English Language Arts Sample Systematic Instruction Script: High School Narrative Text
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+ | [[File:High School LASSI Narrative1.PNG|350px|right]] | ||
+ | {{BACK TO| [[Language Arts Sample Systematic Instruction Script]]}} | ||
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− | ==Grade Band: High School (Grades 9-12)''' | + | __TOC__ |
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+ | <span style="font-size:175%;">'''Key Text:''' Excerpt from '''''Marcelo in the Real World'''''(Stork, 2009)</span> | ||
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+ | <span style="font-size:150%;">'''Grade Band:''' High School (Grades 9-12)</span> | ||
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+ | <span style="font-size:150%;">'''Focus:''' Building Understanding with Literature</span> | ||
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{|border=1 | {|border=1 | ||
− | |width = "20%" |'''Topic''' | + | |width = "20%" style="background-color:#D9D9D9;"|'''Topic''' |
− | |width = "20%" |'''Core Content Connectors''' | + | |width = "20%" style="background-color:#D9D9D9;"|'''Core Content Connectors''' |
− | |width = "20%" |'''Common Core State Standard''' | + | |width = "20%" style="background-color:#D9D9D9;"|'''Common Core State Standard''' |
− | |width = "20%" |'''Essential Understanding''' | + | |width = "20%" style="background-color:#D9D9D9;"|'''Essential Understanding''' |
− | |width = "20%" |'''LASSI Objectives''' | + | |width = "20%" style="background-color:#D9D9D9;"|'''LASSI Objectives''' |
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Identify details to support the plot or theme of the text. | Identify details to support the plot or theme of the text. | ||
− | | |# Select an inference, conclusion, or summary and support it with 2 or more details from a high school text (how do you know?). | + | | | |
+ | # Select an inference, conclusion, or summary and support it with 2 or more details from a high school text (how do you know?). | ||
# Identify purpose or theme using 2 or more pieces of evidence. | # Identify purpose or theme using 2 or more pieces of evidence. | ||
# Identify elements of a story (e.g., character, setting, event, conflict) and story plot (i.e., exposition, rising action, climax, falling action, resolution). | # Identify elements of a story (e.g., character, setting, event, conflict) and story plot (i.e., exposition, rising action, climax, falling action, resolution). | ||
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Identify the overall meaning. | Identify the overall meaning. | ||
− | | | | + | | |4. Identify how a part of the text contributes to the meaning of the overall story (what do you think would happen if…and why? How does knowing X help you understand Y?). |
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− | | | | + | | |5. Use 3 or more context clues strategies to determine the meaning of a word. |
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− | == | + | |
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+ | ==BUILD ESSENTIAL UNDERSTANDING== | ||
+ | (See teacher materials for response boards) | ||
{|border=1 | {|border=1 | ||
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| |Marcelo (pronounced Mar''s''elo, not Mar''ch''elo) | | |Marcelo (pronounced Mar''s''elo, not Mar''ch''elo) | ||
− | | |Reads/selects "Marcelo." Matches to picture. (Time delay is an excellent strategy to teach the words. Begin with a 0-sec delay round so students learn the words without error. Then use a delayed round (e.g., 4-sec) to give students an opportunity to anticipate the correct response. | + | | |{{Clock}}Reads/selects "Marcelo." Matches to picture. (Time delay is an excellent strategy to teach the words. Begin with a 0-sec delay round so students learn the words without error. Then use a delayed round (e.g., 4-sec) to give students an opportunity to anticipate the correct response. |
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− | + | |colspan=3|'''INTRODUCE TEXT''' (attention getter activity) Show pictures or objects commonly found at school (e.g., book, paper, pencil). Ask students what things they see in their classroom. Show the book ''Marcelo in the Real World ''(Stork, 2009)''. '''''We are going to read a book about a young man with Asperger Syndrome who goes to a special school. He learns many things at his school. He even has a summer job working with horses. But, his father wants him to work at his law firm so he can learn what life is like in the real world. Marcelo's world is about to change – big time.''' | |
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| |'''Find the title of our book.''' (After the first lesson, teachers may omit the steps for identifying the title and author.) | | |'''Find the title of our book.''' (After the first lesson, teachers may omit the steps for identifying the title and author.) | ||
− | | |Points to title. (Teacher reads title. If student needs help, use LIP) '''REMEMBER TO PRAISE EACH CORRECT RESPONSE!''' | + | | |{{StudentPractice}}Points to title. (Teacher reads title. If student needs help, use LIP) '''REMEMBER TO PRAISE EACH CORRECT RESPONSE!''' |
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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.) | + | | |{{StudentPractice}}Points to author. (Teacher reads author's name. If student needs help, use LIP.) |
