LASSIS: Language Arts Sample Systematic Instruction Script Key Text: Excerpt from Esperanza Rising (Ryan, 2000) Grand Band: Elementary School (Grades 3-5) Focus: Building Understanding with Literature Topic Access Florida Standard Essential Understanding LASSI Objectives PASSAGE COMPRE- HENSION: Story Elements LAFS.3.RL.1.AP.1a Answer questions related to characters, setting, events or conflicts. LAFS.3.RL.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Identify the elements of a story (character, setting, events, or conflicts). With prompting and support, answer simple questions about how two of the elements are related [i.e. Where does the character live (to address relationship between character and setting); Why is the character upset (to address relationship between character and conflict)]. Identify who, what. Define the words character, setting, event, and conflict. Answer questions that involve 2 of the elements (e.g., character and event). PASSAGE Character Traits LAFS.4.RL.1.AP.3a Refer to text information that relates to one specific aspect of either the relationship between characters , setting, events or conflicts. LAFS.4.RL.1.3 Describe in 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). Identify the basic elements of a story (character, setting, events, or conflicts). Describe characters, settings, and events within a story. Identify traits or actions of a character a graphic organizer.
With prompting and support, answer simple questions about how two of the elements are related [i.e. Where does the character live (to address relationship between character and setting); Why is the character upset (to address relationship between character and conflict)]. LAFS.5.RL.1.AP.3a Compare similarities in the characters, settings and events within a and provide specific details in the text to support the comparison. LAFS.5.RL.1.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Identify the basic elements of a story (character, setting, events, or conflicts). Describe characters, settings, and events within a story. Use descriptions to identify two similar characters, settings or events within a story. With prompting and support, answer simple questions about how two of the elements are related [i.e. Where does the character live (to address relationship between character and setting); Why is the character upset (to address relationship Compare two characters, events, settings details from the story (e.g., how did each one feel about …).
between character and conflict)]. Answer questions related to the relationship(s) between characters, setting, events, or conflicts. PASSAGE Summarize the LAFS.5.RL.1.AP.2b Summarize a text from beginning to end in a few sentences. LAFS.5.RL.1.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Identify the best summary provided.Compare/contrast two summaries. Summarize a story using own words or picture sequence by identifying first, next, last (constructed response) LAFS.5.RL.1.AP.2c Determine the theme of a story, drama or poem from details in the text. LAFS.5.RL.1.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Determine the topic of story or poem. Identify details from text that support a topic. Select details across chapters that support the literary theme. USING CONTEXT CLUES LAFS.5.L.3.AP.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position in a sentence) to determine the meaning LAFS.5.L.3.4 Determine or clarify the meaning of unknown and words and phrases based on grade 5 reading and Recall the meaning of frequently used nouns. Identify multiple meaning up to two grade levels below the student’s grade level. Use context clue strategy
-Papa and his dog -a bad storm 3rd, 5th Objectives: Answer questions involving two elements [e.g., character and event] and compare two characters, events, or settings using details from the story. (See materials for response options.) READER OPTION: Use the sight words as the response options. LISTENER OPTION: Use the pictures as the response options. Step Teacher Says/Does Student Response 21 Let’s answer some questions about our story. We will use the story to help us find the correct answers. Action is what the characters do in the story. Let’s match the characters with their actions. (Display individual pictures of Esperanza, Papa, Mama, Abuelita, vaqueros, and campesinos on the table or board.) (Hold up a picture of grapes). Who begins the grape festival? Places picture of grapes with Esperanza’s picture. (See LIP for text in Instructional Resource Guide for more detail.) Note: Objects can be substituted for pictures for students who are just beginning to understand symbols (e.g., they would match the object with the correct character). Option: For students who can, give them the action cards and ask them to match them to the character cards. 22 Hold up a picture of cows. Who care of the cows? Places picture of cows with picture of vaqueros. 23 Hold up picture of man singing. Who serenades Esperanza on her birthday? Places picture of man singing with Papa’s picture. 24 Hold up picture of a crocheted blanket. Who teaches Esperanza to crochet? Places picture of blanket with Abuelita’s picture. 25 Hold up picture of Papa’s brothers. Who is kind to Papa’s brothers? Places picture of Papa’s brothers with Mama’s picture. 26 in the story, Esperanza is worried about Papa. Why is Esperanza worried about Papa? (Reread the first sentence of paragraph 5, if needed.) Selects “because Papa is late”. If student does not select the correct answer for these questions, reread the portion of text with correct answer and ask again. 27 Who else is worried about Papa? (Reread paragraph 5, if needed.) Selects “Mama and Abuelita”.
