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Reading6thGrade-Unit5

15-20Days
NonfictionPart2:LookingatTextStructure

TeacherBackground:
1. Linktoaselectionaboutstrategiestodeterminemainideasfromnonfictioncharts,graphs,tables,timelinesandcaptions
2. Linktoaselectionaboutnonfictiontextstructures
3. WordWork

EssentialQuestions:
Howdorelevantdetailsandkeyvocabularyrelatetothemainidea?
Whatisthevalueintextstructuresforwritersandreaders?
Whysummarize?

Studentswillbeableto:
Scanatexttolocatespecificinformation
Takenotesusingavarietyofnote-takingstrategiestiedtorelevantdetailsandkeyvocabulary
Provideanoral/writtensummaryofthetextreaddistinctfrompersonalopinionsorjudgment
Usearangeofsourcestolocateinformationtoanswerresearchquestions
ComprehensionStrategies:inferring,determiningimportance,visualizingsummarizing
MainideasanddetailstheAUTHORthoughtwereimportant/relevant
Keyvocabulary
Summarize
Useknowledgeoforganizationalstructurestounderstandandanalyzefactualinformationandrepresentthesegraphically
Causeandeffect
Compareandcontrast
Sequentialorder
Logicalorder
Classificationschemes

WordWork
EssentialQuestions:
1. Isadictionaryenough?
2. Whatistherelationshipbetweenthemeaningandtheoriginofwordswithsimilarparts?

Studentswillbeableto:
Classifyinformationthroughconceptsortsasitrelatestoaspecifictopicorpurposetobuildvocabularyandwordsolvingstrategies
Flexiblyselectfromarangeofreferencematerials,suchasdictionaries,glossaries,thesauruses,bothprintanddigitaltofindthe
pronunciationofawordordetermineorclarifyitsprecisemeaningoritspartofspeech
Recognizeandspellcorrectlywordswithconsonantalternations

TextIdeas:

1. GreatWall
2. AmeliaEarhart (Whowasreally?)FirstinFlight
3. Wolves-Thisis anEngageNewYorkUoS

AssessmentIdea:
FranklinR.Chang-Diaz

Monday Tuesday Wednesday Thursday Friday

Jan.24 Jan.25 Jan.26 Jan.27


ReviewTextStructuresand IntroduceNewUnit
Features Activity1

Jan.30 Jan.31 Feb.1 Feb.2 Feb.3

Feb.6 Feb.7 Feb.8 Feb.9 Feb.10

Feb.13 Feb.14 Feb.15 Feb.16 Feb.17

Lesson#~ LearningTargetandSuccessCriteria LessonOutline Needs


Day#

WordWork VowelAlternations

LongtoShort
1. precise/precision
2. provide/provision
3. brief/brevity
4. succeed/succession
5. nation/national
6. receive/reception
7. precise/prescription
8. profane/profanity
9. recede/recession
10. microscope/microscopic

1. inflame/inflammable
2. convene/convention
3. dream/dreamt
4. meter/metric
5. conspire/conspiracy
6. divine/divinity
7. assume/assumption
8. decide/decision
9. humane/humanity
10. suffice/sufficient

WordWork VowelAlternations

LongtoSchwa
1. divide/dividend
2. gene/genetic
3. oppose/opposition
4. comedian/comedy
5. recite/recitation
6. narrate/narration
7. famous/infamous
8. admire/admiration
9. custodian/custody
10. deprive/deprivation

Shared
Reading~
Use
Scholastic
News
Magazines

Day1 ReviewTextSTructures
IdentifyTextStructuregivenrandomNFtexts
usingaguiding-questionstool

Day2 LT:Determine central idea in texts Introducenewunit DocumentsLink


conveyed through particular details. #1useCSIanalogy-whatdothesepeopledo
SC:Basedupontheintroductory toexecutetheirjobsandsolvecrimes
lesson,Iwillbegintoreadatextand - Theyaskquestions-guidingquestions Needtomakecopiesof3documents
communicatewhatitsaysexplicitly - Toknowwhatthecrime
andinferentially. scenesaysandto
communicatethoroughly

