Strategies
List-Group-Label
Phonics and Word Recognition
Living and Nonliving Things: pages A11-A13
I chose to do List-Group-Label because I feel that this strategy will help students pull out the vocabulary words from the text and place them in categories. This will not only facilitate the students learning of the vocabulary from the chapter, but also how to spell the important words. Placing the words in categories will reinforce the students comprehension of the difference between living and nonliving. This strategy seemed simple enough and age appropriate, yet challenging enough to teach new material.
By using this strategy, I want the students to gain a better understanding of the vocabulary words in the chapter. The concept that the students are working on is distinguishing the difference between living and nonliving things. The strategy is helping to facilitate that by the students pulling the important vocabulary words from the text and knowing the correct category to place it under. The students are also brainstorming and working in groups to complete the task, so this strategy enhancing the learning in more ways.
For this strategy, the students can work in groups or with partners to brainstorm and make a list of the words that they think are important from the text. Then the students will group the vocabulary words into "like" categories and label them "living" or" nonliving." As the teacher, I will initiate the brainstorming by giving the students an example of the strategy, and then walk around the the room as the students work in their groups to evaluate how well they are comprehending the strategy and topic. Once the groups have completed the task, we will add the words to our word wall under the appropriate categories.
Materials used will be a writing utensil, paper and laminated card stock with the vocabulary words to add to the word wall.
Example:
Living Nonliving
air chair
food rock
water stuffed animal
meal worm pencil
Semantic Feature Analysis
Key Ideas and concepts
CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text.
Living and Nonliving Things: pgs A14-A16
I chose this strategy because I thought it was a good, visual way for students to link the important information from the chapter. The students must look at the chart and decide what category the statement falls under, living or nonliving. The chart shows a topic and words related to the topic, and the students must decide which category the the questions fall under. This strategy is another way to solidify the concept for the students.
I want the students to accomplish a solid understanding of not just the vocabulary words, but also what they mean to the concept of the text. The students should be able to look at key terms in the text and know if the word(s) means that something is living or nonliving. The questions are a simple way to evaluate the students understanding of the concept.
The students will analyze the words living and nonliving, then they will look at the questions on the side of the chart. The students will put a check mark under the appropriate category associated with the question that they answer. As the teacher, I will provide guidance and supervision as the students fill in the chart individually.
Materials: The worksheet provided by me and a writing utensil.
Example of a Semantic Feature Analysis:
Phonics and Word Recognition
- CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Living and Nonliving Things: pages A11-A13
I chose to do List-Group-Label because I feel that this strategy will help students pull out the vocabulary words from the text and place them in categories. This will not only facilitate the students learning of the vocabulary from the chapter, but also how to spell the important words. Placing the words in categories will reinforce the students comprehension of the difference between living and nonliving. This strategy seemed simple enough and age appropriate, yet challenging enough to teach new material.
By using this strategy, I want the students to gain a better understanding of the vocabulary words in the chapter. The concept that the students are working on is distinguishing the difference between living and nonliving things. The strategy is helping to facilitate that by the students pulling the important vocabulary words from the text and knowing the correct category to place it under. The students are also brainstorming and working in groups to complete the task, so this strategy enhancing the learning in more ways.
For this strategy, the students can work in groups or with partners to brainstorm and make a list of the words that they think are important from the text. Then the students will group the vocabulary words into "like" categories and label them "living" or" nonliving." As the teacher, I will initiate the brainstorming by giving the students an example of the strategy, and then walk around the the room as the students work in their groups to evaluate how well they are comprehending the strategy and topic. Once the groups have completed the task, we will add the words to our word wall under the appropriate categories.
Materials used will be a writing utensil, paper and laminated card stock with the vocabulary words to add to the word wall.
Example:
Living Nonliving
air chair
food rock
water stuffed animal
meal worm pencil
Semantic Feature Analysis
Key Ideas and concepts
CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text.
Living and Nonliving Things: pgs A14-A16
I chose this strategy because I thought it was a good, visual way for students to link the important information from the chapter. The students must look at the chart and decide what category the statement falls under, living or nonliving. The chart shows a topic and words related to the topic, and the students must decide which category the the questions fall under. This strategy is another way to solidify the concept for the students.
