This before reading strategy allows students to activate their prior knowledge about the Holocaust and make inferences about the Holocaust and the book by examining the text without reading it.
During Reading Strategy
Focus of Instruction: Comprehension
Reading Level 4 Objectives:
The student will be able to draw relevant connections from the book to historical events.
The student will be able to demonstrate the timeline of historical events in comparison to the book.
ELA CCSS Standards:
RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, …show more content…
The setting branch will explain where the story takes place. The teacher will use this example: the story takes place in New York, New York, USA. Then the teacher will explain when the story takes place using this example: 1792 or daytime, morning, afternoon, etc.
The teacher will explain the “problem & events” branch. The problem and event branch will explain the conflict of the story. The teacher will make up an example of a conflict: the dog went missing. The teacher will then explain the events part, the events part will explain the major activities either leading up to, during, and/or after the conflict. The teacher will then use this example: Sally left the front door open, the dog ran out of the house, Sally chased the dog around town, Sally had to return home, the dog was found, the dog reunited with Sally.
The teacher will explain the “solution” branch. The solution branch will explain the solution to the conflict of the story. The teacher will then use this example: a neighbor found Sally’s dog and returned the dog to Sally’s …show more content…
After the teacher has gotten the correct answer, the teacher will write the answer next to the fourth branch. The answers will be on the board as well as, on each student’s first copy of the story map sheet. The students will be copying the answers from The Story of Goldilocks and the Three Bears.
3.) Next, the students will begin reading the I Survived the Nazi Invasion, 1944 (I Survived #9). While the students read the first 4 chapters, they will be filling in the story map and they will have the first story map as a reference. After each student finishes reading the first 4 chapters (it will not take long because they are really short), the students will get into groups of 5 and compare their story maps to each other and complete them with each other.
4.) Lastly, after about 10 minutes of small group comparison, the teacher will bring the class back together and they will go over the answers to the story map. This will allow the students an opportunity to copy down something they may have missed while reading or in their small
During Reading Strategy
Focus of Instruction: Comprehension
Reading Level 4 Objectives:
The student will be able to draw relevant connections from the book to historical events.
The student will be able to demonstrate the timeline of historical events in comparison to the book.
ELA CCSS Standards:
RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, …show more content…
The setting branch will explain where the story takes place. The teacher will use this example: the story takes place in New York, New York, USA. Then the teacher will explain when the story takes place using this example: 1792 or daytime, morning, afternoon, etc.
The teacher will explain the “problem & events” branch. The problem and event branch will explain the conflict of the story. The teacher will make up an example of a conflict: the dog went missing. The teacher will then explain the events part, the events part will explain the major activities either leading up to, during, and/or after the conflict. The teacher will then use this example: Sally left the front door open, the dog ran out of the house, Sally chased the dog around town, Sally had to return home, the dog was found, the dog reunited with Sally.
The teacher will explain the “solution” branch. The solution branch will explain the solution to the conflict of the story. The teacher will then use this example: a neighbor found Sally’s dog and returned the dog to Sally’s …show more content…
After the teacher has gotten the correct answer, the teacher will write the answer next to the fourth branch. The answers will be on the board as well as, on each student’s first copy of the story map sheet. The students will be copying the answers from The Story of Goldilocks and the Three Bears.
3.) Next, the students will begin reading the I Survived the Nazi Invasion, 1944 (I Survived #9). While the students read the first 4 chapters, they will be filling in the story map and they will have the first story map as a reference. After each student finishes reading the first 4 chapters (it will not take long because they are really short), the students will get into groups of 5 and compare their story maps to each other and complete them with each other.
4.) Lastly, after about 10 minutes of small group comparison, the teacher will bring the class back together and they will go over the answers to the story map. This will allow the students an opportunity to copy down something they may have missed while reading or in their small