#2Linkanalogytoquestioningskills-areading
strategy
- Effectivereadersuseguiding
questionstohelpthemlookfor
evidenceintexts

#3IntroduceGuidingQuestions(GO)handout
- Orientstudentstostructureofthe
documentandquestionsineachrow
- Explainthattheseareageneralsetof
guidingquestionstohelpfocustheir
reading

#4PreviewTextsandChecklists
- ShowtheTextSetTable-provide
rudimentaryexplanation:Thereare
connectionsbetweentexts(dont
elaborate)
- Explainthatstudentswillbestudying
thesetextswithincreasing
independenceastheyprogressand
thatultimately,theyllbeleadinga
small-groupdiscussion(muchlike
Sarahdidattheoutsetoftheyear)
withoneofthreetexts

#5IntroducetheReadingCloselyChecklist
andtheText-CenteredDiscussionsChecklist

Day3 LT:Integrateinformationpresented #1Examineimagesinsmallgroupsandanswer Needtoaddcolorpicturesoftextsto


visually,quantitatively,andinwords question: presentation
tocomprehendthetopic. WhatstandsouttomeasIexaminethis
SC:Icanexamineimagesand image? Needtoprinttextsetsforpairs/triads
identifytheirdetailstocomprehend - Onestudentrecordsgroupsnoticings
atopic. - Then,usetheGQhandouttoensure
allquestionshavebeenasked/propel
thequestioningprocess FormativeAssessment
- Studentsrecordquestionstheyrenow Opportunities/ChecksforUnderstanding:
askingthemselves Letscollectandanalyzethewritings
studentsaredoing


#2ClassDiscussionandSummarizing
- Leadadiscussionabouteachgroup's
noticings
- Discussthattheseare
text-specificquestions:
- Emergefrom
lookingcloselyat
animage
- Promptthemto
lookformore
details
- Leadtogreater
understandingof
theimage

#3Studentslist3detailstheythinkarekeyfor
theminunderstandingsomethingthatisgoing
oninoneoftheseimages

#4Studentswriteacaptionthatsummarizes
whattheythinktheimageisaboutandshare
andcomparetheircaptions/titles,notingthe
detailsthathaveledtowhattheyhavewritten

Day4 LT:Generatequestions, #1UseGQHandout-Studentsfocusonthe Text2


make/confirm/adjustpredictions, questionsunderTopic,Information,andIdeas
makeinferences,drawconclusions intheQuestioningTextsrowofthehandout
basedontextstructures.
SC:Usingasetofguidedquestions,I #2ReadAloudandstudentsthinkaboutthe
canidentifyatextsdetails question:
Whatinformationorideasdoesthistext
present?

#3Studentsrecordtheirresponsestothe
question,makingsurethatstudentsrefertothe
texttosupporttheirresponses

#4IndependentReading
- AgainusingtheGQhandout,students
willrereadthetextwithafocusonthe
questionslistedunderLanguagein
theQuestioningTextRow

- Studentsthinkaboutthequestion:
WhatwordsorphrasesstandouttomeasI
read?

- Studentsannotatethetext

#5ClassReviewandParaphrasing
- Comparethedetailsnoticedand
annotated
- Discusswhatthesedetailssuggestto
them
- IdentifyanynewquestionsAFTER
examiningthedetails

#6Studentsparaphraseadetailthatwas
significanttoeachstudent



Day5 LT:Integrateinformationpresented #1Viewthevideo HeresSarahsopportunitytoextend:


visually,quantitatively,andinwords
(Mon1/30) tocomprehendthetopic. - Dontprovideanycontext;justshowit.
SC:Icanuseguidingquestions,and - StudentsthinkabouttheGuiding
myownquestions,toclosely Question(GQ):
examineavideosdetailsto Whatinformationorideasdoesthistext
comprehenditsmainidea. present? (Referencepage15)

Heresanoptionforallofus...explore
#2Beforereplaying/reviewingthevideo werewolves
studentssharetheirinitialobservations

#3UsestudentsobservationstocraftaQGfor
thesecondviewing

#4Studentsuse2-ColumnNotestorecordKEY
details
- 1stColumnisforkeydetails
SEQUENTIALLY
- Then,theyhighlightthedetails
studentsviewasimportant
- 2ndColumnisforanexplanationof
thosehighlighteddetails
SeeQuestioningSequencebelow...

