Scaffolded Independent-Level Reading
(Shannon Wiza)
Procedures
Students will choose a book from the collection of biographies located in the classroom library, read for at least 30 minutes and follow up with a chosen response.
Book Choices
Students use the following methods to determine the correct book for their personal reading level:
• Students choose books at their color level determined by the teacher. Put a dot inside the folder to match the student’s color level.
or
• Students use the Goldilocks Method
Too Easy:
Have you read it lots of times before?
Do you understand the story very well?
Do you know almost every word?
Can you read it smoothly?
“Just Right”:
Is the book new to you?
Do you understand a lot of the book?
Are there just a few words a page you don’t know?
When you read, are some places smooth and some choppy?
Too Hard:
Are there more than 5 words on a page you don’t know?
Are you confused about what is happening in most of this book?
When you read, does it sound pretty choppy?
Is everyone else busy and unable to help you?
Responses
• Making a Connection
Students will write a brief essay making connections between themselves and the person they are reading about.
• Write a Letter to the Subject
Students will compose a letter they would like to send to the person the bibliography was about.
• Non-Fiction Response
Students will write a response using the worksheet provided.
Students will choose a book from the collection of biographies located in the classroom library, read for at least 30 minutes and follow up with a chosen response.
Book Choices
Students use the following methods to determine the correct book for their personal reading level:
• Students choose books at their color level determined by the teacher. Put a dot inside the folder to match the student’s color level.
or
• Students use the Goldilocks Method
Too Easy:
Have you read it lots of times before?
Do you understand the story very well?
Do you know almost every word?
Can you read it smoothly?
“Just Right”:
Is the book new to you?
Do you understand a lot of the book?
Are there just a few words a page you don’t know?
When you read, are some places smooth and some choppy?
Too Hard:
Are there more than 5 words on a page you don’t know?
Are you confused about what is happening in most of this book?
When you read, does it sound pretty choppy?
Is everyone else busy and unable to help you?
Responses
• Making a Connection
Students will write a brief essay making connections between themselves and the person they are reading about.
• Write a Letter to the Subject
Students will compose a letter they would like to send to the person the bibliography was about.
• Non-Fiction Response
Students will write a response using the worksheet provided.
Student Folders
The students’ folders will contain the following:
• The book student is currently reading
• Back-up books ( 2 for primary, 1 for intermediate and middle)
• Reading Record
• Response Sheets
These folders and books stay in school and are used during Scaffolded Independent-Level Reading.
Listening to Reading
• The book student is currently reading
• Back-up books ( 2 for primary, 1 for intermediate and middle)
• Reading Record
• Response Sheets
These folders and books stay in school and are used during Scaffolded Independent-Level Reading.
Listening to Reading
Students will either have their own set of headphones and a tape player for individual listening, or there will be a tape player available for group listening projects. Students will listen to the story, and if available, follow along in the book. Once finished, complete one of the response sheets in your Student Folder.
The available stories to listen to for this Biography Lesson are:
Anne Frank: The Diary of a Young Girl
Diary entries written by Anne Frank throughout the Holocaust, revealing the depth of her dreams, irritations, hardships, and passions. Anne emerges as more real, more human, and more vital than ever.
Frank, A (1995). Anne Frank: The Diary of a Young Girl. New York, NY: Random House.
Princess Diana
For Diana Spencer, the dream of becoming a princess was realized when she married Prince Charles. Throughout her often tumultuous lifetime, Diana touched countless lives and when she died, her spirit and genuine love for others continued to influence the entire world. This book tells the story of Princess Diana, from her privileged but sad childhood to the tragic accident that took the life of this extraordinary woman--whose charities continue to help people today.
Krohn, K (1999). Princess Diana. Minneapolis, MN: Lerner Publications.
