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English Language Arts Standards » Reading: Informational Text 

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English Language Arts Standards » Reading: Informational Text 

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CCSS.ELA-LITERACY.RI.1.1
Ask and answer questions about key details in a text.

Standard found here:  http://www.corestandards.org/ELA-Literacy/RI/1/

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Analyze text (Secrets of Droon) as a class during Book Club.

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When the full book is read, I will have the students fill out an assessment listing key events for them to put in order from the beginning to the end.

Secrets of Droon Assessment:

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After every chapter, have the students discuss characters, setting, point of view, plot, resolution, and conflict as a class. Call on random students to answer questions and allow them to raise their hand to answer questions.

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Some ELLs thrive off of visual cues they can relate to. The book I've selected to read has several images I can show to the class. I will also incorporate images into worksheets and classroom discussion time.

Example of Visual Cues to be Displayed in Class During Discussions:

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In addition to classroom discussion, students will have options to work in a group or pairs to complete worksheets and answer questions. I will assign groups and pair ELL students with strong partners who can help enhance their understanding of the text.

One assignment will focus on working in a group to act out different chapters of the book. Students will need to work together to analyze chapters and put together a short play.

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Students will need to work in groups or pairs to complete worksheets after every chapter is read.

Example Worksheet:

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Put the students in groups to act out different chapters so they describe main ideas.

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Any student who has special needs may need extra time completing assignments. I will be sure this extra time is given. I will also make sure special-needs students have their own copy of the text to read and analyze on their own, if needed.

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To assess students in different ways, I will ask them to act out chapters in groups showcasing their understanding of characters, the setting, chapter's plot, and conflict.

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As an educator, it's important I know and understand my students and their culture. Before introducing the unit, I will look for terms that might have different meanings or understandings in different languages. From there, I will decide if it's necessary to omit words that are not essential to understanding the main topic.

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If a student is struggling with reading comprehension, they might not understand the questions they're being asked. As an educator, I would work 1:1 with students who are struggling to make sure they know the vocabulary terms and what they mean:

Example of Vocabulary:
Analyze
Character Traits
Plot
Setting
Conflict
Resolution

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After reading through the student's IEP, I will decide as a teacher when to spend 1:1 time with any special needs student. If my student struggles with reading comprehension, I will meet with the student to perform a mini-lesson once the chapter has been read.

During this time, it is also important to work with the student's special-needs resource teacher. I would work to understand what the student needs to succeed. For example, if the student has hearing issues, I will make sure they have a hard copy of the book to follow along with when we're reading as a class.

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Assign the student another (lower level) book and ask them to read it and develop their own questions when reading.

Sample Questions:
What is the main character like?
How did I think that happened?
What do I think will happen next?