#5SmallGroupsWriteAboutTheVideo

- Studentsdiscusstheir2-ColumnNotes
- Specificallyaddinghow
thesehelpedthemmake
meaning
- Now,studentssharetheirnotesand
collaborativelywriteafewsentences
explainingsomethingtheylearned
fromthevideousingtheirkeydetails
tosupporttheir
thinking/understanding
- Volunteersshare(orpullsticks)their
sentences
- Asaclasscomparewhatthegroups
saw,includinghowclearlyand
accuratelytheyareableto
communicatetheirunderstanding
- Reflectontheclosereading
experienceasrelatedtoavideotext.
UsetheReadingCloselyChecklistto
guidereflectivediscussion.
- Studentsself-assesstheir
abilitytoreadcloselyand
identifyareaswherethey
canimproveasareader
overthecourseoftheunit.



MakecopiestheReadingClosely
Checklist

Day6 LT:Baseduponthetextsstructure, LivingWithWolvesWebsite NeedComputers-Students


Formative usethecomprehensionstrategies independentlyexploreamultimedia
Assessment

ofquestioning, LobosoftheSouthWest website


SarahTuesday making/adjusting/confirming
1/31 predictions,makinginferencesand Sarah-youmaymovemuchmore
Sharedin drawingconclusionstodeepen quicklythanChelsieandme.Thatsaid,
Google
Classroom meaning. maybeyoucanhavebothcartsand
workonedayaheadofus.Then,we
SC:Iwillindependentlyexplorea canfigureoutthelogistics(pairing
multimediawebsiteandrecord students).
evidenceofquestions,predictions,
inferencesandconclusionsIdrawto
deepenmyunderstandingofthe
topic.

Day7 LT:Icancitetextualevidenceto 1. ModeltheQTTtosupportstudents DevelopReadingSkillsby:


supportanalysisofwhatatextsays closereading 1. Skillfullyapproachingatext
Sarah:Wed explicitlyaswellasinferencesdrawn a. Studentsrecordand usingtheQTTforclosereading
2/1 fromthetext. organizebasicinformation (guidedandthen
aboutthetextandtofocus independently)
SC:Icanreadatextcloselyusing ontheirreadingpurpose 2. Analyzeatextwithspecific
theQTTtoidentifytextevidenceto b. UseText2 questions
answeraGuidingQuestionandto i. Thinkaloudand 3. Posetext-specificquestions
writeadeeptext-specificquestion. talkaboutwhatyou 4. Independentwritingabout
recordineach reading
Approachingthe
Textbox Need
ii. Select1or2 - Texts1-5
questionstofocus - QuestioningTextsTool
onfromtheGQH - AnalyzingDetailsTool
iii. Rereadthroughthe - ReadingCloselyChecklist
texts,searchfor - GuidingQuestionsHandout
detailsrelatedto
theGQandmodel
markingand
annotatingthetext
iv. Frameanew,
text-specific
questionthatthe
GQdrawoutofthe
passage
2. StudentsreadinpairswithText#2with
theQTT
a. Havestudentsuseadifferent
GQasalensforexamining
thetextandforwriting
text-specificquestions
i. Usethewritinga
questionsprocess
asaguided
readinggoal/LT/SC

