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Read aloud for exit ticket character assessment.

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With prompting and support, identify characters, settings, and major events in a story (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010).

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With prompting and support, identify characters.

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Story Elements For Kids: What Is a Character?

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"No, David" by David Shannon Read Aloud 

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"No, David" by David Shannon Read Aloud 

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Class read aloud of the book, "No, David" by David Shannon. Following the reading of this book, students will get a worksheet (shown below) where they will identify the  character of the story.

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No David By David Shannon -  No David Books for kids read aloud!

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Students will work independently to draw the characters of the story, and will be instructed to add details that help us know the characters more. After drawing, the class will have a discussion about what the students drew.

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Students will learn about the definition of characters and identify characters from some of their favorite books, shows, and games. After, students will complete a worksheet (slide 7) where they draw their favorite character. After they draw their favorite character, they will practice their presentation skills by sharing their favorites with the class.

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Worksheet from activity listed above.

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After hearing "Thelma the Unicorn" by Aaron Blabey, students will complete this exit ticket assessment where they are instructed to draw the characters of the story.

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Students will complete assessment where they circle the characters of each row. Assessment was borrowed from Miss Pakosz's Teachers Pay Teachers account. The link to this assessment: https://www.teacherspayteachers.com/Product/Story-Elements-Characters-Setting-No-Prep-Practice-Mats-1704715?st=5c5def72dfdd315d393407da99878e4a

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"The Gingerbread Man" Read Aloud and Response

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"The Gingerbread Man" Read Aloud and Response

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Students will first listen to "Gingerbread Man" story by Jim Aylesworth. After, they will complete a character assessment that is listed below.

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"The Gingerbread Man" Read Aloud Assessment

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"The Gingerbread Man" Read Aloud Assessment

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This is the exit ticket to follow up to the read aloud above. This assessment was borrowed from Anna Young. The link to this assessment is:
https://www.teacherspayteachers.com/Product/The-Gingerbread-Man-Character-Assessment-4181346?st=b399a4dd42ac40f0991545bae45395b3

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ELL Accommodations - Visuals within Activities and Lessons

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ELL Accommodations - Visuals within Activities and Lessons

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ELL students were in mind when making these initial teaching activities and assessments. For example, everything that we learn with this standard is backed up by pictures. Pictures and visuals are proven to help ELL learners (Sorrell, 2019).

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ELL Accommodations - Building on Background Knowledge

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ELL Accommodations - Building on Background Knowledge

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In activities such as the "Main Character" game, characters that children are already familiar with are presented. This is then tied into the vocabulary word, "character". By activating the background knowledge, the student has a better understanding on what the vocabulary word is (Breiseth, n.d.).

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ELL Accommodations - Providing Multiple Means of Expression

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ELL Accommodations - Providing Multiple Means of Expression

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The students are given the opportunity to show understanding through drawings, charts, as well as using their words and discussing in small groups, as well as with partners, and with the whole class (CAST, 2018).

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ELL Accommodations - Frequent Checks for Understanding

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ELL Accommodations - Frequent Checks for Understanding

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Throughout the lessons, such as the "Main Character" game, students will be given multiple opportunities to show understanding. The teacher will check for understanding by asking questions, cold calling on students to answer, and utilizing exit tickets (Sorrell, 2019).

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SN Accommodations - Multiple Means of Expression

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SN Accommodations - Multiple Means of Expression

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This will benefit special needs students because students may not always be able to provide a written response or oral response, so providing different forms of expression, such as written, verbal, and electronic will be given to help give students the support they need to be successful (CAST, 2018).

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SN Accommodations - Extended Time on Tasks

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SN Accommodations - Extended Time on Tasks

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Students with special needs will be provided additional time on tasks so that they can work through the problem at a pace that is appropriate for them (Morin, n.d.).

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SN Accommodations - Preferential Seating

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SN Accommodations - Preferential Seating

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Students with special needs will have preferential seating that is close to the instructor and away from distractions. By sitting close to the instructor, this will provide the opportunity for the teacher to do quick checks for understanding and provide additional supports that the student may need, such as sentence frames, prompts, and support on worksheets (Morin, n.d.).

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https://docs.google.com/document/d/1nshmGsMi1L54tCH6b_rN2Kf1lqm7ShHvRnz-O873yNM/edit?usp=sharing

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Guided Discussion and Fostering Conversation

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Guided Discussion and Fostering Conversation

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Through a 1-on-1 guided discussion, the instructor can guide the student to understanding through the use of open ended questions to find out who the character is. This can benefit the student, as it will help the student know how to guide their own thinking, ask questions to identify answers, and how to find the desired component, which in this case, is the character (Harvey, 2017).

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By working with the teacher to create an anchor chart, they can both work together to brainstorm different characters to add to the chart. With this, the teacher can guide the student to think about stories/games/movies/shows  that he/she likes, and ask questions to guide the student to identify the character (Harvey, 2017).

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This will be beneficial for students, as it gives them the opportunity to go page by page and find the important parts of the text, and quickly jot it down. The teacher can supply the question, “Who is the character here?”, and the student can look through the pages and identify what they see as important, and who they see as a character (Harvey, 2017).

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Breiseth, L. (2019). Reading Comprehension Strategies for English Language Learners. Retrieved from https://www.colorincolorado.org/article/reading-comprehension-
strategies-english-language-learners

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CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from 
http://udlguidelines.cast.org

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Harvey, S. (2017). Strategies That Work. [VitalSource Bookshelf]. Retrieved from 
https://online.vitalsource.com/#/books/9781625310590/

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National Governors Association Center for Best Practices & Council of Chief State School 
Officers. (2010). Common Core State Standards. Washington, DC: Authors.

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Sorrell, K. (2019). 4 Simple Ways to Support English Learners' Comprehension. Retrieved from
https://www.edutopia.org/article/4-simple-ways-support-english-learners-comprehension