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I was specifically looking forward to making this set for my focal student because of a few lessons she has seemed heavily interested in over the past few weeks. Recently the CT has started a weather phenomenon unit where the class was split up into three groups. My focal student happened to choose the "blizzards and snowstorms" group.
All of the multimodal texts in this text set reflects some of her prior knowledge and introduces a lot more topics that I could see her being very interested in. It helps that this falls around the season of winter because I want to dive deeper into facts about weather, other seasons, and winter activities she may enjoy. I went further into finding some texts that resembles her cultural background along with family traditions and structure that she has shared with me over this semester. It was also evident that the focal student enjoyed the weather phenomenon unit because of the snow that is slowly on its way in the next couple of months. If I had more days in the classroom, I would dedicate that time to these texts. I could imagine that it would inspire her to make a story of her own by the end of it all, because of her writing creativity. I think my favorite part about this text set is the different multimodal uses I have found to help her grasp a lot of different concepts. My advice for teachers who wanted to use this text set or a similar one to this is to evaluate the level of interest the students have while going through these texts. If there is something that they may be less interested in or less connected to then I would advise to tweak some things in the set. Instead, find out what their students may really enjoy and remember they should still be learning new aspects to add to their funds of knowledge. I made sure this text set wasn't vocab heavy for the focal student because I had to remember she is an English Language Learner, and we need to focus on her progress in Spanish as well as English.

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Sneezy the Snowman by Maureen Wright
(30) Pinterest

- Multimodal Picture Fiction Book
- Focal Student was so upset when the snow on the playground melted because her and her friends couldn't get together to make a snowman. I remember saying it's just the beginning of winter and there will be many days where snowmen can be made. This text goes through certain cause and effect aspects, and I would like to use it to discuss those to test students understanding. I would definitely create a fun activity that would go along with the "states of matter" (gas, liquid, solid) described in the book and with Sneezy. I would focus on sequence of events that occurred in the story and ask to recall causes and effects from the story.
CCSS.ELA-LITERACY.RI.3.8
"Describe the logical connection between particular sentences in a text (e.g. cause/effect).

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A Loud Winter's Nap by Katy Hudson | Goodreads

Multimodal Picture Fiction Book
- Focal Student would enjoy the constant interruption from tortoise's friends as he is trying to hibernate. The illustrations were consistently showing character development and the multimedia of the onomatopoeia would be a great way to introduce figurative language to the class. I would target this to the whole class as a read aloud and introduction to a winter themed figurative language lesson. We could do multiple activities throughout the week and utilize other winter themed books that have other forms of figurative language. I think if I had to think of any issues of representation, I would think of maybe the use of some onomatopoeias and for any bilingual students in the classroom I would find a bilingual book that had representations of other language examples. Or I could ask for class participation on making an anchor chart on some figurative language things that they have heard of before from outside of school (in movies, books, at home).

CCSS.ELA-LITERACY.RL.3.3:

"Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events."

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What Do Critters Do In The Winter? by Julie K. Lundgren | Goodreads

Multimodal Nonfiction 3rd grade text
- I have seen "My Science Library" books displayed and picked out by the focal student throughout my time at the clinical classroom. I could definitely see myself bringing this into the class to read with her during her individual reading time. This book would not only be interesting to the focal student because she can see her favorite animals, but it would also allow her to learn about behavior patterns of animals and learn more about them during this coming up season. This specific text for the text set would step deeper into the nonfictional learning process for the focal student while still highlighting the theme of our set. During the individual reading together, I would check for understanding throughout the pages of the book and ask if focal student can think of other animals that have certain adaptations (like birds migrating)

CCSS.ELA-LITERACY.RF.3.4.A:

"Read grade-level text with purpose and understanding."

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Do Like Kyla - A Book And A Hug

Multimodal, Culturally Responsive, Realistic Fiction book, Pictures

- Focal Student writes in your response journals all the time about her older sister. She shares stories with me about how her older sister is amazing and has a lot of ways to make her laugh. When I found Do Like Kyla, I thought it would be perfect to put into the text set. It relates to parts of her funds of knowledge and is read from the narrative of a younger sister that is around her age. Kyla's younger sister imitates her all day, until at the end of the book where Kyla imitates her. Kyla is a loving big sister and an excellent role model for the narrative, and it seems like Dani would connect very well with this text. I looked more into the author and thought it was really important to address that her identities are similar to those of the two girls in the story, I would like to incorporate that somehow in an individual read aloud with the focal student. As far as theme of story and what I would like to do with this book is just try and have the focal student connect with the characters and focus on ways that the sisters interact with each other.