Day8 LT:Icancitetextualevidenceto 1. UseText#5


Sarah: supportanalysisofwhatatextsays 2. Provideminimaltextcontextbefore
Monday2/6 explicitlyaswellasinferencesdrawn studentsread
fromthetext. 3. Studentsmakeinferencesaboutthe
authorstheme,tone,useof
SC:Icaninferthemeaningofthe language.
authorswordchoicetodeepenmy 4. StudentsusetheQTT
understandingofthetext. a. Studentsindependently
completetheQTTbutdont
recordatext-specific
questioninthelastrow
b. Provideorhavestudents
selectaGQfromthe
handout
c. Havestudentsfocusontext
language(vocabulary,
figurative,technical)and
highlightwordsandphrases
criticaltounderstandingthe
passage&thoselessfamiliar
5. Studentsreadthetextinpairs
a. Annotatedetailsrelatedto
theGQ
b. Workinpairstowritea
text-specificquestionto
writeintheQTT
c. Studentssharetheir
text-specificquestionwith
theclass

Day9 LT:Icandetermineatextscentral AnalyzingTextwithText-SpecificQuestions Inessence:ADTdocumentsupports


SarahTues ideaandidentifyhowitisconveyed closereading
2/7 throughparticulardetails. Youmodel Studentsrecordtheirself-generated(or
- Identifyingyourpurposeforreading teacher-generated)GQ
SC:Usingthereading andusingatext-specificquestionthat Then,studentsrereadtoannotatedetails
comprehensionofclosereading,I emergedfromclassdiscussion toanswertheirquestion
canannotatethetextfordetails - Readandannotatethetext-mark, Students,finally,analyzeandmake
thattheauthorusestoconveythe highlight,flagdetailsrelatedtothe connectionsamongdetailstoanswer
textscentralidea. purposeandGQ theirquestionanddeepen
- Reviewdetailsyouhavemarked, understanding
lookingforkeydetails,words,
phrasesthatrelatetoyourpurpose
andGQandthatconveysthecentral Needparagraphsets
idea
- Record3ofthesekeydetails/phrases
fromthetextintheSelectingDetails
sectionofthetoolwithtext
referencedetails
- Analyzeeachdetailandrecordyour
thinking
- Connectthedetailsbywritinga
sentencebaseduponyouranalysis
- Asynthesizingsentence
- Studentscompletetheirowntoolwith
theinformationdevelopedasaclass


Day10 LT:Baseduponthetextsstructure,I Studentsdeveloptheirowntext-specific


SarahTues. canusethecomprehension questionswithwhichtoanalyzethetext.
2/7 strategiesofaskingquestions,
making/adjusting/confirming UseText5
predictions,andmakinginferences NeedQTT
todrawconclusiontodeepen NeedADT
meaning. NeedRCC
SC:Icandeterminethemeaningof
wordsandphrasesastheyareused 1. UsetheADT
incontext,includingfigurative, a. Studentsbeginbyconfirming
connotativeandtechnical orrevisingtheirtext-specific
meanings. questionatthebottomofthe
QTTforText#5
b. Studentstransferquestionto
ADT
c. Studentsannotatetheirtexts
byhighlighting/marking,all
thedetailstheyfeelare
relevanttotheirquestions
d. Studentsselect3detailsto
analyze,copyingthemand
referencingthemintotheir
tool
e. Studentsanalyzethedetails
andrecordtheirthinking
f. Studentsconnectthedetails,
writingasentenceortwo
explainingtheirthinking
g. Studentssharetheirfindings
inagroupdiscussionusing
theirtoolstoguidetheir
conversationsandreflectas
agroupupontheprocessof
readingcloselyusingthe
RCCasaframeworkfor
reflection

Monday? LT:Useinformationfromthetextand GuidingQuestions: UseaThinkingMaptopreparefor