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| |'''I have a special job for you to do today as we read the chapter together. I want you to listen for a line in the story about what Marcelo is going to learn. When I read "Marcelo needs to learn to live in the real world", I want you to help me read "<u>in the real world</u>." '''(Hold up a sentence strip with the words "Marcelo needs to learn to live <u>in the real world</u>." Point to the words as you read them, but wait for student to read the underlined words.) '''Let's practice. "Marcelo needs to learn to live <u>in the real world</u>." '''Read the chapter. | | |'''I have a special job for you to do today as we read the chapter together. I want you to listen for a line in the story about what Marcelo is going to learn. When I read "Marcelo needs to learn to live in the real world", I want you to help me read "<u>in the real world</u>." '''(Hold up a sentence strip with the words "Marcelo needs to learn to live <u>in the real world</u>." Point to the words as you read them, but wait for student to read the underlined words.) '''Let's practice. "Marcelo needs to learn to live <u>in the real world</u>." '''Read the chapter. | ||
− | | |Reads "in the real world" (e.g., student may use voice output device to say "in the real world" or speak the words to help read it). | + | | |{{StudentPractice}}Reads "in the real world" (e.g., student may use voice output device to say "in the real world" or speak the words to help read it). |
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|} | |} | ||
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+ | ==BUILD A GRADE-ALIGNED COMPONENT: II. PASSAGE COMPREHENSION== | ||
+ | (See teacher materials for response options and graphic organizers.) | ||
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+ | {|border=1 | ||
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− | | | | + | |colspan=3|{{11th}} '''Objective: Identify elements of a story (e.g., character, setting, event, conflict) and story plot (e.g., exposition, rising action, climax, falling action, and resolution). |
|- | |- | ||
− | | |''READER OPTION: ''Use the sight words as the response options. | + | |colspan=3|''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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'''You're right. Marcelo is the main character. Let's put "Marcelo" on the Story Map. '''Assist student as needed to affix the response option on the Story Map. | '''You're right. Marcelo is the main character. Let's put "Marcelo" on the Story Map. '''Assist student as needed to affix the response option on the Story Map. | ||
− | | |Selects "Marcelo". (Give student 4 pictures from which to make a selection.) | + | | |{{StudentPractice}}Selects "Marcelo". (Give student 4 pictures from which to make a selection.) |
If student does not select the correct answer for these questions, reread the portion of text with correct answer and ask again. (See LIP for text in ''Instructional Resource Guide ''for more detail.) | If student does not select the correct answer for these questions, reread the portion of text with correct answer and ask again. (See LIP for text in ''Instructional Resource Guide ''for more detail.) | ||
Also, remind student "who" asks for a person's name. | Also, remind student "who" asks for a person's name. | ||
− | Option: Use examples/non-examples of character/not character. | + | {{Cflightbulb}}Option: Use examples/non-examples of character/not character. |
Affixes "Marcelo" on the Story Map in the "characters" box. | Affixes "Marcelo" on the Story Map in the "characters" box. | ||
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'''You're right. Aurora is Marcelo's mother. Let's put "Aurora" on the Story Map.''' Assist student as needed to affix the response option on the Story Map. | '''You're right. Aurora is Marcelo's mother. Let's put "Aurora" on the Story Map.''' Assist student as needed to affix the response option on the Story Map. | ||
− | | |Selects "Aurora". (Give student 4 pictures from which to make a selection.) If student does not select the correct answer for these questions, reread the portion of text with correct answer and ask again. Also, remind student "who" asks for a person's name. | + | | |{{StudentPractice}}Selects "Aurora". (Give student 4 pictures from which to make a selection.) If student does not select the correct answer for these questions, reread the portion of text with correct answer and ask again. Also, remind student "who" asks for a person's name. |
− | Option: Use examples/non-examples of character/not character. | + | {{Cflightbulb}}Option: Use examples/non-examples of character/not character. |
Affixes "Aurora" on the Story Map in the "characters" box. | Affixes "Aurora" on the Story Map in the "characters" box. | ||
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'''You're right. Arturo is Marcelo's father. Let's put "Arturo" on the Story Map.''' Assist student as needed to affix the response option on the Story Map. | '''You're right. Arturo is Marcelo's father. Let's put "Arturo" on the Story Map.''' Assist student as needed to affix the response option on the Story Map. | ||
− | | |Selects "Arturo". (Give student 4 pictures from which to make a selection.) If student does not select the correct answer for these questions, reread the portion of text with correct answer and ask again. Also, remind student "who" asks for a person's name. | + | | |{{StudentPractice}}Selects "Arturo". (Give student 4 pictures from which to make a selection.) If student does not select the correct answer for these questions, reread the portion of text with correct answer and ask again. Also, remind student "who" asks for a person's name. |
− | Option: Use examples/non-examples of character/not character. | + | {{Cflightbulb}}Option: Use examples/non-examples of character/not character. |
