Scaffolding Instruction using materials like Being a Writer/Nancy Fetzer to Build from One Source to Multiple Sources (Using Information From Both Text and Illustrations) Instruction: Teacher will provide explicit instruction on the relationship between illustrations and the story in which they appear and how the text and illustrations • work together to convey meaning. o Example: How does the diagram showing what lives in a pond help us to better understand life at the pond? Why did the author decide to add this chart to his text? Teacher will provide opportunities for students to increase reading stamina through instruction, differentiated stations, and Everyday Instructional • Reading tasks. Everyday Instructional Reading Connections: Teacher will create text dependent questions (with an emphasis on 2 and 3) requiring students to analyze multiple • “sources.” Student Outcomes: Students will develop the stamina required to read, text mark, and analyze increasing complex text. • Students will apply analytical thinking skills to make connections across a text. • Given a text-based writing task, students will be able to answer the question, was this text put together with this prompt?” • “Why Writing a Beginning (Introduction) Instruction: Teacher will provide explicit instruction on: • o Orienting the reader to the of the essay (answering the prompt) Teacher and students will create an anchor chart showing the component of an introduction along with student examples. When used effectively, • “the introduction is the doorway to an essay that invites the reader to enter.” Teacher will use Okaloosa Writing Exemplars to identify attributes of an introduction. Teacher will color-coded method found in Additional Notes • section to identify the topic.
Scaffolding Instruction using materials like Being a Writer/Nancy Fetzer to Build from One Source to Multiple Sources (Using Information From Both Text and Illustrations) Instruction: • Teacher will provide explicit instruction on the relationship between illustrations and the story in which they appear and how the text and illustrations work together to convey meaning. o Example: How does the diagram showing what lives in a pond help us to better understand life at the pond? Why did the author decide to add this chart to his text? • Teacher will provide opportunities for students to increase reading stamina through instruction, differentiated stations, and Everyday Instructional Reading tasks. Everyday Instructional Reading Connections: • Teacher will create text dependent questions (with an emphasis on 2 and 3) requiring students to analyze multiple “sources.” Student Outcomes: • Students will develop the stamina required to read, text mark, and analyze increasing complex text. • Students will apply analytical thinking skills to make connections across a text. • Given a text-based writing task, students will be able to answer the question, “Why was this text put together with this prompt?” Writing a Beginning (Introduction) Instruction: • Teacher will provide explicit instruction on: o Orienting the reader to the of the essay (answering the prompt) • Teacher and students will create an anchor chart showing the component of an introduction along with student examples. When used effectively, “the introduction is the doorway to an essay that invites the reader to enter.” • Teacher will use Okaloosa Writing Exemplars to identify attributes of an introduction. Teacher will color-coded method found in Additional Notes section to identify the topic.
Wright%202017%20SPP%20This%20is%20It%21.docx