2/13/17 textfeaturestoanswerquestions 1. Whatistheauthorspersonal small-groupdiscussion.
andperformspecifictasks. relationshiptothetopicorthemes?
SC: 2. Inwhatwaysdotheauthorsdifferent UsetheAnalyzingDetailsGraphic
Throughacomparativereviewof purposesandperspectivesinfluence Organizer
Text5andText6,Icandetermine theirpresentationofdetailsand
theauthorsperspectiveandidentify ideas?
specificdetailsusedtodescribethe
wolvesbehavior. Text-SpecificQuestions:
1. Inpresentingawolfspointofview,
AllaboutWolvesstatesthat,
Communicationandintelligenceare
neededtoknowwhomyfriendsand
enemiesare,wheretheyare,and
whatmaybetheirintentions.How
doesthisobservationrelatetothe
detailsoftheactions(andthewolf
charactersthoughts)thatare
dramatizedinJackLondonsstory?
2. FindanotherstatementfromAll
AboutWolves.Connectthis
statementtosomethingthatis
describedintheJackLondon
descriptionofthewolfpack.Howare
thetwopassagessimilarand
different?

Wednesday LT:Useinformationfromthetextand 1. Writeananalyticalguidingquestion AlsoAssignIndependentReading:


2.15.17 textfeaturestoanswerquestions anduseaThinkingMaptocompare 1. Text7
andperformspecifictasks. andcontrastthedetailsbetween 2. Text8
SC: texts. 3. Text9
Throughacomparativereviewof
Text5andText6,Iwritequestionsto UsetheQTTandAnalyzingDetails
deepenmyunderstandingofthe GraphicOrganizers
text.

Thursday LT:Icanwriteasummaryfreeof ParagraphInclusions: OtherLogistics:


2.16.17 biasandopinion. 1. Thecomparativequestion(CSIQtopic Logicallyorganized
SC:Usingtheanalyticalguiding sentence Usedetailsfromthetext
question,Icanconstructa 2. 1-2sentencesexplainingyour Transitionwordsandphrases
paragraphansweringthequestion. analysisofText#5andkeysupporting Usepreciselanguageandacademic
details vocabulary
3. 1-2sentencesexplainingyour
analysisofText#6andkeysupporting
details
4. 1-2sentencesexplaininga
connectionmadebetweenthetwo
textsthatanswertheanalytical
question

Shared LT Vocabulary:
Reading Icancitetextualevidenceto nutritionalvalue
Day1 supportanalysisofwhatthetext Exposure(Whatcontextdoyoutypically
Attackof saysexplicitlyaswellasinferences associatethistermwith?)
theAds drawnfromthetext. Overwhelming
from SC Obesity
Scholastic Icanidentifythegenre,text
News structure,authorspurposeusing
textevidencetosupportmy
inference.

Day2 LT IdentifyaThinkingMapthatcanbeutilizedto
Icancitetextualevidenceto determineandrecordthetextsmostvital
supportanalysisofwhatthetext details.
saysexplicitlyaswellasinferences
drawnfromthe
text.
SC
Icanutilizewhatthetextsays
explicitlytodetermineimportance.

Day3 LT Usingoneormoresenses,explaintheauthors
Icandeterminetheauthorspoint purpose.Whatallowsyoutomakethis
ofvieworpurposeinatextand inference?
explainhowitisconveyedinthe
text. Whydothebracketstellthereaderinthe
SC followingquote?
Icaninfertheauthorspurpose [unhealthyfoods]arenotthingsweshouldbe
usingtextevidencetoexplainhow encouragingkidstoeatmoreoften,...
itsconveyedinthearticle.
Thebracketstypicallyinferthatthe
authorsubstitutedaspecificnounfor
apronountoclarifymeaningina
quote.

Day4 LT Identifythefollowingpeoples/companys
Icancitetextualevidenceto perspectives:
supportanalysisofwhatthetext Theauthor
saysexplicitlyaswellasinferences ResearchersatMcMasterUniversityin
drawnfromthetext Canada
SC NielsenCompany
Usingtheauthorswords,Ican USCentersforDiseaseControland
identifypeoples/companys Prevention
perspectives.

Day5 LT Writeaparagraphthatexplainsthetextsclaim
Icanwriteasummaryofthetext andsupportingevidence.
distinctfrompersonalopinionsor Requirements:
judgements. CSIQtopicsentence
SC 3reasonsjustifyingtheclaimwithtext
Icanwriteasynthesizingparagraph evidence
usingonlythetextsevidenceto Explainthecounterclaimin1
explaintheprompt. sentence
Conclusionsentence

Shared LT 1. Annotateforthefollowing2elements:
Reading Icancitetextualevidenceto a. Genre
Scholastic supportanalysisofwhatthetext b. Structure
NewsArticle saysexplicitlyaswellasinferences Becausethegenreofthisarticleis______,Ican
Takinga drawnfromthetext. expecttouse__________tounderstandwhatit
Stand SC saysliterallyandinferentially.
Day1 Icanidentifythegenre,text
structureandsetexpectations
basedupontheseattributes. Vocabulary:
Controversial
Indigenous

Day2 LT Becausethegenreofthistextis__________,a
Icancitetextualevidenceto ThinkingMapthatIcanusetorecorditsmost
supportanalysisofwhatthetext importantelementsis_____________________.
saysexplicitlyaswellasinferences
drawnfromthetext. CreateandcompletetheThinkingMapbased
SC uponthisinformation.
Icanutilizewhatthetextsays
explicitlytodetermineimportance.

Day3 LT Useoneofyoursensestoidentifyandconvey
Icandetermineatextsthemeor thearticles,TheSioux'sShrinkingLand.
centralideaandidentifyhowitis
conveyedthroughparticulardetails.
SC
Byconnectingoneofmysenseto
theauthorswords,Icanidentifythe
centralideaofthearticle.

Day4 LT UseaThinkingMaptoshowtheeventschange
Icancitetextualevidenceto overtimesequentially.
supportanalysisofwhatthetext
saysexplicitlyaswellasinferences Baseduponthetextschangeovertime,infer
drawnfromthetext. itstheme.
SC:
Icaninferchangeovertimeusing Thetextsthemeis__________.Theevidence
theauthorsintentional thatsupportsthisinferenceis__________.
paragraphingandwordchoice.

Day5 LT DefendYourPosition
Icancitetextualevidenceto AsacitizenoftheUSA,doesthisevent,ora
supportanalysisofwhatthetext similarone,inspireyoutobecomeanactivist?
saysexplicitlyaswellasinferences Whyorwhynot?
drawnfromthetext
SC Requirements:
Icanwriteaparagraphthat Topicsentencethatstatesaclaim
identifiesanddefendsmyposition, (theissue)
baseduponthearticleTakinga Supportyourstancewith3
Stand. reasons/examples
Use1pieceoftextevidence
Conclusionsentence

Vocabulary:
Protest

Shared LT 1. Identifythetextsgenre.
Reading Icancitetextualevidenceto 2. Identifythetextsstructure
Scholastic supportanalysisofwhatthetext 3. Usethegenretosetexpectationsfor
News saysexplicitlyaswellasinferences thisthetexttosupportliteraland
The drawnfromthetext. inferentialcomprehension.
Earthquake SC
State Icanidentifythegenre,text
Day1 structureandsetexpectationsby Vocabulary:
usingtextevidencetosupportmy Extracted
inference. Dispose

Howdoesthequestion,whyhasthenumberof
earthquakesinOklahomaskyrocketedin
recentyears?helpyousetthepurposeand
focusforreading?

Day2 LT UseaThinkingMaptorecordthetextsmost
Icancitetextualevidenceto importantdetailsusingthegenreandtext
Combine supportanalysisofwhatthetext structureasthebasisforyourThinkingMap
Days2and saysexplicitlyaswellasinferences selection.
3because drawnfromthe
ofnoschool text.
wednesday SC
Icanutilizewhatthetextsays
explicitlytodetermineimportance.

Day3 LT Whatstheinferredmeaningofthephrase,Oh
Icancitetextualevidenceto well,therewasanotherone?Whatevidence
supportanalysisofwhatthetext fromtheparagraphsupportsyourinference?
saysexplicitlyaswellasinferences
drawnfromthetext Whydoreadersattendtofigurativelanguage
SC suchasidioms?
Icaninferthemeaningoffigurative
languagetoenhancearticle
comprehension.

