Figure 19 (D) - Making Inferences - week 5, 8 & 9

19(D)
K	1	2	3	4	5
Make inferences based on the cover, title, illustrations, and the plot	Make inferences using about text and use textual evidence to support understanding
Make inferences about the text Use textual evidence to support understanding

Activities:

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14(C) - order of events - week 4, 5 & 7

Reading/ Comprehension of Informational Text/ Expository Text Students analyze, make inferences, draw conclusions about expository text and provide evidence from text to support their understanding
K	1	2	3	4	5
10(C) discus the ways authors group information in a text	14(C) retell the order of events in a text by referring to the words and/or illustrations	14(C) describe the order of events or ideas in a text	13(C) identify explicit cause and effect relationships among ideas in texts	11(C) describe explicit and implicit relationships among ideas in a text organized by cause/effect, sequence or comparison	11(C) analyze how the organizational patterns (cause/effect, compare/contrast, sequential order) influences the relationships among the ideas
describe the order of events  in a text describe the order of  ideas in a text

Activities:

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14(A) - main idea - week 4, 5,

Reading/ Comprehension of Informational Text/ Expository Text Students analyze, make inferences, draw conclusions about expository text and provide evidence from text to support their understanding
K	1	2	3	4	5
10(A) identify the topic and details in expository text heard or read, referring to the words and/or illustrations	14(A) restate the main idea, heard or read	14(A) identify the main idea in a text and distinguish it from the topic	13(A) identify the details or facts supporting the main idea	11(A) summarize the main idea and supporting details in text in ways that maintain meaning	11(A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order
identify the main idea in a text and distinguish it from the topic

Activities:

Use the K/1 linda Hoyt - Identifying Main Ideas and Supporting Ideas and supporting Details page 57 - using The Grouchy Ladybug by Eric Carle
Use the K/1 linda Hoyt - Rank Important vs. Unimportant Information  page 61- using The Wednesday Surprise by Eve Bunting

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14(D) - text features - week3, 4 & 5

Reading/ Comprehension of Informational Text/ Non-Fiction Students analyze, make inferences and draw conclusions about expository text and provide evidence from the text to support their understanding
K	1	2	3	4	5
10(D) use titles and illustrations to make predictions about text	14(D) use text features (e.g. table of contents, index, headings) to locate specific information in text		13(D) use text features (e.g. bold print, captions, key words, italics) to locate specific information and make predictions about contents of text	11(D) use multiple features (e.g. guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information	Use multiple text features and graphics to gain an overview of the contents of text and to locate information
use text features (e.g. table of contents, index, headings) to locate specific information in text

Activities:
Comprehention Toolkit Book 1- Lesson 2 Notice and Think about Nonfiction Text features
Comprehention Toolkit Book 1- Lesson 3 Explore Nonfiction Features

Resources in Tweety =

Text Feature Posters, Text Feature Matching Up activities

Anchor Activities:

Text Feature Activities found in tweety....

Triple Text Features Match Up

Find the Text Features

Nonfiction Topic Log

Informational Book Scavenger Hunt

Feature Purpose T-Chart

Write Your Own Nonfiction Book with Text Features

Text Features Match Up

Possible Test Questions:

5(B) - context clues - week 3, 5 & 7

Reading/ Vocabulary Development Students understand new vocabulary and use it when reading and writing
K	1	2	3	4	5
	6(c) determine what words mean from how they are used in a sentence, either heard or read	5(B) use context to determine the relevant meaning of unfamiliar words or multiple meaning words	4(B) use context to determine relative meaning of unfamiliar words or distinguish among multiple meaning words and homographs	2(B) use the context of the sentence (e.g. in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words	2(B) use context (in-sentence restatement) to deteremine or clarify the meaning of any unfamiliar or multiple meaning words
use context to determine the relevant meaning of unfamiliar words use context to determine the relevant meaning of multiple meaning words

Activities:

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5(A) - affixes - week 3 & 7

Reading/ Vocabulary Development Students understand new vocabulary and use it when reading and writing
K	1	2	3	4	5
		5(A) use prefixes and suffixes to determine the meanings of words	4(A) Identify the meaning of common prefixes (e.g. In-, dis-) and suffixes (e.g. –full, -less), and know how they change the meaning of roots	2(A) Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes
use prefixes and suffixes to determine the meanings of words

Activities:

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14(B) - locate facts - week 3, 4 & 5

Reading/ Comprehension of Informational Text/ Non-Fiction Students analyze, make inferences and draw conclusions about expository text and provide evidence from the text to support their understanding
K	1	2	3	4	5
10(B) retell important facts in a text, heard or read	14(B) identify important facts or details in text, heard or read	14(B) locate the facts that are clearly stated in text	Draw conclusions from the facts presented in the text and support those assertions with textual evidence	Distinguish fact from opinion in a text and explain how to verify what is a fact	Determine the facts in text and verify them through established methods
locate the facts that are clearly stated in text

Activities:

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9(B) - describe characters - week 2, 7 & 8

Reading/ Comprehension of Literary Text/ Fiction Students understand, make inferences, draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding
K	1	2	3	4	5
8(B)  describe main characters in the story and the reasons for their actions	9(B)  describe main characters in the story and the reasons for their actions and feelings	9(B)  describe main characters in works of fiction, including their traits, motivations, and feelings	Describe the interaction of characters including their relationships and the changes they undergo Third 8(B) Fourth 6(B)		Explain the roles and functions of characters in various plots, including relationships and conflicts
describe main characters in works of fiction describe main characters in works of fiction, including their traits describe main characters in works of fiction, including their motivations describe main characters in works of fiction, including their feelings

Activities:

TRAITS:  character traits/personality traits

• Google Character Traits and you will find endless lists of traits for you to reference. 
• Read Aloud Think Together
• Create a Bubble Map of a character's personality traits.  To encourage the students to begin supporting their conclusions with evidence you can.......write personality trait on the bubble and provide evidence from the text behind the bubble (see pictures)
• Provide a set of  traits that describe a few characters in the book.  Ask the students to sort those traits and tell which character they describe

FEELINGS/EMOTIONS:

• You can find the emotion cards in your First Class.   Curr. & Inst - Elementary Langusge Arts - Curriculum - Fluency Activities - Character Traits (some are traits but most are feelings)
• Create a Bubble Map (if a character experiences several feelings in one text) of a character's feelings.  To encourage the students to begin supporting their conclusions with evidence you can.......write feeling on the bubble and provide evidence from the text behind the bubble (see pictures)
• Create an ongoing Tree Map of feelings including 4 basic emotions ( see pictures).  As you read together and you discover new words add them to the chart.  You can also discuss the degree of the emotion. For example:   annoyed and furious fall under mad, but the degree of anger is very different.  This will help the students be more articulate with their writing, explanations and understand more in their reading.
• happy
• sad
• mad
• scared

MOTIVATIONS: describe the event that made the character feel a certain way


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9 week @ a glance

TEK	2	3	4	5	6	7	8	9
9(B) describe main characters	X					X	X
14(B) locate facts		X	X	X
5(A) affixes		X				X
5(B) context clues		X		X		X
14(D) text features		X	X	X
14(A) main idea (exp)			X	X
14(C) order of events			X	X		X
Figure 19 D				X			X	X