MISD - PowerPoint Presentation

Slide1

MISD Literacy BlockUnits 3-5

Meet Common Core State Standards Slide2

Units Meet Common CoreReading Anchor StandardsRead Aloud

correlates with Standards 2, 3, 4, 5, 6, 8, and 9.Shared Reading correlates with Standards 2, 3, 4, 5, 6, 7, 8, and 9.Guided Reading correlates with Standards 1, 2, 3, 4, 5, 6, 7, 8, and 9.Independent Reading

correlates Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10.

Strategies That Work

correlates with Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10.

GHR for Summary/Multiple-Choice/Craft

correlates with Standards 1, 2, 3, 4, 5, and 6.

Writing: Thematic Prompts/Quick Writes

correlate with Standards 1, 2, 3, 4, 5, 6, 7, 9, 10.

Focus Questions

correlate with Standards 1, 2, 3, 4, 6, 8, and 10.

Vocabulary in Context

correlates with Standards 4 and 10.

Fluency

correlates with Standards 4 and 10.

Research

correlates with Standards 7 and 10.Slide3

Sadako and the Thousand Paper CranesbyEleanor Coerr

If you have done this unit, which activity did your students like most?Slide4

Walk Through Back Cover: “Blurb” designed to sell book.

Prologue: Introduction with background info.Epilogue: What happens after book ends.

Appendix

: (How to Fold a Paper Crane)

Author Note

:

Author info. related to book

Lesson 1,

A

ppendix

1a1 Slide5

Scavenger Hunt

Question

Page Number

Answer

Which text feature did you use to help you?

What is the girl folding in the illustration?

34

A paper crane

Illustration

What is the ISBN number for this edition of the book?

4

ISBN 0-14-240113-7

Copyright Page

Is this book based on a true story?

Back Cover

yes

Blurb

How do you fold a paper crane?

69-80

Follow the step-by-step directions and diagrams.

Appendix

What happened after the book ended?

64

A memorial statue was dedicated in Sadako’s honor in 1958.

EpilogueSlide6

Strategies That Workasking questionsvisualizing

determining importancesynthesizinginferringmaking connections

repairing comprehension

6-Making Connections, 1-Asking Questions, and 4-Synthesizing:

I

have heard that when somebody comes in contact with

radiation,

he or she can get leukemia. I wonder if the radiation from the bomb has caused leukemia. That’s what the author is saying. I wonder why the author is writing about leukemia. Is it going to come back up in the novel? I’ve heard that authors sometimes do something called foreshadowing to hint to the reader that something will happen later in the book. I think that is what the author is doing

.

Lesson 2, see also Lesson 15.Slide7

Pre-assessmentAnswers:

1. b inferential, main idea2. b inferential, setting3. a literal, setting4. a literal, detail

5. d inferential, vocabulary meaning

6. c inferential, characterization

7. d literal, plot

8. d literal, setting

9. c inferential, craft

10. a

literal,

plot

Lesson 1Slide8

Genre: BiographyCharacters: Who is the main character in the biography? Who are the other characters in the biography?

 Setting: When and where does the biography take place? 

Problem/Goal

: What problem does the main character have, or what does the main character want?

Events

: What does the main character do to solve his/her problem or get what he/she wants?

Resolution

: How is the problem solved? OR How does the main character learn to deal with the problem?

Central Idea/Theme

: What is the central idea or theme of the biography

?

Lessons 2 and 4Slide9

WritingCommon Core GenreThematic Prompts

Focus QuestionQuick WritesSlide10

Explanatory PromptWhen people face a dangerous or difficult situation, they need courage or bravery. For example, one would have to have courage to dive from a high diving board for the first time, to perform for an audience, to make a speech, to stick up for a friend, or to stand up to a bully

. Writing Prompt

Explain how a person you admire has shown courage in a difficult or dangerous situation.

LESSON 2, Discuss what you would write about.

