another way these books are DIFFERENT – one has an index and the other one doesn’t! Partner A, think about what you just saw and heard and tell your partner what I did. Did you hear me use the words SAME and DIFFERENT? Did you see me find a place where the books are the same or DIFFERENT? Go ahead and chat. (Repeat with Partner B taking on the role. This time provide another positive example – both books use actual photographs. Make sure to repeat think out loud searching for SAME and DIFFERENT and then repeat what is the SAME and show the images Then have Partner B articulate what they saw and hear. Partner B, think about what you just saw and heard and tell you partner what I did. Did you hear me use the words SAME and DIFFERENT? Did you see me find a place where the books are the SAME or DIFFERENT? Go ahead and chat. Link: Now it’s your turn to go off and do this work! As you are doing your research, reading lots of nonfiction books, I want you to pull out two books on the same topic and then compare and contrast those books. Think about what parts of the books are the SAME and what parts are DIFFERENT. As researchers, it is important that we are thinking across books, not just about one. Readers compare and contrast information from books on the same topic by looking for what is the SAME and what is DIFFERENT between them. When I confer with you today, I expect to see and hear you searching for parts that are the SAME and parts that are DIFFERENT in your books. Mid-Workshop Teaching Point: Everyone stop for a minute. You’ve been comparing and contrasting your books by looking for parts that are the SAME and DIFFERENT. I want to know who has found parts that are the SAME in your books. (Every kid should hold up their hand.) Now, let me see who found parts that are DIFFERENT. Share: Unit 6 Mini Lesson 9 Unit of Study: Unit 6 – Reading Across Genres to Learn about a Topic, Informational Books, Stories and Poems Goal: Readers Grow Ideas from Information (extend ideas by using various texts) Los lectores extenden sus ideas cuando leen varios textos
another way these books are DIFFERENT – one has an index and the other one doesn’t! Partner A, think about what you just saw and heard and tell your partner what I did. Did you hear me use the words SAME and DIFFERENT? Did you see me find a place where the books are the same or DIFFERENT? Go ahead and chat. (Repeat with Partner B taking on the role. This time provide another positive example – both books use actual photographs. Make sure to repeat think out loud searching for SAME and DIFFERENT and then repeat what is the SAME and show the images Then have Partner B articulate what they saw and hear. Partner B, think about what you just saw and heard and tell you partner what I did. Did you hear me use the words SAME and DIFFERENT? Did you see me find a place where the books are the SAME or DIFFERENT? Go ahead and chat. Link: Now it’s your turn to go off and do this work! As you are doing your research, reading lots of nonfiction books, I want you to pull out two books on the same topic and then compare and contrast those books. Think about what parts of the books are the SAME and what parts are DIFFERENT. As researchers, it is important that we are thinking across books, not just about one. Readers compare and contrast information from books on the same topic by looking for what is the SAME and what is DIFFERENT between them. When I confer with you today, I expect to see and hear you searching for parts that are the SAME and parts that are DIFFERENT in your books. Mid-Workshop Teaching Point: Everyone stop for a minute. You’ve been comparing and contrasting your books by looking for parts that are the SAME and DIFFERENT. I want to know who has found parts that are the SAME in your books. (Every kid should hold up their hand.) Now, let me see who found parts that are DIFFERENT. Share: Unit 6 Mini Lesson 9 Unit of Study: Unit 6 – Reading Across Genres to Learn about a Topic, Informational Books, Stories and Poems Goal: Readers Grow Ideas from Information (extend ideas by using various texts) Los lectores extenden sus ideas cuando leen varios textos
Grade-1-Unit-6-Condensed-revised-3-19-15.docx