RL.1.9-Compare and contrast the adventures and Comprehension Strategy experiences of characters in stories. Infer/Predict Performance Task Optional – Compare Texts, Text toText, p. T469: Have students describe some of the silly things Little Rabbit does and discuss why they Learning Targets (I Can…) were silly. Then have students find characteristics that make Compare and contrast characters in stories. the Poems” silly. “Silly Tell the moral of a story. Text-dependent Questions What caused Little Rabbit to think that the sky was falling? (key details) What does the word mean on p. 162? (vocabulary) “shift” What lesson do you think Little Rabbit learned in this story? (inference) Literacy Station Activities Comprehension station: Draw a picture of what a story is mostly about, cause and effect graphic organizer, flip Journeys chart, additional activities: - WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Model Performance Indicator for RL.1.2-Retell stories, including key details, and demonstrate understanding of their central message or lesson. Level 1 Entering 2 Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging Match words to Identify key details Sequence key details/events Organize the events in a story (including Evaluate how the key details of a story support the illustrated key details within an illustrated written in simple sentences on the central message and key details as central message in a text from familiar texts with written in basic sentence strips with peer support. elaboration) from illustrated/non-illustrated written in complex grammar structures using a partner support sentence structures texts using graphic organizers in small graphic organizer. with a partner. groups. Reading For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: Carolina Livebinder Click on Transformed MPIs/ELAs Writing/Research Strategies and Skills Routine Writing W.1.3-Write narratives in which they recount two or Narrative Writing: Personal Narrative Write in response to text (p. T449) more appropriately sequenced events, include some details regarding what happened, use
RL.1.9-Compare and contrast the adventures and experiences of characters in stories. Comprehension Strategy Infer/Predict Learning Targets (I Can…) Compare and contrast characters in stories. Tell the moral of a story. Performance Task – Optional Compare Texts, Text toText, p. T469: Have students describe some of the silly things Little Rabbit does and discuss why they were silly. Then have students find characteristics that make the “Silly Poems” silly. Text-dependent Questions What caused Little Rabbit to think that the sky was falling? (key details) What does the word “shift” mean on p. 162? (vocabulary) What lesson do you think Little Rabbit learned in this story? (inference) Literacy Station Activities Comprehension station: Draw a picture of what a story is mostly about, cause and effect graphic organizer, Journeys flip chart, additional activities: - WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Model Performance Indicator for RL.1.2-Retell stories, including key details, and demonstrate understanding of their central message or lesson. Level 1 Entering 2 Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging Reading Match words to illustrated key details from familiar texts with partner support Identify key details within an illustrated written in basic sentence structures with a partner. Sequence key details/events written in simple sentences on sentence strips with peer support. Organize the events in a story (including the central message and key details as elaboration) from illustrated/non-illustrated texts using graphic organizers in small groups. Evaluate how the key details of a story support the central message in a text written in complex grammar structures using a graphic organizer. For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: Carolina Livebinder Click on Transformed MPIs/ELAs Writing/Research W.1.3-Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use Strategies and Skills Narrative Writing: Personal Narrative Routine Writing Write in response to text (p. T449)