 Slide11

Scaffolding

Introduction: State your main idea about your topic: showing courage

Development:

Support your main idea with relevant evidence, facts, definitions, concrete details, quotations, information, and examples.

Conclusion:

End by briefly restating the main idea and the most important evidence for the main idea.

Revising/Proofreading:

Reread your writing to see if you have explained things in order and by giving related details and examples.

Check to make sure you have linked ideas with words such as

another, for example, also, especially.

Check to make sure you have used precise language and domain-specific vocabulary to explain your main idea.

Check and correct your spelling, punctuation, and capitalization to make sure your reader will understand your explanation.Slide12

Follow-up in Lesson 20

Explanatory Prompt: My Definition of Courage 

Think about your own definition of courage:

Write your own definition of courage. Explain how your ideas about courage have changed because of what you have read, listened to, and viewed during this unit. Use examples from the unit and from your life as evidence to support your definition of courage.

OR

You may choose one of the definitions below and explain why it describes your feelings about courage. Explain how your ideas about courage have changed because of what you have read, listened to, and viewed during this unit. Use examples from the unit and from your life as evidence to support your definition of courage.

Courage is not the absence of fear, but rather the judgment that something else is more important than fear. –Ambrose

Redmoon

Courage is not living without fear. Courage is being scared to death and doing the right thing anyway. –

Chae

Richardson

True

courage is keeping everything together when everyone expects you to fall apart. –UnknownSlide13

Writing Prompts Explanations and ideasChecklist (CCSS)

Writing ProcessGraphic OrganizerPeer Editing Questions(SBAC)Slide14

Focus Question and Quick Writes

Focus Question # 1 (Appendix 10b and Rubric 10c)Sadako continues to show her courage, even though she is not feeling well. How does she demonstrate this?

Answer Plan–What to do:

1. Restate

the question.

2. Tell

the ways that

Sadako

shows her courage by saying or doing things to make others feel better.

3. Make

a connection in your own life about a time that you made an effort to help someone feel better or saw someone else make such an effort.

Possible Answer:

(1) Even

though

Sadako

is not feeling well, she shows her courage in a number of ways. (2)

Sadako

encourages another leukemia victim, Kenji, to make paper cranes “so that a miracle can happen.” She makes a paper crane, using her prettiest paper, for Kenji, hoping it will bring him luck, since he has no family to visit him or help make paper cranes. She makes an attempt to eat her favorite foods brought to the hospital by her mother.

Sadako

jokes about the silver paper given to her by her brother to use for another paper crane. It is a chocolate candy wrapper. She says that she “hope[s] the gods [like] chocolate.” Her family laughs at her joke. She never complains about her pain or taking medication. She brings hope to herself and others by making comments about what she will do when she feels better. She tries on the kimono that her mother has made. (3) I know about trying to make people feel better, because when my mom couldn't talk because of a stroke, I sang to her, and she tried to sing. That made her smile

.

Reflection/Quick Write

:

Write about what you learned about writing a good answer to a question from this lesson.Slide15

Literacy Block ComponentsRead AloudShared ReadingGuided Reading

Independent ReadingSlide16

Read Aloud

WHY DO IT? READING ALOUD:Models fluent reading (phrasing) and allows the teacher to model specific strategies that will be taught later in shared and guided reading.HOW

DO YOU DO IT? PROCEDURE:

The teacher selects the text from all daily curricular areas with specific teaching goals in mind.

The teacher introduces the text and builds necessary background knowledge.

The teacher gives a focus for listening.

The teacher reads the text with expression, intonation, and appropriate pacing

.

Appendix 1bSlide17

Shared ReadingWHY DO IT? SHARED READING:

Provides guided practice of strategies that make text understandable. For struggling readers it encourages following along with print to build fluency and word recognition

.

HOW DO YOU DO IT?

PROCEDURE

Text must be in the hand of or visible to all students

.

During

reading, the teacher encourages students to

join in, take risks, and look for information.

The teacher pauses as necessary during reading to discuss text features, to ask students for predictions and conclusions, and to ask students to make connections to their own experience, another text, or the world

.

