Sneak Peek into Reading: Key Strategies for 1st Grade Learners

School

Johar College, 14-A Farid Town, Sahiwal *

*We aren’t endorsed by this school

Course

Subject

Linguistics

Date

Nov 24, 2024

Type

Pages

Uploaded by txlxzbt816

English Language Learner & Multilingual Achievement, Language & Literacy Content - Language Objective Sample - 1st Grade Calkins U4L1: Good Readers Take a Sneak Peek Where they Will Go and What they Will Do I can ____________ using __________ . ● Go to blank CLO Planning Template for Elementary ● Go to CLO Planning Flow Guide for Elementary ● Go to blank CLO Planning Template for Secondary Lesson Title: A name that clarifies the content area, grade level and specific work in the content area Calkins U4L1: Good Readers Take a Sneak Peek Where they Will Go and What they Will Do Teaching Point: “Today I want to teach you that it’s important to get ready for your reading adventures. Readers take a sneak peek to find out where they’ll go and what they’ll do.” Note: Probably it would be best to modify the lesson by explicitly modeling the language very briefly, and extending the active engagement into independent reading for a few minutes after the time on the rug, then circling back to the strategy briefly at the end of workshop modeling one more time. It might also be useful, depending on scheduling, to break this lesson into two, depending on the group, with one lesson focused on guessing where the story will happen, and one on what will happen. 1. Standards: What standards are you addressing? Learn more here CCSS RL1.3. Describe characters, settings, and major events in a story, using key details. RL1.7. Use illustrations and details in a story to describe its characters, setting, or events. CA ELD Grade 1 Bridging Level Part 1, 1. Exchanging information and ideas Contribute to class, group, and partner discussions by listening attentively, following turn taking ‐ rules, and asking and answering questions.

English Language Learner & Multilingual Achievement, Language & Literacy Part 2, 3. Verbs & verb groups a) Express what is happening in a sentence using a wide variety of verbs and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activities and with increasing independence. b) Use a wide variety of verb tenses appropriate for the text type and discipline to convey time (e.g., simple present for a science description, simple future to predict) in shared language activities and with increasing independence 2. Write Content Objective (Task): What will students learn and how will they demonstrate this learning? Learn more here I can tell my partner what I think my book will be about based on what is on the front cover, back cover, and inside 3. Write Exemplar Student Response (for oral or written output): Write a response that meets your expectations for this task in alignment with grade level standards Learn more here Sample: Syd Hoff: The Lighthouse Children When I peek at the front cover, I notice some birds and water and some people waving to the birds and a tall white thing [a lighthouse]. I also notice it says “children” so maybe it’s about children. When I peek at the back cover, I notice it says something about “I Can Read” books and has a picture of some white birds. When I peek at the inside of the book, I notice people feeding birds and the tall white thing is broken. So, maybe the place for the story will be near the ocean. So, maybe what is going to happen is they are going to feed some birds. 4. Write Language Objective (Academic language needed): What academic language surfaced while writing your exemplar? What will students struggle with and what differentiation is needed? What needs to be explicitly taught to your ...using phrases to help me express my ideas such as: When I peek at the front cover, I notice __________. When I peek at the back cover, I notice __________. When I peek at the inside of the book, I notice __________. So, maybe the place for the story will be____________.

English Language Learner & Multilingual Achievement, Language & Literacy students? Learn more here So, maybe what is going to happen is _____________. 5. Complete Content - Language Objective (CLO) Links to more sample Content-Language Objectives I can tell my partner what I think my book will be about based on what is on the front cover, back cover, and inside using phrases to help me express my ideas such as: When I peek at the front cover, I notice __________. When I peek at the back cover, I notice __________. When I peek at the inside of the book, I notice __________. So, maybe the place for the story will be____________. So, maybe what is going to happen is _____________. 6. Student-Facing Version: How will you express the content and language objectives in ways that students understand, while maintaining the rigor of the CLO? Learn more here 1. I can tell my partner what I notice on the front and back cover. 2. I can tell my partner what I notice inside my book. 3. I can tell my partner where I think the story will happen. 4. I can tell my partner what I think will happen. 5. I can use phrases to help me express my ideas like: When I peek at the front cover, I notice __________. When I peek at the back cover, I notice __________. When I peek at the inside of the book, I notice __________. So, maybe the place for the story will be____________. So, maybe what is going to happen is _____________. 7. Language Teaching Routines and Resources: What will you do to help students meet the language demands specified in the Language Objective? What teaching routines and resources (supports and scaffolds) will you use? How will you differentiate the level of support by language proficiency? Learn more here

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

English Language Learner & Multilingual Achievement, Language & Literacy

Related Documents