I want the students to accomplish a solid understanding of not just the vocabulary words, but also what they mean to the concept of the text. The students should be able to look at key terms in the text and know if the word(s) means that something is living or nonliving. The questions are a simple way to evaluate the students understanding of the concept.
The students will analyze the words living and nonliving, then they will look at the questions on the side of the chart. The students will put a check mark under the appropriate category associated with the question that they answer. As the teacher, I will provide guidance and supervision as the students fill in the chart individually.
Materials: The worksheet provided by me and a writing utensil.
Example of a Semantic Feature Analysis:
Anticipation Guides
CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text.
Living and Nonliving Things: pgs A15-A17
I chose this strategy because it is a good way to make predictions about the reading before the students read the text. While using an anticipation guide, the students have a way to respond individually and then the class can discuss the what they predict the reading will be about. This activity is great for activation prior knowledge.
I want the students learn more about anticipation and prediction. I will activate thought while asking questions about the text that may connect to their prior knowledge as we go over the worksheet. The students will complete the worksheet and then we will have a discussion and they will have a chance to respond to the questions on the worksheet and the questions that come up during the discussion.
The worksheet I design will determine the major ideas of the text. The ideas will be written in clear, declarative statements. The statements should be in a format that will help elicit prediction. The students will discuss their predictions before they actually read the text. The students will read the text and now the class will compare how their predictions compare the the authors intended meaning.
Material: Worksheet provided by me, the text and a writing utensil.
Example of an anticipation guide:
CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text.
Living and Nonliving Things: pgs A15-A17
I chose this strategy because it is a good way to make predictions about the reading before the students read the text. While using an anticipation guide, the students have a way to respond individually and then the class can discuss the what they predict the reading will be about. This activity is great for activation prior knowledge.
I want the students learn more about anticipation and prediction. I will activate thought while asking questions about the text that may connect to their prior knowledge as we go over the worksheet. The students will complete the worksheet and then we will have a discussion and they will have a chance to respond to the questions on the worksheet and the questions that come up during the discussion.
The worksheet I design will determine the major ideas of the text. The ideas will be written in clear, declarative statements. The statements should be in a format that will help elicit prediction. The students will discuss their predictions before they actually read the text. The students will read the text and now the class will compare how their predictions compare the the authors intended meaning.
Material: Worksheet provided by me, the text and a writing utensil.
Example of an anticipation guide:
Discussion Webs
CCSS.ELA-Literacy.RI.1.8 Identify the reasons an author gives to support points in a text.
Living and Nonliving Things: pgs A15-A17
I chose this strategy because it is another way for students either in groups or as a whole class to engage in a discussion to further explore the text. A discussion web is also a good way for the students to consider different sides of an issue or opinion before drawing conclusions. I like the thought of the students being able to lead the discussion, instead of just the teacher.
I want to students to learn more about cooperative learning during this unit. After I give the students an example of a discussion web and how they work, I will step back and let the students facilitate the discussion. I want to encourage the students to ask questions about the text and what they are reading, and try to answer the questions as a group during the discussion.
The students first think about the ideas they want to contribute to the discussion based on the text. They can work in pairs or groups to discuss ideas, and then in larger groups they will then discuss their different opinions and how to resolve the problems that have come up during the discussions. These ideas will then be discussed with the whole class. As the teacher, I step out of the discussions and allow the students to take the lead, I will supervise to make sure it stays appropriate and assess their understanding.
Materials: The text and an example of a discussion web
Example of a discussion web:
CCSS.ELA-Literacy.RI.1.8 Identify the reasons an author gives to support points in a text.
Living and Nonliving Things: pgs A15-A17
I chose this strategy because it is another way for students either in groups or as a whole class to engage in a discussion to further explore the text. A discussion web is also a good way for the students to consider different sides of an issue or opinion before drawing conclusions. I like the thought of the students being able to lead the discussion, instead of just the teacher.
I want to students to learn more about cooperative learning during this unit. After I give the students an example of a discussion web and how they work, I will step back and let the students facilitate the discussion. I want to encourage the students to ask questions about the text and what they are reading, and try to answer the questions as a group during the discussion.
