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      <title>5th Grade Literacy: Reading Informational Text by Allisyn Jenks</title>
      <link>https://padlet.com/allisyn_jenks/njprsh431j3t</link>
      <description>CCSS.ELA-LITERACY.RI.5.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.</description>
      <language>en-us</language>
      <pubDate>2019-03-07 17:21:18 UTC</pubDate>
      <lastBuildDate>2025-12-10 11:51:06 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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      <item>
         <title>Who Really Discovered the Americas? by Rose Ortiz</title>
         <author>allisyn_jenks</author>
         <link>https://padlet.com/allisyn_jenks/njprsh431j3t/wish/338989250</link>
         <description><![CDATA[<div>Lesson plan/ learning map on Comparing and Contrasting Informational Text on Christopher Columbus. *Add to this lesson a Venn Diagram to connect the lesson to the assessment (as a group or independent), using short quotes comparing or contrasting the two articals presented. Conducting a debate at the end of the lesson is a fun way for students to show off their knowledge, develop argumentative skills, understand various points of view and work as a group to meet a common goal.</div>]]></description>
         <enclosure url="https://betterlesson.com/lesson/528998/who-really-discovered-the-americas?from=cc_lesson" />
         <pubDate>2019-03-07 17:37:43 UTC</pubDate>
         <guid>https://padlet.com/allisyn_jenks/njprsh431j3t/wish/338989250</guid>
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      <item>
         <title>What do we already know? How to compare and contrast.</title>
         <author>allisyn_jenks</author>
         <link>https://padlet.com/allisyn_jenks/njprsh431j3t/wish/338995439</link>
         <description><![CDATA[<div>Have the students view a short video, such as the one below, that describes the meaning of compare and contrast.  After viewing the video, have a short discussion and create a Venn Diagram on the board (white board/ Smartboard/ overhead projector) as a group comparing and contrasting a simple concept: such as riding a bus to school vs. parent drop off; playing soccer vs. playing baseball; celebrating holidays vs. celebrating birthdays. These are only a few examples. Creating a diagram as a group on a simple, well known subject this will allow the teacher to assess the level of understanding the students have in finding similarities and differences informally. </div>]]></description>
         <enclosure url="https://www.youtube.com/watch?time_continue=166&amp;v=2x8rpb9vFEg" />
         <pubDate>2019-03-07 17:48:13 UTC</pubDate>
         <guid>https://padlet.com/allisyn_jenks/njprsh431j3t/wish/338995439</guid>
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         <title>Reaching all Students</title>
         <author>allisyn_jenks</author>
         <link>https://padlet.com/allisyn_jenks/njprsh431j3t/wish/339010268</link>
         <description><![CDATA[<div>This short narrative and explanation is a great reference for helping English Learning students successfully learn compare and contrast skills to be able to transfer that knowledge to other topics. Some accommodation ideas that would be useful in the Christopher Columbus lesson are as follows:<br>*Creating diagrams as a group will give ELL students needed input to complete this assignment.<br>*Discussing and summarizing the information in the two passages will help ELL students understand the material and be better able to focus on analyzing the information presented.</div>]]></description>
         <enclosure url="http://www.colorincolorado.org/article/compare-contrast-comprehend-using-compare-contrast-text-structures-ells-k-3-classrooms" />
         <pubDate>2019-03-07 18:14:03 UTC</pubDate>
         <guid>https://padlet.com/allisyn_jenks/njprsh431j3t/wish/339010268</guid>
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      <item>
         <title>Diverse Learners</title>
         <author>allisyn_jenks</author>
         <link>https://padlet.com/allisyn_jenks/njprsh431j3t/wish/339592794</link>
         <description><![CDATA[<div>The following is a quick reference chart for various accommodations that can be made to meet the needs of diverse learners. Strategies that will help students with exceptional needs, such as providing a recorded version of the articals or highlighting main ideas, will help these students participate in the lesson and activities to their fullest ability. This document highlights the various common learning difficulties, suggests accommodations to make for the students, as well as explicit instruction suggestions to meet their needs and foster student success. Fantastic visual chart for quick reference to help with providing accommodation within any reading/language arts activity.</div>]]></description>
         <enclosure url="http://education.msu.edu/te/secondary/pdf/designing-lessons-for-diverse-learners.pdf" />
         <pubDate>2019-03-09 19:16:41 UTC</pubDate>
         <guid>https://padlet.com/allisyn_jenks/njprsh431j3t/wish/339592794</guid>
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      <item>
         <title>Story Genera </title>
         <author>allisyn_jenks</author>
         <link>https://padlet.com/allisyn_jenks/njprsh431j3t/wish/339599381</link>
         <description><![CDATA[<div>When Reteaching or Remediation is necessary to help the students understand the process, using an activity such as that presented in the following video would be appropriate. The Christoper Columbus articles may just be too similar for some of the students to grasp the concept, so taking a step back and looking at analyzing familiar stories form the same genera may be just enough to help them master this skill. Once the skill is mastered at this level, you can then reintroduce the topic of comparing multiple accounts of the same event to be sure the students now understand the process. Using familiar stories is also a viable strategy for assisting ELL and SPED students. </div>]]></description>
         <enclosure url="https://www.youtube.com/watch?v=Sc4Y7kl4nhM" />
         <pubDate>2019-03-09 20:31:23 UTC</pubDate>
         <guid>https://padlet.com/allisyn_jenks/njprsh431j3t/wish/339599381</guid>
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