Affixes "Arturo" on the Story Map in the "characters" box. | Affixes "Arturo" on the Story Map in the "characters" box. | ||
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'''Let's put "home" on the Story Map. '''Assist student as needed to affix the response option on the Story Map. | '''Let's put "home" on the Story Map. '''Assist student as needed to affix the response option on the Story Map. | ||
− | | |Selects "home". (Give student 4 pictures from which to make a selection.) If not correct, use the LIP for finding answer in text. Also, remind students that "where" asks about a place. | + | | |{{StudentPractice}}Selects "home". (Give student 4 pictures from which to make a selection.) If not correct, use the LIP for finding answer in text. Also, remind students that "where" asks about a place. |
− | Option: Use examples/non-examples of setting/not setting. | + | {{Cflightbulb}}Option: Use examples/non-examples of setting/not setting. |
Affixes "home" on the Story Map in the "setting" box. | Affixes "home" on the Story Map in the "setting" box. | ||
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'''Let's put "school" on the Story Map. '''Assist student as needed to affix the response option on the Story Map. | '''Let's put "school" on the Story Map. '''Assist student as needed to affix the response option on the Story Map. | ||
− | | |Selects "school". (Give student 4 pictures from which to make a selection.) If not correct, use the LIP for finding answer in text. | + | | |{{StudentPractice}}Selects "school". (Give student 4 pictures from which to make a selection.) If not correct, use the LIP for finding answer in text. |
Affixes "school" on the Story Map in the "problem" box. | Affixes "school" on the Story Map in the "problem" box. | ||
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− | | | | + | |colspan=3|{{11th}} '''Objective: Select an inference, conclusion, or summary and support it with 2 or more details from a high school text. |
|- | |- | ||
− | | |''READER OPTION: ''Use the sight words as the response options. | + | |colspan=3|''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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'''Where does Marcelo want to go to school? '''(If needed, reread the 1<sup>st</sup> sentence of the 5<sup>th</sup> paragraph.) | '''Where does Marcelo want to go to school? '''(If needed, reread the 1<sup>st</sup> sentence of the 5<sup>th</sup> paragraph.) | ||
− | | |Selects "Patterson". (Give student 4 pictures from which to make a selection.) | + | | |{{StudentPractice}}Selects "Patterson". (Give student 4 pictures from which to make a selection.) |
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| |'''What decision will Marcelo be allowed to make if he works at the law firm this summer? '''(If needed, reread the last sentence in the 6<sup>th</sup> paragraph.) | | |'''What decision will Marcelo be allowed to make if he works at the law firm this summer? '''(If needed, reread the last sentence in the 6<sup>th</sup> paragraph.) | ||
− | | |Selects "where he goes to school his senior year". (Give student 4 pictures from which to make a selection.) If not correct, use the LIP for finding answer in text. | + | | |{{StudentPractice}}Selects "where he goes to school his senior year". (Give student 4 pictures from which to make a selection.) If not correct, use the LIP for finding answer in text. |
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− | | |Generalization: On future days, ask different "wh" questions to encourage students to think about the type of "wh" question being asked and to prevent students from memorizing the answers. | + | |colspan=3|Generalization: On future days, ask different "wh" questions to encourage students to think about the type of "wh" question being asked and to prevent students from memorizing the answers. |
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− | | | + | |colspan=3|{{11th}} '''Objective: Identify purpose or theme using 2 or more pieces of evidence.''' |
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− | | |''READER OPTION: ''Use the sight words as the response options. | + | |colspan=3|''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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'''What job does Marcelo want to do this summer?''' (If needed, reread the 5<sup>th</sup> paragraph.) Write "Job– Stable man" on board. | '''What job does Marcelo want to do this summer?''' (If needed, reread the 5<sup>th</sup> paragraph.) Write "Job– Stable man" on board. | ||
− | | |Communicates "Stable Man." | + | | |{{StudentPractice}}Communicates "Stable Man." |
Use LIP if student does not respond correctly. | Use LIP if student does not respond correctly. | ||
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| |'''Why does he want to work at the stable? '''(If needed, reread the 5<sup>th</sup> paragraph.) Write "Why - likes the ponies" on the board. | | |'''Why does he want to work at the stable? '''(If needed, reread the 5<sup>th</sup> paragraph.) Write "Why - likes the ponies" on the board. | ||
− | | |Communicates "likes the ponies." | + | | |{{StudentPractice}}Communicates "likes the ponies." |
Use LIP if student does not respond correctly. | Use LIP if student does not respond correctly. | ||
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| |'''There's another reason Marcelo wants to work at the stable this summer. If he works at the stable this summer, what will happen in the fall? '''(If needed, reread the 5<sup>th</sup> paragraph.) Writes "Fall - train ponies" on the board.''' ''' | | |'''There's another reason Marcelo wants to work at the stable this summer. If he works at the stable this summer, what will happen in the fall? '''(If needed, reread the 5<sup>th</sup> paragraph.) Writes "Fall - train ponies" on the board.''' ''' | ||