The students first think about the ideas they want to contribute to the discussion based on the text. They can work in pairs or groups to discuss ideas, and then in larger groups they will then discuss their different opinions and how to resolve the problems that have come up during the discussions. These ideas will then be discussed with the whole class. As the teacher, I step out of the discussions and allow the students to take the lead, I will supervise to make sure it stays appropriate and assess their understanding.
Materials: The text and an example of a discussion web
Example of a discussion web:
Double-Entry Journals
CCSS.ELA-Literacy.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Living and Nonliving Things: pgs 17-19
I chose this strategy because this is a way to evaluate the students writing skills while they respond to the text in different ways. The students can write on one side of the journal about their feelings, opinions or passages from the text that interest them. On the other side, they can write about their reactions and responses to the text. This strategy can assist me in evaluating the students comprehension of the text as well as assessing their writing skills.
In using this strategy, I want the students to accomplish more practice with writing skills and explaining their feelings and understanding of the text on the paper. This strategy will help them discover how to write more proficiently. The students will also learn how to out their opinions in writing and defend them. I want to students to gain an appreciation for journal writing that they can use all through their education and life.
The students will create a two-column format on paper, either by having a template made on the computer, or just folding notebook paper lengthwise. In the left column, I will prompt the students to select words, quotes or passages from the text that interest them. Then they will describe what is said in the text. In the right side of the column, the students will record their reactions and responses to the text.
Materials: Paper, the text and writing utensils.
Example of a Double-Entry Journal:
CCSS.ELA-Literacy.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Living and Nonliving Things: pgs 17-19
I chose this strategy because this is a way to evaluate the students writing skills while they respond to the text in different ways. The students can write on one side of the journal about their feelings, opinions or passages from the text that interest them. On the other side, they can write about their reactions and responses to the text. This strategy can assist me in evaluating the students comprehension of the text as well as assessing their writing skills.
In using this strategy, I want the students to accomplish more practice with writing skills and explaining their feelings and understanding of the text on the paper. This strategy will help them discover how to write more proficiently. The students will also learn how to out their opinions in writing and defend them. I want to students to gain an appreciation for journal writing that they can use all through their education and life.
The students will create a two-column format on paper, either by having a template made on the computer, or just folding notebook paper lengthwise. In the left column, I will prompt the students to select words, quotes or passages from the text that interest them. Then they will describe what is said in the text. In the right side of the column, the students will record their reactions and responses to the text.
Materials: Paper, the text and writing utensils.
Example of a Double-Entry Journal:
Three-Level Comprehension Guides
CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1
Living and Nonliving Things: pgs A11-A18
I chose this strategy because I feel that this type of reading guide will help the students comprehend the text better. As the students read the text, they will be answering questions about the text on different levels of comprehension. This type of reading guide will provide extra support for students of all different levels. This strategy will also be a way to introduce the students to higher-order thinking about this unit.
I want the students to learn how to answer questions about the text as they read it. I plan on using this strategy towards the end of the unit to challenge the students and interact with difficult texts using different levels of comprehension. My goal is for the students to learn how to read literally, then interpret the reading and finally apply what they have read.
The students will begin by analyzing the test, asking "what does the other mean?" Then the students will write it down in a clear statement. Then the students will read the text looking for the information that supports their statement. The students will now develop statements that will help the students connect what they already know and what they have read. My job during this process will be to help the students understand and recognize each level of the comprehension process.
Materials: Three-Level Comprehension Guide worksheet, the text and a writing utensil.
CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1
Living and Nonliving Things: pgs A11-A18
I chose this strategy because I feel that this type of reading guide will help the students comprehend the text better. As the students read the text, they will be answering questions about the text on different levels of comprehension. This type of reading guide will provide extra support for students of all different levels. This strategy will also be a way to introduce the students to higher-order thinking about this unit.
I want the students to learn how to answer questions about the text as they read it. I plan on using this strategy towards the end of the unit to challenge the students and interact with difficult texts using different levels of comprehension. My goal is for the students to learn how to read literally, then interpret the reading and finally apply what they have read.
The students will begin by analyzing the test, asking "what does the other mean?" Then the students will write it down in a clear statement. Then the students will read the text looking for the information that supports their statement. The students will now develop statements that will help the students connect what they already know and what they have read. My job during this process will be to help the students understand and recognize each level of the comprehension process.
Materials: Three-Level Comprehension Guide worksheet, the text and a writing utensil.