lessons also include embedded scaffolds to help students make meaning of the text itself. It calls out opportunities for paired or small group discussion, includes recommendations for ways in which visuals, videos, and/or graphic organizers could aid in understanding, provides a mix of questions (both factual and inferential) to guide students gradually toward deeper 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) FIRST READING (1-2 sessions): Read aloud the entire book with minimal interruptions. Stop to The goal of this reading is for students to enjoy the book, both provide word meanings or clarify only when you know the writing and pictures, and to experience it as a whole. This will majority of your students will be confused. give them a sense of the book’s entire storyline and craft before they examine parts of the book more carefully. SECOND READING (3 sessions): During the second reading of Dear Juno, students will explore the idea of the distance between Juno and his grandmother. Most questions and tasks relate to noticing and understanding the distance between the two. Before the reading, have students draw their own pictures of Juno and his grandmother on two small, separate pieces of paper or index cards.
lessons also include embedded scaffolds to help students make meaning of the text itself. It calls out opportunities for paired or small group discussion, includes recommendations for ways in which visuals, videos, and/or graphic organizers could aid in understanding, provides a mix of questions (both factual and inferential) to guide students gradually toward deeper 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) FIRST READING (1-2 sessions): 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 of this reading is for students to enjoy the book, both writing and pictures, and to experience it as a whole. This will give them a sense of the book’s entire storyline and craft before they examine parts of the book more carefully. SECOND READING (3 sessions): During the second reading of Dear Juno, students will explore the idea of the distance between Juno and his grandmother. Most questions and tasks relate to noticing and understanding the distance between the two. Before the reading, have students draw their own pictures of Juno and his grandmother on two small, separate pieces of paper or index cards.
dear_juno_k_lit2.docx