Paterno: By the Book
"By the Book" chronicles the life of Joe Paterno. It begins with a description of his childhood and prep school years in Brooklyn, takes us through his football career at Brown University, and how he became the head coach at Penn State. The book is rich with descriptions of Penn State players and seasons up through the 1988 season. But, this book is much more than a football story. It's a view into Joe Pa's heart and soul. It is a portrayal of his values, his motivations, his vision and dreams. These, not just for his football team, but for his family, his university, and his profession. Much more than a fun read for Penn State fans, it is a valuable resource for aspiring coaches and players searching to find the essence of their relationship to their sport.
Paterno, J (1997). Paterno: By the Book. Ashland, Oregon: Blackstone Audiobooks.
The available stories to listen to for this Biography Lesson are:
Anne Frank: The Diary of a Young Girl
Diary entries written by Anne Frank throughout the Holocaust, revealing the depth of her dreams, irritations, hardships, and passions. Anne emerges as more real, more human, and more vital than ever.
Frank, A (1995). Anne Frank: The Diary of a Young Girl. New York, NY: Random House.
Princess Diana
For Diana Spencer, the dream of becoming a princess was realized when she married Prince Charles. Throughout her often tumultuous lifetime, Diana touched countless lives and when she died, her spirit and genuine love for others continued to influence the entire world. This book tells the story of Princess Diana, from her privileged but sad childhood to the tragic accident that took the life of this extraordinary woman--whose charities continue to help people today.
Krohn, K (1999). Princess Diana. Minneapolis, MN: Lerner Publications.
Paterno: By the Book
"By the Book" chronicles the life of Joe Paterno. It begins with a description of his childhood and prep school years in Brooklyn, takes us through his football career at Brown University, and how he became the head coach at Penn State. The book is rich with descriptions of Penn State players and seasons up through the 1988 season. But, this book is much more than a football story. It's a view into Joe Pa's heart and soul. It is a portrayal of his values, his motivations, his vision and dreams. These, not just for his football team, but for his family, his university, and his profession. Much more than a fun read for Penn State fans, it is a valuable resource for aspiring coaches and players searching to find the essence of their relationship to their sport.
Paterno, J (1997). Paterno: By the Book. Ashland, Oregon: Blackstone Audiobooks.
POETRY CENTER
(Kelly Stewart)
(Kelly Stewart)
Biography Poetry Basket
The chosen poetry is written by Langston Hughes. Hughes poems were written about what he was doing and feeling at that time in his life. When the selected sheets are put together they form a brief biographical part of his life.
Hughes, L. (2002). A portrait of Langston Hughes (6th ed.).
Greece: Naxos.
Poetry Basket Contents
• Sticky Notes
• Langston Hughes Poem sheets
My people / Heart on the wall: Heart / Shadow of the blues: Litany / The Negro speaks of rivers / Joy / Fields of wonder: In time of silver rain / Lovely, dark and lonely one / Dreamer: Sandman / Birth : Bound no'th blues / To Artina / Down where I am / The dream weaver / Bouquet / Still here / Hughes.
The centers will consist of four students.
1. Select poetry sheets and read for at least five minutes.
2. Choose a poem you can identify with.
3. Put your name on a sticky note and place it in the book next to the poem you have chosen.
4. Read the poem over at least 10 times. Every time you read, make a check next to your name on the sticky note.
5. Read the poem aloud to at least three people, each person signs the sticky note after he or she hears you read.
6. Present the poem during poetry share time.
7. Your presentation will be graded on Accurate Ready and Prosody (Expression); Volume; Pacing; Demeanor; Evidence of Preparation.
8. When your time with the poetry basket is finished, please place the books and the sticky notes in the basket.
9. Return the basket to the appropriate place in the classroom.
BIOGRAPHY ESSAY – WRITE ABOUT YOURSELF
The writing center will consist of four students who will work individually using a writing prompt to answer questions about themselves.
Writing Activity
Each student will prepare a biography using a prompt to help him or her think about what to write. Students may add more information not less than the prompt.
Writing Prompt
Here in the classroom we know you as a student. Here is a chance to tell us about you. Read and think about these questions as you write about yourself. You may also add extra information; you think your classmates want to know about you.