CCSS.ELA-LITERACY.RL.3.6:

"Distinguish their own point of view from that of the narrator or those of the characters."

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Weather changes throughout the year in all different countries, these are the four seasons we experience in the United States

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TASK CARD 2 - MISS KRISTY'S SCIENCE TEACHING PAGE (weebly.com)
Multimodal, Nonfiction Science, Text Reflecting Seasons and Months Related

- Weather correlates to the seasons that reflect the location of where we are on this Earth. The classroom was learning about the months that fall under each season here in the Midwest. I think this is something very grade level appropriate for their English Language Learning development because the vocabulary is going to be prominent in the focal student's life. I wanted to find something appealing to the eyes and this is set up neatly. I could see myself making modifications to this text by creating an anchor chart of the months and seasons labeled in both English and Spanish. Then I could measure how the focal student and the whole class is doing with learning the English vocab by having them fill in an empty sheet with the seasons and without the months. I wouldn't focus on their spelling but instead check if they at least have three months listed under each season.

CCSS.ELA-Literacy.RI.3.4 - Determine the meaning of general academic and domain-specific words in a text relevant to a grade 3 topic or subject area.

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Tour through Latin America: Christmas Edition🎄 - YouTube

Multimodal, Audio and Visual Learning, Culturally Relevant, Geography/SS class involvement, 3rd grade appropriate

- This is a video I could see myself implementing into the ESL classroom in a climate unit. After getting to know the focal student, I was able to find out where her family originated and what language they speak at home. The family is from Ecuador along with some of the other families present in the classroom. Their home culture is something I want them to be able to embrace in during school time as well, and I think this video could transpire to a lot of topics. I would show this to the class as a whole and pause after the country details that pertain to everyone in the classroom. It is important to build that relationship with the student, because without knowing where my focal student came from, I wouldn't have been inspired to find a video like this. It opens up the idea that traditions and seasons are going to be different based on where you are around the world, and I'd influence the focal student and the others to write about some of their own Christmas traditions. I could see the mainstream English being an issue when showing this to the classroom, but to solve that I would have subtitles in their first languages so that they could follow along with the pictures and sounds.

SEL2b.2a: Identify differences among and contributions of various social and cultural groups.

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Tour through Latin America: Christmas Edition🎄

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What do you do in winter? - YouTube

Multimodal Video, Visual and Audio Learning, Relevant to Set Topic, Interests and Activities, 3rd grade Appropriate

When I found this video the first thing I thought of was how fun would it be as a class to do a brain break and act out the activities displayed. My focal student loves to move around the classroom and I can tell there are times where she and some other students have a hard time focusing if something goes on for too long. I wanted to find something for this text set that brings in kinesiology to the classroom. There are words and phrases throughout this video that correspond to a winter theme and would be great to show to the students who are still trying to understand the weather and details about this season. The students could do hand motions and body movements to display almost all the actions in this video and I would be able to demonstrate it as well. There is a lack of classroom representation, and it is possible that some of these activities are not identifiable for some students or maybe some activities that they have never participated in. I would reiterate the purpose and say that it is okay if these activities are not familiar, maybe we could act out only the ones we know of and the ones that seem interesting to us? The focal student would have fun doing this activity with her classmates.

19.B.1a Understand spatial awareness and relationships to objects and people.
19.B.2b Develop a basic understanding of multiple basic movement patterns with additional combination movement patterns.

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The Weather Song in Spanish / La Canción del Tiempo y del Clima - YouTube

Multimodal, Video and Audio Learning, Culturally Relevant, EL language, Entertainment, Learning about Weather Types

- One thing I wished to experience out of clinicals was more of the science instructional days. In the classroom the students were taught in a block structure, where Math and English lessons are done every day and social studies and science came along the days that we weren't there. A big reason that inspired this text set was the focal student's pride in her weather phenomenon project. I could tell that she had enjoyed learning about the way weather affects what people do around the world and she expressed that she now has a favorite season. When working with these bilingual students, and specifically my focal student, I found it amazing how quickly they could catch on to something. I would use this weather song with the focal student to show her all different kinds of causes and effects that happen during certain seasons. I am happy that it was put into a song culturally relevant to their language with a catchy tune, I could see the focal student and the others enjoy if I sang along and encouraged them to do the same. This could be something that we watch whenever weather starts to drastically change throughout the year, to then point out how we need to react to it.

CCSS.ELA-Literacy.RI.3.3: Describe the relationship between a series of scientific ideas or concepts using language that pertains to time, sequence, and cause/effect.

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The Weather Song in Spanish / La Canción del Tiempo y del Clima