RE013.021aviii
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Contents |
Standard - Level
Read, comprehend, and listen to a range of genres: narrative texts (e.g., stories, songs, poems, plays) and expository texts (e.g., trade books, how-to books). Level 1
Standard in Kid Friendly Language
Student will read, listen to and understand a variety of stories.
Standard Unwrapped
KNOW Student will know how to read, listen to, and comprehend narrative and expository texts.
ABLE TO DO Student will be able to read various selections at individual reading level.
Student will listen to various selections read aloud.
Student will demonstrate comprehension of what he reads or hears by retelling story, and/or answering comprehension questions.
Instructional Strategies
- Teacher will read a variety of selections aloud to class (including narrative and expository works), discussing the selections before, during and after reading.
- Teacher will provide students with time to practice reading strategies that were previously taught to enable student to read both narrative and expository texts.
- Teacher will supply students with a variety of selections (narrative and expository) to read at their own reading level.
- Teacher will use cooperative groups to teach students to check for understanding by asking questions, completing graphic organizers, and/or retelling parts or all of story.
Assessment Strategies
- Informal Reading Inventory (IRI)-teacher asks student to retell the story and/or asks comprehension questions after student reads.
- BEAR reading test
- Saxon phonics assessment (reading passage with questions)
Resources
On-line storybooks (some of them read to you!)
Variety of Graphic Organizers from Web English Teacher
Graphic Organizers from Scholastic
Web sites for Songs, music and stories for children
Trade books
Leveled readers
Library books
Classic stories
Folk and fairy tales
Poetry books
Projects and Activities
See resources above for several activities to teach this standard.
Throughout the year, teacher reads a large variety of texts, both narrative and expository, to students. Discuss the stories before, during and after reading.
Complete graphic organizers (see resources above)
Read and act out plays
Sing songs that accompany units of study
Play songs on CD, tape, etc. that accompany story, poem, play, or unit of study.
Strategies for Special Needs Students
For the nonreading target student, provide the same graphic organizer or concept map. Then choose one of the following activities:
a. Write the appropriate words on slips of paper. Then have the student match the words to the correct location on the map/organizer and paste them in place.
b. Provide pictures from magazines, drawings, and/or symbols related to the topic. After listening to the material on tape, have the student paste the pictures in the appropriate spaces on the map/organizer.
c. Assign the map/organizer as an interactive in-class partner, or homework activity. The directions for the student/partner, or parent(s) should suggest that a partner or family member read aloud the material and ask the student questions to fill in the map/organizer. The partner or family member then writes in the student’s answers.
d. Complete the map/organizer in advance, using one or two-word answers in each space. Direct the student to talk with a partner or family member about the words and their meanings. If capable, the student can rewrite the words on a blank map/organizer.
Considerations
Students of all abilities can participate in lessons involving concept maps and graphic organizers. However, it may be necessary to shift from the typical academic focus of the organizers—writing and reading comprehension—to one of participation, learning new vocabulary, relating to a topic, or simply interacting with paper and following directions.
