to comprehension or expression. PASSAGE COMPREHENSION LAFS.6.RL.1.AP.1a Refer to details and examples in a text when explaining what the text says explicitly. LAFS.6.RL.1.AP.1b Use specific details from the text (words, interactions, thoughts, motivations) to support inferences or conclusions about characters, including how they change during the course of the story. 6.RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences from the text. Identify a detail or example in a text. Explain what a text says explicitly. Identify characters in a story. Describe characters in a story. Identify text that supports conclusions about characters. Identify how a character changes in a story. Use text to answer comprehension questions (e.g., answer “who”, “what”, and “where” questions). Confirm or change a prediction about topic of story using at least two supporting details from story.
LAFS.7.RL.1.AP.2b Analyze the development of the theme or central idea over the course of the text and provide a summary. LAFS.7.RL.1.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. Identify the theme or central idea of the text. Identify supporting details of the or central idea at the beginning of the story. Write a summary of the beginning. Identify supporting details of the theme or central idea at the middle of the story. Select the theme of the story when given four options and match to a supporting detail in the text. 8.RI.j1 Use two or more pieces of evidence to support inferences, conclusions, or summaries of text. 8.RI.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. a summary of the middle. Identify supporting details of the theme or central idea at the end of the story. Write a summary of the ending. Identify the best summary from a list. USING CONTEXT CUES 6.RWL.a1 Use context to determine the meaning of unknown or multiple meaning words or phrases. 6.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing Identify new words. THEN Identify multiple meaning words. THEN Identify the meanings of a multiple meaning word. Use context clues to determine the meaning of an unknown word.
(Write “loved”) The theme is the message from the story. Which of these might be the theme of our story? Use response board for this question. - Growing up - Friendship - Nature - Importance of Family Selects “Importance of family.” theme in the concept map. If students are stuggleing to understand model finding the theme for the first chapter(s) then ask students to find the theme in later chapters. You did a wonderful job with our story today. NOTE TO TEACHER: Repeat the lesson using these targets Chapters Key vocabulary Topic & supporting details Theme & supporting detail Passages for using context clues 2 House, car, sister, brother, joke, loved Dad to play jokes on his family. Dad showed them an old house that was falling apart instead of their new house. Dad told the children to look in the engine and “find the birdie,” and blew the car horn in their ear! Importance of Family Dad bought the family a new house. Dad really loved his family. Grade level words: household, slum, affection, collided Multimeaning words: yard, horn, Figure of Speech: “on thin ice” and “Taj Mahal of a House” Context Clues: sob, automobile 3 Children, cheaper dozen, clothes The family was “cheaper by the dozen”. Dad joked that the actual cost to feed a big family was less than the cost to feed a small family. n/a Grade level words: asphalt, actual, exempt Multi-meaning words: play, ride Figure of Speech: cheaper by the dozen, disorganized confusion
We took the to California. It was fun to visit mother’s family. Our aunts and uncles loved to take us places. Figure of Speech: as as a mouse Context Clues: cabin, scolded 10 Sick, doctor, operation, measles, tonsils The family getting sick. One time, all of us except our sister, Martha, had the measles. Dad did not like the in the house. He pretended to have the measles to make us laugh. The doctor said that we must get our tonsils out. It is important to laugh. He pretended to have the measles to make us laugh. Grade level words: operation, measles Multi-meaning words: handle, waste Figure of Speech: n/a Context Clues: get your tonsils out 11-12 Vacation, lighthouse, cottage shoe, summer Family vacations. We went to Nantucket, Massachusetts in the summer. Dad loved to take us on vacation. Mother enjoyed watching us in the One summer, dad wanted to teach us the Morse code. Another summer, dad bought an old sailboat for us to use. He taught us to sail. It is important to laugh. Dad sold tickets to take them through the cottage as a joke. Dad said that he was sorry. Then, mother laughed too. Dad pretended to be mad. But he laughed with us. Grade level words: nursery (5) Multi-meaning words: orders, rhyme Figure of Speech: n/a Context Clues: n/a
GENERALIZATION ACROSS MATERIALS. Repeat this lesson using a poem instead of a story. Here are some poems and the responses you can use. The poems are provided in the student materials along with a response board. Poem “Wh” questions Topic/ main idea/ theme Context clues Other ideas Read aloud this poem: “Twelfth Song of Thunder.” The Mountain Chant: A Navajo Ceremony.* What is the first stanza about? (thunder is loud) What is the second stanza about? (grasshoppers chirping) What is the setting? (on land, in nature, near mountains. For a hint, refer to title, or highlight “mountain,” “land,” “dark clouds,” and “plants.”) Theme: Nature What is this poem about? - The sounds of nature Figurative language “The voice above, the voice of thunder, within the dark cloud.” Let’s figure out what thunder is. When do we hear thunder? (During a storm) Where does thunder come from? (the sky) What does thunder sound like? (booming) Use bites of thunder and grasshoppers chirping so that students can hear them. Introduce imagery: How the poet uses words to help us picture in our heads what is going on in the poem. *Access the poem here: REAL LIFE READING. After completing a chapter in class, send a copy of the chapter and a list of comprehension questions with a response board home for homework practice. Also allow the student to review completed chapters during free time to encourage reading as a leisure pursuit. Students could practice charting jobs they do in school, including schoolwork completed. This will help build self-determination skills. New Jersey is the state mentioned in this story. This creates an opportunity for students to read their own state name or recognize it on a map. OPTIONAL WRITING ACTIVITIES: There are two writing activities. The first activity can be done daily, or after reading a chapter or group of chapters. Both graphic organizers mentioned below can be found in the Teacher Materials document.