− | | |Communicates "train ponies." | + | | |{{StudentPractice}}Communicates "train ponies." |
Use LIP if student does not respond correctly. | Use LIP if student does not respond correctly. | ||
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| |'''Will the work at the stable be easy or hard for Marcelo? '''(If needed, reread the 5<sup>th</sup> paragraph). Writes "Work - easy" on the board. | | |'''Will the work at the stable be easy or hard for Marcelo? '''(If needed, reread the 5<sup>th</sup> paragraph). Writes "Work - easy" on the board. | ||
− | | |Communicates "easy." | + | | |{{StudentPractice}}Communicates "easy." |
Use LIP if student does not respond correctly. | Use LIP if student does not respond correctly. | ||
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| |'''Now let's write what Arturo wants Marcelo to do in another column. '''Write "Arturo" on the board. '''What job does Arturo want Marcelo to do this summer? '''(If needed, reread the 6<sup>th</sup> paragraph.) Write "Job – mail room" on the board. | | |'''Now let's write what Arturo wants Marcelo to do in another column. '''Write "Arturo" on the board. '''What job does Arturo want Marcelo to do this summer? '''(If needed, reread the 6<sup>th</sup> paragraph.) Write "Job – mail room" on the board. | ||
− | | |Communicates "Mail room." Use LIP if student does not respond correctly. | + | | |{{StudentPractice}}Communicates "Mail room." Use LIP if student does not respond correctly. |
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| |'''Why does Arturo want Marcelo to work in the mail room? '''(If needed, reread the 6<sup>th</sup> paragraph.)Write "Why - learn to be independent and responsible" on the board. | | |'''Why does Arturo want Marcelo to work in the mail room? '''(If needed, reread the 6<sup>th</sup> paragraph.)Write "Why - learn to be independent and responsible" on the board. | ||
− | | |Communicates "learn to be independent and responsible." Use LIP if student does not respond correctly. | + | | |{{StudentPractice}}Communicates "learn to be independent and responsible." Use LIP if student does not respond correctly. |
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'''Which of these is a theme of our story?''' | '''Which of these is a theme of our story?''' | ||
− | | |Selects "change is hard". | + | | |{{StudentPractice}}Selects "change is hard". |
Use LIP if student does not respond correctly. | Use LIP if student does not respond correctly. | ||
|- | |- | ||
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− | + | |colspan=3|{{11th}} '''Objective: Identify how a part of the text contributes to the meaning of the overall story.''' | |
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Assist student as needed to affix the response to the plot graph. | Assist student as needed to affix the response to the plot graph. | ||
− | | |Selects "Marcelo at the doctor's" from responses. Use LIP if student does not respond correctly. | + | | |{{StudentPractice}}Selects "Marcelo at the doctor's" from responses. Use LIP if student does not respond correctly. |
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− | | |Selects "Arturo wants Marcelo to work at the law firm and go to school at Oak Ridge High" from responses. Use LIP if student does not respond correctly. | + | | |{{StudentPractice}}Selects "Arturo wants Marcelo to work at the law firm and go to school at Oak Ridge High" from responses. Use LIP if student does not respond correctly. |
Affixes the correct response on the plot graph near "Problem." | Affixes the correct response on the plot graph near "Problem." | ||
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− | | |Selects "Marcelo and Arturo disagree." Use LIP if student does not respond correctly. | + | | |{{StudentPractice}}Selects "Marcelo and Arturo disagree." Use LIP if student does not respond correctly. |
Affixes the correct response on the plot graph near "Rising Action." | Affixes the correct response on the plot graph near "Rising Action." | ||
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| |'''What happens next (e.g., climax)? '''Assist student as needed to affix the response to the plot graph. | | |'''What happens next (e.g., climax)? '''Assist student as needed to affix the response to the plot graph. | ||
− | | |Selects "Arturo makes Marcelo an offer. If… then…" Use LIP if student does not respond correctly. | + | | |{{StudentPractice}}Selects "Arturo makes Marcelo an offer. If… then…" Use LIP if student does not respond correctly. |
Affixes the correct response on the plot graph near "Climax." | Affixes the correct response on the plot graph near "Climax." | ||
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| |'''What happens next (e.g., falling action)? '''Assist student as needed to affix the response to the plot graph. | | |'''What happens next (e.g., falling action)? '''Assist student as needed to affix the response to the plot graph. | ||
− | | |Selects "Marcelo goes to the tree house to think." Use LIP if student does not response correctly. | + | | |{{StudentPractice}}Selects "Marcelo goes to the tree house to think." Use LIP if student does not response correctly. |
Affixes the correct response on the plot graph near "Falling Action." | Affixes the correct response on the plot graph near "Falling Action." | ||
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|} | |} | ||
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+ | ==BUILD A GRADE-ALIGNED COMPONENT: III. CONTEXT CLUES== | ||
+ | {|border=1 | ||
|- | |- | ||