33 Does Esperanza have any brothers or sisters? Write “brothers or sisters – no” If Esperanza doesn’t have any brothers or sisters, Papa, Mama, and Abuelita must be very important to her. Communicates “no”. Use LIP if student does not respond correctly. 34 We read that Esperanza begins the grape harvest and Papa kisses the first cluster of grapes that she picks. We also read that Abuelita teaches her to crochet. Do you think that Esperanza spends a lot of time with her family? “yes” Esperanza spends a lot of time with her family, they must be very important to her. Communicates “yes”. Use LIP if student does not respond correctly. 35 Let’s review the facts about Esperanza. (Read each one aloud.) -Cooking is fun -Sisters are friends -Family is important -Growing up on a ranch is hard Which of these might be the theme of our story? Communicates “Family is important” (If student does not respond correctly, don’t correct yet. Go to next step and then come back to this step.) 36 Let’s read a passage from chapter 9 that shows that family is important to Esperanza. "Papa is dead. Mama is in the hospital. Abuelita is in Mexico. Esperanza misses her family." Who does Esperanza miss? Right! She misses her family. Family is important to Esperanza. Communicates “her family” Use LIP if does not respond correctly; rereading part of text that gives the answer. 5th Objective: Summarize a story using own words or picture sequence by identifying first, next, last (constructed response). Step Teacher Says/Does Student Response 37 Tell me the story in your own words. What happened first? (Option: The goal of this part of the lesson is for students to summarize the story in their own words. As they are learning to summarize story events, it might be helpful for them to Communicates “grape harvest begins”. Prompt: For all the responses in this section, if students are unable to summarize the events in the story in their own words, show them a picture that represents the event and model how to
What is an example of a ‘tradition’ for Esperanza? 44 Remember, tradition is something you do year after year in the same way. There many kinds of traditions. For example, Esperanza has another tradition for her birthday. See if you can figure out another birthday tradition as I read this passage. “She will open gifts on her birthday.” What is another birthday tradition? Selects a picture of a gift. 45 You may have family traditions or things you do every year just like Esperanza and her family, but I bet they are different. What is one of your family traditions? Complete the following sentence, “One of my family traditions is to _________________.” Completes the sentence. Options: students can select a picture from ones you have prepared (e.g., get gifts on my birthday, decorate the Christmas tree) to complete the sentence or they can write a response. This activity can also be completed as a group by writing the sentence on the board and listing student responses. Note: To help students generalize, try other multiple meaning words in future lessons. Point out these words in everyday activities. Thanks for reading this story with me. You did a wonderful job with our story today. I can't wait to see what Esperanza does next. ADDITIONAL ACTIVITIES TO EXTEND AND ENRICH THE LESSONS (see teacher materials for graphic organizers) Christmas Web Search. The ability to compare and contrast is an important skill for students. Using a graphic organizer, like a Venn Diagram, is helpful. For this activity, students conduct an internet web search of websites that provide information on Hispanic celebrations of Christmas. The students will use a Modified Venn Diagram to Compare and Contrast the celebration of Christmas in America and in Hispanic countries. To conduct the web search, students can work in groups with an adult to complete the Christmas Web Search (on right). If needed, an adult can model how to open Internet Explorer and type in the URL. Next, an adult can model how to find the information on the page and place it on the Modified Venn Diagram. As always, when the internet, be cautious that students do not to follow any hot links off of the web pages, because those have not been checked for content. Christmas Web Search Websites:
working conditions Josefina is making flan to sell at the fiesta tonight. Women sell food on tables covered with bright tablecloths. They need their jobs. She doesn’t want to be made fun of again. Many people come from all over to attend the fiestas. She tells them to strike for higher wages and better working conditions. 8-9 dust storm Valley Fever infection contagious depressed potato eyes Esperanza must be brave. It is a dust storm! Everyone is covered in dry dirt. The dust storm ruined the cotton. Mama does not get better. Esperanza a job to make money. Esperanza is afraid. Esperanza misses her family. Overcoming adversity Esperanza’s camp has not to strike. Still, many workers have no work. Mama will not be able to work for a long time. Mama does not get better. She is depressed. She gets a job cutting potatoes eyes. But, if they refuse to work, they will lose their cabins or be sent back to Mexico. If they do not strike, they might be hurt by the strikers. Mama – depressed Passage: Mama does not get better. She is depressed. Who can find what “pottery” Passage: Everyone is covered in dry dirt. They look like pottery. Option: “eyes” New potatoes will grow from the eyes when they are planted. 10 estimates money order avocados glycerin pneumonia market piñata Esperanza saves her money. Esperanza estimates that if she works until peach season she will have enough money to bring Abuelita to Mama. Every other week, she buys a money order with the money she saves. Esperanza him she is saving money for Abuelita’s travel. The importance of family On the way home, they see and her mother walking along the road. They are living at a strikers’ farm. Many people are living on the farm. A man from the camp asks Esperanza for food. His family is starving. Esperanza – kind Passage: A man from the camp asks Esperanza for food. His family is starving…. Esperanza his hat with beans. She gives his children the piñata. (Note – Who can find what “market” means? Passage: Esperanza and Miguel go to the market for groceries. Option: “ground” Passage: Some live in tents. Others live on the ground.
the word “kind” is not used in the text, but illustrated by her actions. 11 strikers asparagus picket line sweep immigration Esperanza is afraid. guards stand outside the shed to protect them. They shout and throw rocks at them to keep them from working. The strikers frighten Esperanza. The strikers hide rats, snakes, razor blades, and shards of glass in the asparagus. They stop strikers and demand to see papers. The guards keep Esperanza and the other workers safe from the immigration officers. Strength in unity; change is hard Strikers want more for working. But to get to the shed, they must cross the picket line. The strike goes on for days. Immigration officers make them get on a bus and send them back to Mexico. The farmers need the workers to harvest the fields. Esperanza – frightened Passage: The strikers frighten Esperanza. Who can find what “picket line” means? Passage: But to get to the shed, they must cross the picket line. Option: “sweep” Passage: One day, there is a sweep. It goes quiet outside. Immigration officers and police appear. They bring many buses and police cars. They stop strikers and demand to see their papers. 12-13 peaches second-class citizens valise furious Esperanza wants Mama and Abuelita home. Mama comes home. Esperanza tells her about the money to bring Abuelita to America. The importance of family One day, Miguel comes home on a bus. Mama and Esperanza are so happy to see Abuelita. Abuelita says the Tio Luis was very mad with they left. Esperanza tells Abuelita everything that has happened since they last saw her. Esperanza – impatient Passage: Miguel says to be patient. But, Esperanza is tired of waiting. (Note – the word “impatient” is not used in the text explicitly, but can be implied from the text). Who can find what “patient” means? Passage: Miguel says to be patient. But, Esperanza is tired of waiting. Option: “seasons” Passage: She does not measure time by the usual seasons.