9 week @ a Glance

	1	2	3	4	5	6	7	8	9
8(A)   seq & summ         main events in fiction			x	x
13 (C) cause & effect         in exposotory			x	x
19(E)  summarize			x	x
8(B)   characters in fiction					x	x	x
19(D)  inference					x	x	x	x	x
4(A)   affixes								x	x
4(B)   context clues								x	x

Figure 19 (D) - Inferencing

19(D)
K	1	2	3	4	5
Make inferences based on the cover, title, illustrations, and the plot	Make inferences using about text and use textual evidence to support understanding
Make inferences about the text Use textual evidence to support understanding

Activities:

• Interactive Read Aloud by Linda Hoyt  page 29  using Where the Wild Things Are  and the extentions
• CTK:  make reference to the formula from the primary inferencing book 

                                                     text clues + background  = inference

• Reader's make inferences about characters while they read....see character development TEK 8(B)
• Visual Inferencing - the team will search for images that allow the kids to draw conclusions from, then the kids will use the template below to note the visual clues as well as their background knowledge 

• Clues to Comprehesion book (Carson)
• Blue Skill Bags - making inferences

Anchor Activities:

• visual inferencing activity from above can be taken to a center

Possible Test Questions:

8(B) - Character Interaction

Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from the text to support their understanding
K	1	2	3	4	5
8(B) describe characters in a story and the reason for their actions	9(B) describe characters in a story and the reasons for their actions and feelings	9(B) describe main characters in works of fiction, including their traits and motivations, and feelings	describe the interaction of characters including their relationships and the changes they undergo third grade 8(B) fourth grade 6(B)		6(B) explain the roles and functions of characters in various plots,  including their relationships and conflicts
Describe  the interaction of characters Describe  the interaction of characters  including their relationships Describe  the interaction of characters including the changes they undergo

Activities:

• Linda Hoyt -Read Aloud Think Together - Character Development page 117

• Feeling & Emotion Chart - create the chart that helps students catagorize feelings , as the class or individuals come across feeling words they can add them to the chart
• Create a Bubble Map showing character traits and the textual evidence..see below





After reading a text, determine a character's traits

  


Beneath the trait, provide textual evidence

  

• character trait cards (english & spanish) - first class, elementary lang arts, curriculum, fluency,character traits
• these cards can also be used in a fluency anchor station (seee below)

• Making inferences about characters

• As we read a text, take note of character feelings/emotions and how they change within the text.  We discussed several graphic options to illustrate those changes...see images below

• Fairy Tales were suggested as a resource for character development to reinforce week 2 supporting standard - 5(A) paraphrase the themes and supporting details of fables, legends, mythsor stories

Anchor Activities:

• character trait cards with fry phrases

Possible Test Questions:

Figure 19 (E) - week 3 & 4

Figure 19 (E)
K	1	2	3	4	5
Retell or act out important events in stories	Retell or act out important events in stories in logical order	Retell important events in stories in logical order	Summarize information in text, maintaining meaning and logical order		Summarize and paraphrase text in ways that maintain meaning and logical order within a text and across text
Summarize information in text maintaining meaning Summarize information in text maintaining logical order

Activities:

Marzano's Summarizing & Note-Taking Activities
     (shared by Science coaches September 15th)

• Sketch -It
• Don't Break the Bank
• Magnet Summary
• 3-2-1
• Concept Definition Map
• Picture Notes
• Incredible Shrinking Notes
• Mind Mapping

Sombody Wanted But So Then


Anchor Activities:

Possible Test Questions:

13(C) - Identify details to support the main idea - week 3 & 4

Reading/ Comprehension of Informational Text/ Expository Text Students analyze, make inferences, draw conclusions about expository text and provide evidence from text to support their understanding
K	1	2	3	4	5
10(A) identify the topic and details in expository text heard or read, referring to the words and/or illustrations	14(A) restate the main idea, heard or read	14(A) identify the main idea in a text and distinguish it from the topic	13(A) identify the details or facts supporting the main idea	11(A) summarize the main idea and supporting details in text in ways that maintain meaning	11(A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order
Identify the details or facts that support the main idea

Activities:

• Linda Hoyt - Read Aloud Think Together - Identify Main Ideas and Supporting Details with The Art Lesson by Tomie de Paola

• Comprehension Toolkit - Book 5 Determining Importance
• Lesson 16 - Figure out what's important
• Lesson 17 - Paraphrase Information

• Marzano's Summarizing & Note-Taking Activities

                        (shared by Science coaches September 15th)

• Sketch -It
• Don't Break the Bank
• Magnet Summary
• Incredible Shrinking Notes
• Mind Mapping

• Get The Gist

Anchor Activities:

Possible Test Question: