https://padlet.com/masapeterson20/zr6w2qgwux07ahy4 en-us 2021-03-14 04:21:30 UTC 2025-03-14 05:28:48 UTC hello@padlet.com masapeterson20 https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306305496 Describe characters, settings, and major events in a story, using key details. ]]> 2021-03-14 04:23:46 UTC https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306305496 masapeterson20 https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306315156 Lesson plan and graphic organizer that incorporates writing and drawing to facilitate describing characters, setting, and major events. Providing multiple means of representing knowledge in a graphic organizer, and plans for gradual release as well as strong facilitating and clarifying details. ]]> 2021-03-14 04:31:55 UTC https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306315156 masapeterson20 https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306324829 I chose this resource in part because I believe it will be engaging for this age group. My students love to be given "challenges", and the idea of being a detective is in line with that style of engagement. I believe this activity will also encourage attention to detail when identifying characters, and describing them. ]]> 2021-03-14 04:39:54 UTC https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306324829 masapeterson20 https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306475313 This resource includes reading fluency, decoding skills, and comprehension.  It includes short passages that can either be read by the student, though likely if used as a benchmark, listening to the story read aloud might be more equitable. The inclusion of comprehension questions and a scoring system makes this resource accessible and easily implemented. ]]> 2021-03-14 06:31:05 UTC https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306475313 masapeterson20 https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306492337 This activity set from TPT includes repeating questions that focus on comprehending a short story. An initial teaching or example of gradual release could include modeling thinking through an interactive read-aloud (suggested strategy in Strategies that Work by Stephanie Harvey). ]]> 2021-03-14 06:41:49 UTC https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306492337 masapeterson20 https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306503209 "Say it in your language: supporting translanguaging in multilingual classes", by Lindsey Rowe. 

This review paper concisely explains strategies and approaches to support multilingual students in learning to read. In addition to simply presenting strategies, the author outlines many ways to "walk the walk" to value linguistic diversity. 

The author suggests inviting two-way translation while discussing challenging texts. This strategy can be incorporated while discussing the characters, setting, or key details in a story. ]]> 2021-03-14 06:48:32 UTC https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306503209 masapeterson20 https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306518342 Chapter 4 in How the ELL Brain Learns stresses the importance of oral language development for English-learners. Providing decodable books in the first language of the student can support reading development while the teacher can focus on oral language development. 
I provided Reading A-Z online books in Spanish, as the majority of my English Learners speak Spanish. ]]> 2021-03-14 06:56:37 UTC https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306518342 masapeterson20 https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306525218 In addition to the above resource, I believe it's important to have these available for all of my students, not just the majority. Attached is an online resource of books in Arabic. My ELL students who do not speak Spanish speak Arabic. ]]> 2021-03-14 07:00:38 UTC https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306525218 masapeterson20 https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306531067 Rather than avoid texts with challenging vocabulary, prepare ahead of time to directly instruct on vocabulary. This is a good reminder (for all students, but for ELL's in particular) to not cut down the rigor because you don't think they'll get it. 

Chapter 4  in How the ELL Brain Learns outlines the importance of vocabulary instruction. In this chapter, they also describe the disconnect between the spoken and written word. This underlies the importance of direct instruction in a second language, often because the first language was learned without direct instruction. ]]> 2021-03-14 07:03:59 UTC https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306531067 masapeterson20 https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306554800 This Reading Rockets article describes many struggles and strategies that teachers encounter while teaching comprehension to students with autism. The strategies include:
1. Give many ways to demonstrate understanding. 
2. Give plenty of time to answer.
3. Present the question in writing and orally. 
4. Try making the interaction less formal (silly voices, a puppet, a microphone).
5. Do not remove access to the learning environment or to books. Learning is likely happening but going uncommunicated. 

]]> 2021-03-14 07:17:38 UTC https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306554800 masapeterson20 https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306566481 This section of Reading Rockets outlines many accommodations that might help students with learning needs. There are too many to specifically name in the scope of this padlet, but the categories are: directed response, control difficulty of processing demands of task, elaboration, modeling, group instruction, strategy cues. ]]> 2021-03-14 07:24:36 UTC https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306566481 masapeterson20 https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306582059 For students with behavior that often brings them off task (or struggles with executive function), this article explains the process of identifying and asking for high-probability behaviors before asking for a more challenging behavior. I have seen (and could not find the video) examples of visual trackers for first grade. A literal application for this standard could be rewards and tracking behaviors that lead up to comprehension (sitting in the right place, looking at the book, quietly listening to the read aloud), as well as one challenging behavior (identify a character, the setting, or use key details). ]]> 2021-03-14 07:33:45 UTC https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306582059 masapeterson20 https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306595006 Use a graphic organizer with examples of the definition of characters, setting, and major events. I would pair this resource as well with a goal setting conversation with the whole class or an individual student. Additionally, we can develop questions based on the definitions of these story elements to check our answers. ]]> 2021-03-14 07:41:01 UTC https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306595006 masapeterson20 https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306600746 Creating a notebook of story elements (this one on TPT is for upper grades, but a similar version can be made for first grade) can help students feel accomplished and notice the universality of story elements across books. This might also help with motivation and a sense of accomplishment should a student's attitude about their goals be less than positive. 
In my opinion, physical materials and visually tracking progress through creation of these types of resources has really suffered during distance learning. I would suggest some form of physical or digital record keeping for students who don't seem to be retaining knowledge or skills. ]]> 2021-03-14 07:44:24 UTC https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306600746 masapeterson20 https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306608625 In this example, students use pipe cleaners and beads to represent different story elements. Perhaps engagement or comprehension activities are where your students are struggling! Creating a wearable reminder of what happens in the story might help students comprehension and retaining the information! ]]> 2021-03-14 07:49:10 UTC https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306608625 masapeterson20 https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306620497 Students create a hand made ball out of worksheets related to story elements. This is definitely a higher grade level resource but is easily adapted to focus on characters, setting and key details. ]]> 2021-03-14 07:55:55 UTC https://padlet.com/masapeterson20/zr6w2qgwux07ahy4/wish/1306620497