Documente Academic
Documente Profesional
Documente Cultură
Knowledge demands:
Moderately Complex (everyday practical knowledge, some abstract ideas or theatrical/historical references, explores a single
theme, few cultural references to outside ideas)
Pg. 46 Raj said You cant be Peter thats a boys name
Pg. 47 Natalie said he isnt black
Pg. 48 Ma said a girl can be Peter Pan if she wants to
Organization:
Text Structure: (Briefly describe the structure, organization, and other features of the text)
Slightly complex (sequential, chronological order, no shifts in point of view, illustrations provide support for text)
Language Features: (Briefly describe the conventions and clarity of the language used in the text, including the complexity of the
vocabulary and sentence structures.)
Moderately Complex (some of the vocabulary and figurative language might be unfamiliar but generally easy to understand, a few
instances of unfamiliar or historical references, sentences are simple and compound)
Pg. 42, 43 Joan of Arc, Anansi, Troy
Pg. 49 another one who dont know nothing.
Text features:
Colorful illustrations that add meaning to narrative and provide context for character motivation.
Bold highlighted vocabulary
Pre teach
Activity/Lesson
First Read: Read through the story in 1 day, have students create a story map to track
important events. Depending on the needs of the students, it can be completed in two days
(pgs. 40-49 and pgs. 50-57).
Close Reads
Create Coherent Sequence of Text-Dependent
Questions
Create Coherent Sequences of Text-Dependent Questions Start Small to Build Confidence
The opening questions should help orient students to the text, and be specific enough to
answer so students gain confidence. The sequence of questions should not be random but
should build toward more coherent understanding and analysis to ensure that students learn
to stay focused on the text to bring them to a gradual understanding of its meaning.
Think of ways to maximize student engagement.
Close Read I
Learning Focus: 3.4 and 3.7 vocabulary
Text-Dependent Questions
Focus CCSS:
Evidence-Based Answers/Pg. #
this important?
How does going to the ballet help
prepare Grace for the audition
and what do Graces friends do or
say that lets her know she was
fantastic? Cite evidence.
Does Grandma think Grace will
continue to be a success? Looking at
the words and illustrations, how do
you know?
Evidence-Based Answers/Pg. #
How does Grace show creativity and determination? What details and
illustrations does the author use to help show these characteristics?
Vocabul
ary
TEACHE
R
PROVID
ES
DEFINIT
ION
not
enough
contextu
al clues
Page 47 - auditions
STUDENT
S FIGURE
OUT THE
MEANIN
G
sufficie
nt
context
clues
are
provide
Pg.
Pg.
Pg.
Pg.
Pg.
Pg.
43
44
50
51
54
57
exploring
adventure
sparkling
stunning
fantastic
success