understanding, and offers recommendations for supplementary texts to build background knowledge supporting the content in the anchor text. These lessons feature embedded supports to aid students in developing their overall language and communication skills by featuring scaffolds such as sentence frames for discussion and written work (more guidance available ) as well as writing opportunities (and the inclusion of graphic organizers to scaffold the writing process). These supports help students develop and use newly acquired vocabulary and text-based content knowledge. The Lesson Questions, Activities, and Tasks – Questions/Activities/Vocabulary/Tasks Expected Outcome or Response (for each) READING: Show students the beginning pages with the world map of the The goal here is for students to enjoy the book, both writing tropical rain forests. Read aloud the entire book with minimal and pictures, and to experience it as a whole. This will give interruptions. Stop to provide word meanings or clarify only them some context and sense of completion before they dive when you know the majority of your students will be confused. into examining the parts of the book more carefully. SECOND READING: Pages 1-9 In the introduction to the story, the author stated is the A community is a group that lives together and depends on one “This story of a community of animals that live in one such tree another. The animals depend on each other and the rain forest (Kapok) in the rain forest.” What does community mean? How for shelter and food. might members of a community depend on one another? For the second reading tell students that we will be keeping track of the animals and their reasons NOT to chop down the tree. Create a Chart” to gather information about the animals and “T their dependence on the rain forest. Update this chart with the introduction of each new animal.
understanding, and offers recommendations for supplementary texts to build background knowledge supporting the content in the anchor text. These lessons feature embedded supports to aid students in developing their overall language and communication skills by featuring scaffolds such as sentence frames for discussion and written work (more guidance available ) as well as writing opportunities (and the inclusion of graphic organizers to scaffold the writing process). These supports help students develop and use newly acquired vocabulary and text-based content knowledge. The Lesson – Questions, Activities, and Tasks Questions/Activities/Vocabulary/Tasks Expected Outcome or Response (for each) READING: Show students the beginning pages with the world map of the tropical rain forests. Read aloud the entire book with minimal interruptions. Stop to provide word meanings or clarify only when you know the majority of your students will be confused. The goal here is for students to enjoy the book, both writing and pictures, and to experience it as a whole. This will give them some context and sense of completion before they dive into examining the parts of the book more carefully. SECOND READING: Pages 1-9 In the introduction to the story, the author stated “This is the story of a community of animals that live in one such tree (Kapok) in the rain forest.” What does community mean? How might members of a community depend on one another? For the second reading tell students that we will be keeping track of the animals and their reasons NOT to chop down the tree. Create a “T Chart” to gather information about the animals and their dependence on the rain forest. Update this chart with the introduction of each new animal. A community is a group that lives together and depends on one another. The animals depend on each other and the rain forest for shelter and food.
2.%20The%20Great%20Kapok%20Tree%20-%20Grade.docx