Latoria+and+Amanda+R.

Product 1: Design and implement ELA Common Core Standards Lesson

Amanda Latoria @http://prezi.com/9934nvgoivsx/ccc-project/?kw=view-9934nvgoivsx&rc=ref-4703204 Latoria's Prezi
 * [[file:Latoria and Amanda CCC project 2.ppt]] ||
 * [[file:Latoria and Amanda CCC project 2.ppt]] ||

Latoria's Full youtube videos: [] []

Theory of reading to support lesson plan: ** Transactional/Reader Response Theory **


 * First Nonfiction Text: Goats Are Great! by Alyse Sweeney **


 * Reading A-Z Level ||  ||   || [[image:http://www.readinga-z.com/images/level-chart/ico-sml-lvl-h.gif caption="Level H Books" link="http://www.readinga-z.com/book/guided-reading.php?level=H"]] ||
 * Level H Books ||  ||
 * Level H Books ||  ||
 * Ages || **6 - 7** ||
 * Grade || **1** ||
 * Fountas & Pinnell || **H** ||
 * Reading Recovery || **13-14** ||
 * DRA || **14** ||
 * Lexile || **80-450** ||


 * Second Nonfiction Text: Shelter Pets Are Best by Gabrielle Fimbres **


 * Reading A-Z Level ||  ||   || [[image:http://www.readinga-z.com/images/level-chart/ico-sml-lvl-p.gif caption="Level P Books" link="http://www.readinga-z.com/book/guided-reading.php?level=P"]] ||
 * Level P Books ||  ||
 * Level P Books ||  ||
 * Ages || **7 - 8** ||
 * Grade || **2** ||
 * Fountas & Pinnell || **M** ||
 * Reading Recovery || **28** ||
 * DRA || **28** ||
 * Lexile || **601-650** ||

Scaffolding Vocabulary/Content words to introduce prior to reading text: Goats Are Great! - beard, gentle, healthy, mountain, provide, wool Shelter Pets Are Best - breeders, counselors, microchip, obedience, shelter, veterinarian, temporary *For our ELL students, we will create hand movements for some of these words. Beard= rub our chins Gentle=rub our arm softly Mountain= Arms together in a peak above our heads Temporary= short fingers

Highlighter Tape- We will use highlighter tape to highlight the text evidence that students discovered to assist students who are more visual learners.

Activate Prior Knowledge: For each text, we asked students what they already knew about the topic in order to activate background knowledge before reading.

Creating Questions- We will allow students to create their own text evidence questions about each text in order to differentiate for the higher leveled students.

QAR bookmarks- These bookmarks will be provided for some students during independent reading in order to help them remember the different types of questions.

Author Ideas Posters- In order to front load the authors main ideas of each text, we will have posters that indicate the major concepts throughout the book in order to give those students who need it a starting point in finding text evidence. For example, the Goats Are Great posters are titled "Idea: Goats are Great!" "Idea: Goats Make Good Pets" and the Shelter Animals Are Best posters are titled "Idea: Buy your pet from a shelter" "Idea: Where to/not to get Advice"

Turn & Talk- For those students who need peer support, we do frequent turn and talk activities with carpet partners in order to give higher students an opportunity to explain their thoughts and struggling students an opportunity to repeat their partner or add on.

Song and Movements: To assist students who are kinesthetic learners we created a song titled "Text Evidence" to the tune of "Sexy and You Know It" with visual aids to remind students of the "think and search strategy" for finding the authors main points. We also created a quick catchy song called "Prove It" to help remind students that they need to prove their answer in the text.

Text Evidence Stems: For those students who need language stems, we created a variety of stems they can use when answering questions about the author's main points in the text. "The idea I have...." "I just learned that" "One example from the text..." "The author states..."

Hand Lens: To help students during independent/partner reading and while sharing answers with the class we created a text evidence hand lens. The hand lens can be used like a detective's magnifying glass to isolate text evidence in a passage.

Re-Reading Text: Both texts were read more than once to provide support for students who needed to listen to the content twice in order to comprehend.

Read Aloud/Think Aloud: Both text were read aloud rather than silently. Throughout both text, we used the Think Aloud strategy to help make the implicit ideas more explicit for struggling learners.

Check In: We conducted check in's after students were given oppurtunities to practice the standard independently in order for them to become more aware of their own learning. They were asked to give a thumbs up or thumbs to the side and explain why they felt that way.

Text-Dependent Questions

__ Goats Are Great! __ *Based on the text, would you agree or disagree that goats make good pets? *What are some reasons the author thinks goats are great? *How do goats provide food for us? *What are some food we get from goats? *Do you think the author thinks goats are great? Why or why not? *How do we know the author think goats are great? *How do the illustrations help you understand the text? * Would you want a goat as a pet? support your answer with reasons from the text.

__ Shelter Pets Are Best __ *What reasons might an animal be at a shelter? *How can you use the text features in the book to help you understand shelters? *Why is it important for people to learn about animal shelters? *What are some reasons the author suggests you should get a pet from a shelter rather than a pet store? *Do you think the author would get advice from an adoption counselor or pet store worker? What makes you say that? *Why does the author think shelters are great places to find healthy pets? *Would you adopt an animal from a shelter? Why or why not? *Based on the descriptions of shelters, how would you feel going to an animal shelter? Why?

Common Core Standards RI.1.8- Identify the reasons an author gives to support points in a text

RI.1.9- Identify basic similarities in and differences between two texts on the same topic.

RI.1.5- Know and use various text features to locate key facts or information in a text.

RI.1.1- Ask and answer questions about key details in text.

SL.1.1- Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

SL.1.2- Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Culminating Activity -Using readwritethink.org we will use an online venn-diagram to compare and contrast the two texts used for our project. Since both of these texts are persuasive non-fiction about animals are culminating activity will link to the Common Core standard RI.1.9- Identify basic similarities in and differences between two texts on the same topic. - Students will turn and discuss with their carpet partner things that are the same and different between these two texts. Together we will create the online venn-diagram to have a better visual of how each author has similar and different reasons to support points throughout the text. .