Day4 LT Identifyeachpersonspointofviewwith
Icanexplainhowanauthor evidence(words/phrases/sentences).
developsthepointofviewofthe Author
narratororspeakerinatext. CadenKennedy
SC OklahomaCorporationCommission
Icanusetheauthors
words/phrases/sentencestoinfer
pointofview.

Day5 LT Inawell-developedparagraph,explainhow
Icanwriteasummaryofthetext drillingforoilandgasarelikelyrelatedto
distinctfrompersonalopinionsor increaseearthquakes.
judgments. Requirements:
SC 1. CSIQtopicsentence
Icanwritewell-developed 2. 3bodysentencesexplainingthe
paragraphthataccurately paragraphsmainidea
respondstoapromptwithout 3. 1pieceofquotedtextevidence.
personalopinionsorjudgments. 4. Concludingsentence

Shared LT Identifythetextsgenre,itsstructureand
Reading Icancitetextualevidenceto features.
Scholastic supportanalysisofwhatthetext
News saysexplicitlyaswellasinferences Vocabulary:
TheRaceto drawnfromthetext. Dire
Save SC Optimistic
Elephants Icanidentifythegenre,text Smuggled
Day1 structureandsetexpectationsby Vanishing
usingtextevidencetosupportmy
inference.
Day2 LT UseaThinkingMaprelatedtothetexts
Icancitetextualevidenceto structuretodeterminewhatsimportant.Add
supportanalysisofwhatthetext thosedetails.
saysexplicitlyaswellasinferences
drawnfromthe
text.
SC
Icanutilizewhatthetextsays
explicitlytodetermineimportance.

Day3 LT Useoneormoresensestodescribethearticles
Icancitetextualevidenceto setting,theelephantsand/orthepoachers.
supportanalysisofwhatthetext
saysexplicitlyaswellasinferences Howdoesconnectingsensoryinputandthe
drawnfromthetext. author'sdescriptivedetailssupportadeeper
SC levelofmeaningregardingtheelephants
Usingthetextslanguage,Ican plight?
describeoneofthetextselements
usingsensoryinput.

Day4 LT Usetheauthorswordchoicetoinfertoneand
Icancitetextualevidenceto overallconnotativemeaning.
supportanalysisofwhatthetext Provide3examplesfromthetextsbeginning,
saysexplicitlyaswellasinferences middleandendtosupportyourinference.
drawnfromthetext.
SC
Icanusetheauthorswordchoice
tomakeaninferenceabouttone
andconnotativemeaning.

Day5 LT Writeaparagraphexplainthestepscountries
Icanwriteasummaryofthetext aretakingtoendtheivorytrade.
distinctfrompersonalopinionsor
judgements. Requirements:
SC 1. CSIQtopicsentence
Icanwriteanexplanatory 2. 3explicitexamplesfromthetext
paragraphthatclearly 3. 1pieceofquotetextevidence
communicatesthetexts 4. Conclusion
informationandisfreefromopinion 5. Accurategrammar,spellingand
orbias. punctuation

Day12 LT AnalyzingDetails~Part3
Icancitetextualevidenceto
supportanalysisofwhatthetext
saysexplicitlyaswellasinferences
drawnfromthetext
LT
Icandetermineatextsthemeor
centralideaandidentifyhowitis
conveyedthroughparticulardetails.
LT
Icanwriteasummaryofthetext
distinctfrompersonalopinionsor
judgements.
LT
Icandeterminetheauthorspoint
ofvieworpurposeinatextand
explainhowitisconveyedinthe
text.
LT
Icancompareandcontrastone
authorspresentationofeventswith
thatofanother.
LT
Icancitetextualevidenceto
supportanalysisofwhatthetext
saysexplicitlyaswellasinferences
drawnfromthetext
LT
Icanexplainhowanauthor
developsthepointofviewofthe
narratororspeakerinatext.
LT
Icancompareandcontrasttextsin
differentformsorgenresintermsof
theirapproachestosimilarthemes
andtopics.

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