Appendix

4bSlide18

Shared Reading Scaffolding

Read together through the fourth paragraph on page 16. Stop and ask students the following questions:

Which new character do we meet? (

Chizuko

) Why is she special in the book? (She is

Sadako’s

best friend.) Remind students that they should be

asking questions

such as this when they read. (

Strategies That Work,

Appendix 2c)

Why does Mrs. Sasaki warn

Sadako

to go slowly? (It is hot.)

How does Mr. Sasaki feel about his daughter’s running? (He is proud.)

Continue reading together to the end of the chapter (p. 20) and discuss why

Sadako

is frightened by the pictures she sees. (She remembers the atom bomb—the Thunderbolt. You could mention to students that sometimes authors give hints about what might happen later in the book. This is called foreshadowing. The author, Eleanor

Coerr

, could be giving a hint here.)Slide19

Craft

Tell students that authors make their writing more interesting by using something we call writer’s craft. For example, writers use figures of speech called

similes

. Similes compare things that are unlike each other using the words

like

or

as.

Have students turn to page 16 and read the last few lines. The author uses a simile to describe the friendship of

Sadako

and

Chizuko

by comparing the friendship to “…two pine needles on the same twig.” She compares two unlike things, the girls’ friendship and pine needles, using the word

as.

Point out other examples in the chapter:

P. 18: “

Sadako

thought the doves looked

like

spirits of the dead flying into the freedom of the sky

.”

P. 20:

“They floated out to sea like a swarm of fireflies against the dark water.”Slide20

Guided Reading

WHY DO IT? GUIDED READING:Provides opportunities to problem solve while reading for meaning.Provides opportunities to use strategies on extended text.HOW DO YOU DO IT

?

Before reading

, students are encouraged to look over the text, share comments, and predict: the text type or genre, the format or lay-out, the content, and the likely purpose of the reading.

During reading

, students are encouraged to:

Read for meaning.

Monitor understanding. (Ask: Does this make sense

?)

Appendix 5a2Slide21

Independent Reading

HOW DO YOU DO IT?Provides the opportunity to read and apply reading strategies to a wide variety of texts.Provides opportunities to use strategies independently on extended text.HOW DO YOU DO IT

?

Provides the opportunity to read and apply reading strategies to a wide variety of texts

.

Students and teacher confer, share, and discuss texts read.

Appendix 5a1Slide22

Preparing for ReadingVocabulary before, during, or afterFocus for Reading/ListeningSlide23

Focus for Listening/ReadingFocus for Listening: Who are the characters? (Sadako, Mother, Father, Masahiro,

Mitsue, and Eiji) What is the setting? (Japan, a number of years after the atom bomb was dropped on Hiroshima during World War II.) Is there a problem? (Sadako can’t wait to go to the memorial.)

Focus for Reading:

Why is Chapter 3 titled “

Sadako’s

Secret” and Chapter 4 titled “A Secret No Longer”? (At the bottom of page 24, the author tells us that

Sadako

is dizzy and that her heart was “…thumping painfully against her chest.” Then on page 26, the author tells the reader: “Sometimes after a long run the dizziness returned.” Finally, in Chapter 4,

Sadako

collapses after running to school, her father takes her to the hospital, and the doctors think that she might have leukemia, the atom bomb disease.)Slide24

Reading

Literature balanced with relatedInformational TextSlide25

Guided Highlighted ReadingPrompts for Vocabulary,

Summary, and CraftMultiple-ChoiceSummary

From

Guided Highlighted Reading: A Close-Reading Strategy for Navigating Complex Text,

Weber, Nelson, and Schofield, 2011, Maupin House

.Slide26

Guided Highlighted Reading:is

text-driven and meaning-based focuses students on the context of text guides students to read for one reading purpose at a time invites and guides students to revisit the text more than once guides students to return to the same text for multiple purposes

targets the acquisition of skills needed for close and critical reading

builds fluency and stamina in readers

uses multiple senses: visual, auditory, and

kinesthetic

From

Guided Highlighted Reading: A Close-Reading Strategy for Navigating Complex Text,

Weber, Nelson, and Schofield, 2011, Maupin House.Slide27

The Japanese Red-Crowned Crane

Guided Highlighted Reading for Vocabulary, Summary, and Craft

Lesson 7

Appendix 7c1-6Slide28

Speaking and ListeningCome to discussions

prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas

under discussion

.

