sigh, a little slip of flesh on rock, would alert the trackers. They would notice any sound that was not germane, or out of place, to the night. |
[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. Here are some comprehension questions to use for each chapter.
Original Chapters | "Wh" questions | Additional vocabulary to teach for this chapter |
1 | What does Kino see and hear when he opens his eyes?
Why were Kino and Juana worried about the scorpion? |
Appraised
Poverty Pulque |
2 | What is the main event of this chapter?
What song is introduced in this chapter? |
Deliberately
Estuary Mirage |
3 | What is the town compared to?
What would Kino do with his riches? Why does the doctor come and what does he do? |
Confirmation
Consequently Essence |
4 | What happened when Kino went to sell his pearl?
What evil event happened that makes Juana want to throw away the pearl? |
Extravagant
Function Vigor Lethargy |
5 | Where did Juana go early in the morning?
What did Kino do when he found out where Juana went? Why did they leave the village? |
Edifice
Exhilaration Stifling Theories |
6 | What happened to Coyotito?
What happened to the trackers? What happened to Kino and Juana? What happened to the pearl? |
Apprehensively
Erosion Wrenched Immune |
[edit] BUILD TOWARDS INDEPENDENT READING
(Using text at beginning 3rd 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.
Objective: Identify and define key words related to the story. (See materials for vocabulary and pictures) | ||
READER OPTION (this step is optional for students who are learning to read independently): Sometimes we can read new words by sounding out the letters. Let's try a few. I'll show you a word. Read it and show me the picture. (You may substitute words and pictures related to phonics skills your students are learning). | ||
Step | Teacher shows each word (do not read it) | Student Response |
1. | wife | Reads word. Points to picture of Juana. (If student needs help on these words, show how sound it out /w/ /ĭ/ /f/.) |
2. | loves | Reads word. Points to picture of heart. |
3. | help | Reads word. Points to picture of someone being helpful. |
4. | sad | Reads word. Points to picture of a sad person. |
Kino is a fisherman.
He has a wife named Juana and a baby named Coyotito.
Kino does not have money but he loves his family.
Coyotito gets bit by a scorpion.
He needs to see a doctor.
Kino does not have money to pay the doctor.
The doctor will not help Coyotito.
Kino and Juana are sad.
Kino is also angry.
They hope the baby will get better.
GENERALIZATION ACROSS MATERIALS. Repeat this lesson using a poem instead of a story. Please go to http://www.poemhunter.com/poem/we-grow-accustomed-to-the-dark/ to print the poem. Below are suggested questions and skills. A response board is included in the student materials.
Poem | "Wh" questions | Topic/ main idea/ theme | Context clues | Other ideas |
Read aloud this poem:
"We Grow Accustomed to the Dark" By Emily Dickinson |
Who do you think the author is talking about when she says "We?"
What does the author mean when she says "The Bravest?" Where have we seen or experienced Darkness? Why is the Dark capitalized throughout the poem? |
What is this poem about?
- darkness - adapting - light - dark |
And sometimes 'hit' a tree.
|
This poem could be used to help students understand personification and other figurative language skills. The use of Darkness as a noun is useful in translating these ideas. |
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. Some suggestions for making this content more meaningful are to:
- Bring in a pearl and for future chapters an oyster shell to show where the pearl comes from.
- Talk about songs that represent things to the student or make them feel a certain way. Use the internet to find songs that students select. Allow them to put a label on their songs (e.g., Song of Family, Song of Happiness).
- This novella is set somewhere on the Gulf of Mexico. If you have students who are from Mexico or Central America practice locating these areas on a map.
- Future chapters talk a lot about greed. Help the students understand this concept by finding real life examples of greed. You may also find this concept illustrated in some movies.
- John Steinbeck is very descriptive in his writing. You might have students create pictures based on the description in the text, then find real pictures of the beach and the ocean. Tie this to the students’ experiences that they may have had at the beach.