− | | |''' | + | |colspan=3|{{11th}} '''BUILD A GRADE-ALIGNED COMPONENT''' – Use 3 or more context clues strategies to determine the meaning of a word.''' |
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Option: 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. | Option: 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. | ||
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− | | |Note: To help students generalize, try these strategies with other new vocabulary future lessons. Point out these words in everyday activities. | + | |colspan=3|Note: To help students generalize, try these strategies with other new vocabulary future lessons. Point out these words in everyday activities. |
|- | |- | ||
− | | |'''Thanks for reading this story with me. You did a wonderful job with our story today. I can't wait to see what Marcelo does next.''' | + | |colspan=3|'''Thanks for reading this story with me. You did a wonderful job with our story today. I can't wait to see what Marcelo does next.''' |
|- | |- | ||
|} | |} | ||
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+ | ==ADDITIONAL ACTIVITIES TO EXTEND AND ENRICH THE LESSONS== | ||
+ | {|border=1 | ||
|- | |- | ||
| |Activity Ideas to Extend and Expand the Lessons | | |Activity Ideas to Extend and Expand the Lessons | ||
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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%" |'''Chapters''' | + | |width = "20%" style="background-color:#D9D9D9;"|'''Chapters''' |
− | |width = "20%" |'''Key vocabulary''' | + | |width = "20%" style="background-color:#D9D9D9;"|'''Key vocabulary''' |
− | |width = "20%" |'''Main Idea & supporting detail''' | + | |width = "20%" style="background-color:#D9D9D9;"|'''Main Idea & supporting detail''' |
− | |width = "20%" |'''Theme & supporting detail''' | + | |width = "20%" style="background-color:#D9D9D9;"|'''Theme & supporting detail''' |
− | |width = "20%" |'''Passages for using context clues''' | + | |width = "20%" style="background-color:#D9D9D9;"|'''Passages for using context clues''' |
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| |abide | | |abide | ||
+ | |||
customs | customs | ||
+ | |||
discreet | discreet | ||
+ | |||
scripture | scripture | ||
+ | |||
competitive | competitive | ||
+ | |||
geographical | geographical | ||
− | + | ||
+ | order | ||
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| |progress | | |progress | ||
+ | |||
trust | trust | ||
+ | |||
defective | defective | ||
+ | |||
suing | suing | ||
+ | |||
client | client | ||
− | |||
− | |||
+ | bonus | ||
| |Marcelo learns to work. | | |Marcelo learns to work. | ||
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| |religion | | |religion | ||
+ | |||
Rabbi | Rabbi | ||
+ | |||
misread | misread | ||
− | |||
− | |||
+ | partners | ||
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| |organize | | |organize | ||
+ | |||
intact | intact | ||
+ | |||
taqueria | taqueria | ||
+ | |||
logical | logical | ||
− | |||
− | |||
| |Marcelo finds a mystery. | | |Marcelo finds a mystery. | ||
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| |subway | | |subway | ||
+ | |||
Autism Spectrum | Autism Spectrum | ||
+ | |||
reconstructive | reconstructive | ||
− | + | ||
+ | surgery | ||
+ | |||
Sisters | Sisters | ||
+ | |||
memo | memo | ||
− | |||
| |Marcelo makes friends. | | |Marcelo makes friends. | ||
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| |camping | | |camping | ||
+ | |||
dementia | dementia | ||
+ | |||
forgetful | forgetful | ||
+ | |||
hostile | hostile | ||
− | |||
+ | shack | ||
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| |guarantees | | |guarantees | ||
+ | |||
threatens | threatens | ||
− | |||
− | |||
+ | fires | ||
| |Marcelo knows what comes next. | | |Marcelo knows what comes next. | ||
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|- | |- | ||
− | | |Option: Students can also act out chapters by assigning different roles to each student. Nonverbal students can read their lines using an alternative communication device. | + | |colspan=5|Option: Students can also act out chapters by assigning different roles to each student. Nonverbal students can read their lines using an alternative communication device. |
|- | |- | ||
|} | |} | ||
− | + | ||
+ | |||
+ | |||
+ | ==BUILD TOWARDS GRADE LEVEL COMPETENCE (Level 4 Text)== | ||
+ | '''Read ''Marcelo in the Real World'' 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, and author's tone that may have been removed when creating the adapted text. Here are some comprehension questions to use. | ||
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "10%%" |'''Chapters''' |
− | |width = " | + | |width = "45%" |'''"Wh" questions''' |
− | |width = " | + | |width = "45%" |'''Additional vocabulary for this chapter''' |
|- | |- | ||
| |5-7 | | |5-7 | ||
− | | |# Why was Marcelo only able to make out his schedule for the first part of the morning? | + | | | |
+ | # Why was Marcelo only able to make out his schedule for the first part of the morning? | ||
# Why does Marcelo want Arturo to get to the train earlier? | # Why does Marcelo want Arturo to get to the train earlier? | ||
# What causes Marcelo to put his hands over his ears? | # What causes Marcelo to put his hands over his ears? | ||
Line 845: | Line 872: | ||
| |8-10 | | |8-10 | ||
− | | |# What does Beth need done? | + | | | |
+ | # What does Beth need done? | ||
# Why isn't Jasmine there to do the job? | # Why isn't Jasmine there to do the job? | ||
# Where does Marcelo go for lunch every day? | # Where does Marcelo go for lunch every day? | ||
Line 856: | Line 884: | ||
| |11-14 | | |11-14 | ||
− | | |# Where does Arturo go before work? | + | | | |
