YOUR WHY

*May come with some words

*Visuals with words

*Meanings for spelling

*Developing answers based on visuals

*Developing as readers with the books they choose to read

Strategy

1.3 Pause, Look Around the Page, Think

Developing Importance-Slowing down to attend to details on a page

-What do you think?

-What do you wonder?

Skills

-Inferring

-Determining Importance

-Informational Picture books

ELL/IEP

-Using visuals can help students connect words and meaning

Connecting to Instruction

-This strategy can be used in any situation

-This strategy can also be used in any subject

Skills: Expressing, inferencing, self-monitoring, emphasizing, pacing, phrasing.

2. Fluency Partners:

   During guided reading. Students will take turns reading while the other partner will provide feedback.

   Materials: Chart with rules/expectations & leveled books.

3. Visuals, audio, and graphic organizers

4. This can be used during guided reading, ready reading, whole-group, mini-lesson, & conferring by allowing students to practice giving useful feedback. This also allows the student to hear feedback from a different point of view.

   
   

• understanding the importance of the characters and their roles in the story

• understand why characters make the decisions that they do

Effective Use:

• Strategy: Emphasize to understand characters motives

• when and how- before starting the lesson- "tell me about a day when your emotions really changed" make it personalized for students (before)

  • (after reading the story) how can you relate to the character/ how did they their emotion change

• Modeling- show the "track feelings as they change" chart - as they are reading

• Materials- sentence starters, list of vocabulary words with pictures (differentiation), empathize anchor chart

Grade Level Fit:

• using images

• vocab cards for ELL

• desk anchor charts

• vocab sheets

• Tier 1 (Whole Class):

  • Model think-aloud strategies while annotating a text.

  • Use graphic organizers such as a “Claim-Evidence-Reasoning” chart.

  • Pair reading with structured partner discussions (e.g., “Turn and Talk” citing a quote).

• Tier 2 (Small Group):

  • Provide sentence starters (“The text states…,” “On page __ it says…”)

  • Use shorter passages with guided practice in highlighting evidence.

  • Give immediate feedback in small-group guided reading.

• Tier 3 (Intensive):

  • 1:1 support using chunked passages.

  • Color-coded highlighting to match inference and explicit details.

  • Repeated practice with scaffolded questioning (e.g., “Show me where the author says that”).

GOAL 10.6 – Analyzing Author’s Purpose & Rhetoric

Standard Focus: Students analyze an author’s purpose, how rhetoric is used, and how it advances point of view or argument.

• Tier 1 (Whole Class):

  • Teach rhetorical devices (ethos, pathos, logos) with modern examples (ads, speeches).

  • Class debates: students identify persuasive strategies in assigned texts.

• Tier 2 (Small Group):

  • Use guided annotation with teacher prompts (“Circle emotional words,” “Underline logical claims”).

  • Compare two short texts with different purposes (e.g., article vs. editorial).

• Tier 3 (Intensive):

  • Use sentence frames for analyzing (“The author’s purpose is to ___ because ___”).

  • Scaffolded practice with high-interest texts (short speeches, song lyrics).

  • Visual aids such as anchor charts breaking down rhetoric.

GOAL 10.7 – Integrating Multiple Sources

Standard Focus: Students integrate and evaluate multiple sources of information in different media or formats to address a question or problem.

• Tier 1 (Whole Class):

  • Assign projects where students combine a text, a video, and a chart to answer a guiding question.

  • Use research organizers (3-column chart: Source, Key Ideas, Evidence).

• Tier 2 (Small Group):

  • Provide teacher-selected sets of 2–3 short texts/media clips.

  • Scaffold integration with sentence stems: (“Both sources agree that…,” “While source A shows , source B highlights ”).

• Tier 3 (Intensive):

  • Focus on one source at a time, gradually layering in a second.

  • Practice summarizing before comparing.

  • Provide visual Venn diagrams or digital organizers to support synthesis.

✅ Progress Monitoring Across All Goals

• Tier 1: Exit tickets, quick writes, Kahoot quizzes.

• Tier 2: Running records, small group comprehension checks.

• Tier 3: Individual progress-monitoring tools like DIBELS or curriculum-based measures (CBMs