Follow

agreed-upon rules

for discussions (e.g

., gaining

the floor in respectful ways, listening

to others

with care, speaking one at a time

about the

topics and texts under discussion).

Ask

questions

to check understanding

of information

presented, stay on topic, and

link their

comments to the remarks of others.

Explain

their own ideas and understanding

in light

of the discussion

.Slide29

9/11 Memorial

http://

www.911memorial.org/animations

http://

www.911memorial.org/animations

Slide30

Sadako MemorialSlide31

Descriptive EssayD

escriptive writing asks the student to describe an object, person, place, experience, emotion, situation, etc.:Take time to brainstorm.Use clear language.Choose vivid words—vivid verbs, nouns, and adjectives.

Use your senses: see, hear, smell, taste, touch.

Tell your readers what you are thinking.

Leave the reader with a clear picture.

Make sure your writing is well organized.Slide32

Description: Comparison and ContrastYou have viewed a video of the 9/11 Memorial in New York City and viewed pictures of the

Sadako Sasaki Memorial in Peace Park in Japan. You will now describe both memorials so that your readers will be able to “see” what you saw.

Writing

Prompt

Describe both the 9/11 Memorial in New York City and the

Sadako

Sasaki Memorial in Peace Park in Japan.Slide33

Scaffolding

Introduction:

Introduce your piece by giving a brief description of each of the memorials—9/11 and Sadako.

Development:

Support your main idea with relevant evidence, facts, definitions, concrete details, quotations, information, and examples.

Give concrete details to describe each memorial so your readers will be able to see what you saw.

Describe in detail how the memorials are the same.

Describe in detail how the memorials are the different.

Conclusion:

End by summarizing the similarities and differences.

Revising/Proofreading:

Reread your writing to see if you have explained things in order and by giving related details and examples.

Check to make sure you have linked ideas with words such as

another, for example, also, especially.

Check to make sure you have used precise language and domain-specific vocabulary to explain your main idea.

Check and correct your spelling, punctuation, and capitalization to make sure your reader will understand your explanation.Slide34

Research Opportunities

Researching Sadako Sasaki’s

Life

Since

Sadako

and the Thousand Paper Cranes

is a biography, how closely does the book mirror her real life

?Slide35

Research ScaffoldingModified I-Search

Research question I am answering:

“Since

Sadako

and the Thousand Paper Cranes

is a biography, how closely does the book mirror her real life?

Reference source where I found my answer:

What I learned:

Connections (text-text; text-world; text-self

):Slide36

Thank You!

Original AuthorsClare Baxter 3rd Roseville Diana Ronayne

3

rd

Mount Clemens

Linda

Pelloni

3

rd

Lakeview

Sue

Francek

3

rd

Roseville

Marcia Powell 4

th

Van

Dyke

Mary

Dombro

4

th

Anchor Bay

Renee

Fiema

4th L’Anse Creuse Sandy Hudkins 4th Van Dyke Cathy Walle 5th ConsultantDave Figurski 5th Warren Debbie Parrish 5th Fraser Jackie Rybinski 5th Warren Advisory TeamClare Baxter, ConsultantDiane Berg, ConsultantVirginia Daniels, FraserBetsy Facione, UticaMary Kate Fitzpatrick, FraserTheresa Hasenauer, UticaMelissa Labadie, UticaStephanie La Belle, Van DykeKathy Ming, ConsultantDebbie Parrish, ConsultantSharon Rice, Van DykeElaine Weber, MISDSlide37

Thank You!MISD for encouragement and support