+ | # Where does Arturo go before work? | ||
# What does Arturo want to do with Marcelo after he finishes his business? | # What does Arturo want to do with Marcelo after he finishes his business? | ||
# What "bonus" will Arturo be given? | # What "bonus" will Arturo be given? | ||
Line 869: | Line 898: | ||
| |15-18 | | |15-18 | ||
− | | |# Who did Wendell ask when he wanted Marcelo's help? | + | | | |
+ | # Who did Wendell ask when he wanted Marcelo's help? | ||
# What does Wendell ask Marcelo to do? | # What does Wendell ask Marcelo to do? | ||
# What does Marcelo find in the "trash" box? | # What does Marcelo find in the "trash" box? | ||
Line 881: | Line 911: | ||
| |19-21 | | |19-21 | ||
− | | |# How long did Marcelo have to wait to see Jerry Garcia? | + | | | |
+ | # How long did Marcelo have to wait to see Jerry Garcia? | ||
# How does Jerry Garcia know Arturo? | # How does Jerry Garcia know Arturo? | ||
# What had Jerry Garcia sent to Arturo? | # What had Jerry Garcia sent to Arturo? | ||
Line 893: | Line 924: | ||
| |22-26 | | |22-26 | ||
− | | |# Who does Aurora tell Marcelo to take with him on the camping trip? | + | | | |
+ | # Who does Aurora tell Marcelo to take with him on the camping trip? | ||
# What does Marcelo lie about as they are leaving? | # What does Marcelo lie about as they are leaving? | ||
# What is Eleanor? | # What is Eleanor? | ||
Line 906: | Line 938: | ||
| |27-31 | | |27-31 | ||
− | | |# Does Jerry Garcia take the memo from Marcelo? | + | | | |
+ | # Does Jerry Garcia take the memo from Marcelo? | ||
# How did Wendell find out that Marcelo told Jerry Garcia about the memo? | # How did Wendell find out that Marcelo told Jerry Garcia about the memo? | ||
# What is the "gift of truth"? | # What is the "gift of truth"? | ||
Line 917: | Line 950: | ||
|} | |} | ||
− | |||
− | |||
+ | |||
+ | |||
+ | ==BUILD TOWARDS INDEPENDENT READING== | ||
+ | (Using text at 1<sup>st</sup> to 2<sup>nd</sup> grade reading level.) | ||
+ | |||
+ | {|border=1 | ||
|- | |- | ||
− | | |''READER OPTION (this step is optional for students who are learning to read independently)'': '''Before we read the story, let's try to read some words from the story. Sometimes we can read a new word 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). | + | |colspan=3|''READER OPTION (this step is optional for students who are learning to read independently)'': '''Before we read the story, let's try to read some words from the story. Sometimes we can read a new word 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''' | + | |width="5%"|'''Step''' |
| |'''Teacher shows each word (do not read it)''' | | |'''Teacher shows each word (do not read it)''' | ||
Line 931: | Line 968: | ||
|- | |- | ||
− | | | | + | | |1. |
| |tree | | |tree | ||
Line 938: | Line 975: | ||
|- | |- | ||
− | | | | + | | |2. |
| |sister | | |sister | ||
Line 945: | Line 982: | ||
|- | |- | ||
− | | | | + | | |3. |
| |job | | |job | ||
Line 952: | Line 989: | ||
|- | |- | ||
− | | | | + | | |4. |
| |ponies | | |ponies | ||
Line 959: | Line 996: | ||
|- | |- | ||
− | | | | + | | |5. |
| |work | | |work | ||
Line 966: | Line 1,003: | ||
|- | |- | ||
− | | |Have the student read the text aloud (or silently) and then answer each comprehension question. | + | |colspan=3|Have the student read the text aloud (or silently) and then answer each comprehension question. |
|- | |- | ||
− | + | ||
− | + | |colspan=2 |Chapters 1-4 | |
− | | | + | |
Hi. My name is Marcelo. I am 17 years old. | Hi. My name is Marcelo. I am 17 years old. | ||
+ | |||
My father is Arturo. My mother is Aurora. | My father is Arturo. My mother is Aurora. | ||
+ | |||
My dog is Namu. He is a German shepherd. | My dog is Namu. He is a German shepherd. | ||
+ | |||
I live in a tree house. My sister got the idea after watching a movie about a family that lived in a tree. | I live in a tree house. My sister got the idea after watching a movie about a family that lived in a tree. | ||
+ | |||
I have one more year of school. | I have one more year of school. | ||
+ | |||
My school is Patterson. | My school is Patterson. | ||
+ | |||
Patterson is a private school for people with Autism. | Patterson is a private school for people with Autism. | ||
+ | |||
I have Asperger Syndrome, a kind of Autism. | I have Asperger Syndrome, a kind of Autism. | ||
+ | |||
I like going to Patterson. | I like going to Patterson. | ||
+ | |||
I have a special job there. I take care of the ponies and stable. | I have a special job there. I take care of the ponies and stable. | ||
+ | |||
My father wants me to work at his law firm. | My father wants me to work at his law firm. | ||
+ | |||
I can work in the mail room. | I can work in the mail room. | ||
+ | |||
He says the job will teach me responsibility. | He says the job will teach me responsibility. | ||
+ | |||
I think I can learn responsibility as the stable man. | I think I can learn responsibility as the stable man. | ||
+ | |||
Arturo thinks I need to learn to work in the real world. | Arturo thinks I need to learn to work in the real world. | ||
Line 997: | Line 1,047: | ||
# '''Why does Arturo want Marcelo to work in the mail room?''' (to learn responsibility) | # '''Why does Arturo want Marcelo to work in the mail room?''' (to learn responsibility) | ||
− | + | [[File:High School LASSI Narrative1.PNG]] | |
|- | |- | ||
Line 1,004: | Line 1,054: | ||
{|border=1 | {|border=1 | ||
− | | | + | |colspan=4|'''GENERALIZATION ACROSS MATERIALS – Informational text. '''Repeat this lesson using an informational text about equine therapy and children with Asperger Syndrome. The adapted text and response board are found in the teacher materials section. |
|- | |- | ||
Line 1,036: | Line 1,086: | ||
|- | |- | ||
− | | | | + | |colspan=4|'''''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. You may even want to start your own classroom library of adapted books. |
|- | |- | ||
|} | |} | ||
+ | |||
+ | |||
+ | |||
+ | |||
+ | =Printable Materials= | ||
+ | [[Media:HS LASSI Narrative Adapted Text.pdf|Adapted Text]] | ||
+ | |||
+ | [[Media:HS LASSI Narrative Graphic Organizer.pdf|Story Map Graphic Organizer]] | ||
+ | |||
+ | [[Media:HS LASSI Narrative Plot Graph.pdf|Plot Graph]] | ||
+ | |||
+ | [[Media:HS LASSI Narrative Progress Monitoring.pdf|Progress Monitoring]] | ||
+ | |||
+ | [[Media:HS LASSI Narrative Skills Test.pdf|Skills Test]] | ||
+ | |||
+ | [[Media:HS LASSI Narrative Teacher Materials.pdf|Teacher Materials]] |
Latest revision as of 13:41, 11 September 2015
BACK TO Language Arts Sample Systematic Instruction Script
Key Text: Excerpt from Marcelo in the Real World(Stork, 2009)
Grade Band: High School (Grades 9-12)
Focus: Building Understanding with Literature
Topic | Core Content Connectors | Common Core State Standard | Essential Understanding | LASSI Objectives |
COMPREHENSION
|
1112.RL.b1 Use two or more pieces of evidence to support inferences, conclusions, or summaries of the plot, purpose, or theme within a text. 11-12.RL.1 | 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. |
|
1112.RL.d1 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning. 11-12.RL.5 | 11-12.RL 5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning. | Identify elements of a story's plot (e.g., exposition, rising action, climax, falling action, resolution).
THEN
Identify the author's effect (e.g., tension, suspense, surprise). THEN
Identify the overall meaning. |
4. Identify how a part of the text contributes to the meaning of the overall story (what do you think would happen if…and why? How does knowing X help you understand Y?). | |
USING CONTEXT CLUES | 1112.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. 11-12.L.4 | 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). |
Locate unknown words or phrases in text.
THEN
Use references to identify the meaning of unknown words and phrases.
|
5. Use 3 or more context clues strategies to determine the meaning of a word. |
Be sure to provide specific practice to students on the skills that correspond to their grade level. | ||||
Materials Needed: Print the story. Print, cut, and laminate (if needed) response boards and response options found at the end of this lesson. We recommend that every student be given their own book of the adapted text by putting the story in a three ring binder with page protectors. Note that the stories are written in Level 3 text (no picture icons; the Lexile level of the adapted story is about half the grade level text). 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., "Marcelo needs to learn to live in the real world.") For students with the most significant or multiple disabilities, objects can be used to augment the story (e.g., a CD for music). |
[edit] BUILD ESSENTIAL UNDERSTANDING
(See teacher materials for response boards)
[edit] BUILD A GRADE-ALIGNED COMPONENT: II. PASSAGE COMPREHENSION
(See teacher materials for response options and graphic organizers.)
[edit] BUILD A GRADE-ALIGNED COMPONENT: III. CONTEXT CLUES
11th BUILD A GRADE-ALIGNED COMPONENT – Use 3 or more context clues strategies to determine the meaning of a word. | ||
Step | Teacher Says/Does | Student Response |
40. | Sometimes the story has new words you don't know. Context is one way to figure out the meaning of a word. The context is the other words around it. You use the hints and clues of the other words to make a guess about the meaning of the new word. Let's see if you can use this strategy to figure out the meaning of new words. I'll read a passage and you guess the meaning of the new word.
Here's our first passage. "I got a summer job at Patterson as the stable man. I will help take care of the ponies." Based on the words around it, what does a "stable man" do? Good! You could tell from the words around it that a "stable man" takes care of ponies. |
Selects picture of "takes care of ponies."
Option: 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.
|
41. | Another strategy you can use to figure out the meaning of new words is to look for a definition of the new word in the text. That is the case for the word "straightforward." The author defines it in the next sentence. Listen for the definition of the word "straightforward" as I read this passage. "I like the doctor because he is straightforward. He says what he means."
What does the word "straightforward" mean? |
Selects "says what he means." |
42. | A third way to figure out the meaning of new words is to look for a description of the new word in the text. Sometimes other words in the sentence or paragraph will help you figure out what a word means. You may need to know the literal meaning or the figurative meaning.
Listen for the words "real stuff" in the following passage. See if you can guess at what "real stuff" means. "'Ready for the real stuff?' he asks when he slides me out. By "real stuff" he means music you can hear with your ears." What does the author mean by "real stuff"? You may explain that this is the figurative meaning and it only applies to the context of this story. |
Selects "music you can hear with your ears."
|
43. | Finally, the author may give you an example of something you are likely to know to help you understand a new word. That is the case in the next passage as the author describes what internal music is like for Marcelo. Listen for what the author compares internal music to as I read the passage.