What year were you born and the state you were born in? How many sisters and brother do you have and what number are you? Do you have any pets and what are their names? What do you like best about them? What is you favorite thing to do and why? When did you start liking your favorite activity? Have you received any awards? When and Why?
Anything more you want to add.
Remember to use specific details and colorful adjectives to help make your setting and story enjoyable to your reader!
The possibilities are endless!
The chosen poetry is written by Langston Hughes. Hughes poems were written about what he was doing and feeling at that time in his life. When the selected sheets are put together they form a brief biographical part of his life.
Hughes, L. (2002). A portrait of Langston Hughes (6th ed.).
Greece: Naxos.
Poetry Basket Contents
• Sticky Notes
• Langston Hughes Poem sheets
My people / Heart on the wall: Heart / Shadow of the blues: Litany / The Negro speaks of rivers / Joy / Fields of wonder: In time of silver rain / Lovely, dark and lonely one / Dreamer: Sandman / Birth : Bound no'th blues / To Artina / Down where I am / The dream weaver / Bouquet / Still here / Hughes.
The centers will consist of four students.
1. Select poetry sheets and read for at least five minutes.
2. Choose a poem you can identify with.
3. Put your name on a sticky note and place it in the book next to the poem you have chosen.
4. Read the poem over at least 10 times. Every time you read, make a check next to your name on the sticky note.
5. Read the poem aloud to at least three people, each person signs the sticky note after he or she hears you read.
6. Present the poem during poetry share time.
7. Your presentation will be graded on Accurate Ready and Prosody (Expression); Volume; Pacing; Demeanor; Evidence of Preparation.
8. When your time with the poetry basket is finished, please place the books and the sticky notes in the basket.
9. Return the basket to the appropriate place in the classroom.
WRITING CENTER
Biography Essay
Biography Essay
BIOGRAPHY ESSAY – WRITE ABOUT YOURSELF
The writing center will consist of four students who will work individually using a writing prompt to answer questions about themselves.
Writing Activity
Each student will prepare a biography using a prompt to help him or her think about what to write. Students may add more information not less than the prompt.
Writing Prompt
Here in the classroom we know you as a student. Here is a chance to tell us about you. Read and think about these questions as you write about yourself. You may also add extra information; you think your classmates want to know about you.
What year were you born and the state you were born in? How many sisters and brother do you have and what number are you? Do you have any pets and what are their names? What do you like best about them? What is you favorite thing to do and why? When did you start liking your favorite activity? Have you received any awards? When and Why?
Anything more you want to add.
Remember to use specific details and colorful adjectives to help make your setting and story enjoyable to your reader!
The possibilities are endless!
Word Study/Spelling
(Christine Cius)
(Christine Cius)
Make a Word Directions
(from cd)
Student Objectives
Students will
• Learn how to look for patterns in words
• Learn how changing one letter or where you put a letter changes the whole word
• Construct new words by manipulating and reordering a set of letters from another word (i.e., anagrams)
• Use meaning clues and phonics patterns to make words
Materials:
• Letter tiles or squares for students (lowercase letters)
• Overhead alphabet tiles (lowercase letters)
• Overhead projector
• Student journal or notebook
t s a E B k b
Explain that you are now going to make words using a set of letters that when combined will spell a "mystery word."
• Use the overhead to display the letters t, s, a, e, b, and k, and put the letter b aside. Have students do the same with the letters at their desks. Ask students if they can think of a three-letter word (using the given letters) that begins with the letter b and is something you use to hit a ball (bat). Place the letters a and t next to the b accordingly. Always have students read the new word after making it. You might also have them use the new word in a sentence to reinforce vocabulary.
• Next ask students to change the beginning letter to make a word that means what you did on the chair (sat).
• Then ask students to change the vowel to tell what you do when you put dishes on a table (set).
• Tell students to keep the s and e and put two letters in front to name what a baseball player runs to after hitting the ball (base).
• