English Language Arts Sample Systematic Instruction Script: High School Narrative Text
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|colspan=5|'''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). | |colspan=5|'''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). | ||
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==BUILD A GRADE-ALIGNED COMPONENT: II. PASSAGE COMPREHENSION== | ==BUILD A GRADE-ALIGNED COMPONENT: II. PASSAGE COMPREHENSION== | ||
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==Printable Materials== | ==Printable Materials== |
Revision as of 13:40, 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). |
BUILD ESSENTIAL UNDERSTANDING
(See teacher materials for response boards)
BUILD A GRADE-ALIGNED COMPONENT: II. PASSAGE COMPREHENSION
(See teacher materials for response options and graphic organizers.)
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. |
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.
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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
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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
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Passage: Ixtel needs reconstructive surgery to put her face back together. It is very painful for her to talk or eat.
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22-26 | camping
dementia forgetful hostile shack
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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. |
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 |
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. |