"I tell him it is like a big watermelon. When the internal music is there, I am one of the seeds and the music is the watermelon." What does the author compare internal music to? |
Selects "watermelon." |
Note: To help students generalize, try these strategies with other new vocabulary future lessons. Point out these words in everyday activities. | ||
Thanks for reading this story with me. You did a wonderful job with our story today. I can't wait to see what Marcelo does next. |
[edit] ADDITIONAL ACTIVITIES TO EXTEND AND ENRICH THE LESSONS
Activity Ideas to Extend and Expand the Lessons
|
As always, when using the internet, be cautious that students do not to follow any hot links off of the web pages, because those have not been checked for content. |
*NOTE TO TEACHER: Repeat the lesson using these targets
Chapters | Key vocabulary | Main Idea & supporting detail | Theme & supporting detail | Passages for using context clues |
5-7 | abide
customs discreet scripture competitive geographical order
|
Marcelo discovers there are many rules.
|
Changes and new experiences
|
Passage: When the mail comes in, it is sorted into folders in geographical order. The folders follow the way the offices are laid out, so when you go around the office you just move from one folder to the next. |
8-10 | progress
trust defective suing client bonus |
Marcelo learns to work.
|
Know your friends
|
Passage: Arturo defines progress as successfully completing the tasks you're given. |
11-14 | religion
Rabbi misread partners
|
Marcelo has many questions.
|
Friends and friendships
|
Passage: Arturo started the firm and brought Wendell's dad in as a partner to help. |
15-18 | organize
intact taqueria logical |
Marcelo finds a mystery.
|
Challenges and overcoming obstacles
|
Passage: Half her face is intact, but the other half is missing.
|
19-21 | subway
Autism Spectrum reconstructive surgery Sisters memo |
Marcelo makes friends.
|
Friends help each other
|
Passage: Ixtel needs reconstructive surgery to put her face back together. It is very painful for her to talk or eat.
|
22-26 | camping
dementia forgetful hostile shack
|
Marcelo goes camping.
|
Friends and family
|
Passage: Jasmine tells me not to pay much attention to Amos because he has dementia. Dementia makes him forgetful and mean. |
27-31 | guarantees
threatens fires |
Marcelo knows what comes next.
|
Stay true to yourself
|
Passage: Wendell threatens to send a copy of Jasmine's letter to Aurora because he knows it would hurt Aurora and me.
|
Option: 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 Marcelo in the Real World 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, and author's tone that may have been removed when creating the adapted text. Here are some comprehension questions to use.
Chapters | "Wh" questions | Additional vocabulary for this chapter |
5-7 |
|
immobile, elegant, mimicking, hypnotized, jealous, envious, literal |
8-10 |
|
Small talk, documents, grimace, impress, dodge, muffled, impression |
11-14 |
|
universal, gaze, yacht, crate, serene
|
15-18 |
|
pried, kaput, disfigured, improvising, gestures, interpreting |
19-21 |
|
descended, delinquent, hostility, litigation, tactile advantage, hatred |
22-26 |
|
motive, knoll, horizon, foundation, studio, dumbbells, inhumane |
27-31 |
|
consequences, misguided, momentary, inflict, consent, counterpoint |
[edit] BUILD TOWARDS INDEPENDENT READING
(Using text at 1st to 2nd grade reading level.)
READER OPTION (this step is optional for students who are learning to read independently): Before we read the story, let's try to read some words from the story. Sometimes we can read a new word 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. | tree | Reads "tree." Points to picture of tree. (If student needs help on these words, show how sound it out /t / /r / /e / /e/.) |
2. | sister | Reads "sister." Points to picture of sister. |
3. | job | Reads "job." Points to the a picture of a job. |
4. | ponies | Reads "ponies." Points to picture of ponies. |
5. | work | Reads "work." Points to picture of a work. |
Have the student read the text aloud (or silently) and then answer each comprehension question. | ||
Chapters 1-4
Hi. My name is Marcelo. I am 17 years old. My father is Arturo. My mother is Aurora. My dog is Namu. He is a German shepherd. I live in a tree house. My sister got the idea after watching a movie about a family that lived in a tree. I have one more year of school. My school is Patterson. Patterson is a private school for people with Autism. I have Asperger Syndrome, a kind of Autism. I like going to Patterson. I have a special job there. I take care of the ponies and stable. My father wants me to work at his law firm. I can work in the mail room. He says the job will teach me responsibility. I think I can learn responsibility as the stable man. Arturo thinks I need to learn to work in the real world. |
Comprehension Questions:
|
GENERALIZATION ACROSS MATERIALS – Informational text. Repeat this lesson using an informational text about equine therapy and children with Asperger Syndrome. The adapted text and response board are found in the teacher materials section. | |||
Informational text | "Wh" questions | Topic/ main idea/ theme | Context clues |
Read aloud the informational text "Equine Therapy for Children with Asperger Syndrome". | What sometimes "chooses" the child? (horse)
How does the horse's mane feel? (rough) What can the rider learn about learning? (that it is fun) Where can you find more information about equine therapy? (answers vary but should include on the Internet, from the library) In the 5th paragraph, the author says that children often make eye contact with what first? (horse) What is the author's purpose in writing the article - inform, persuade, or entertain? Support your answer with text. |
What is this article about?
- exercising horses - equine therapy for children with Asperger Syndrome - verbal and nonverbal communication - jobs working in a stable |
Passage: First, the rhythmic back and forth motion of riding a horse relaxes children.
Passage: ''Equine' or horse assisted therapy seems to have the best results due to four reasons.' |
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. You may even want to start your own classroom library of adapted books. |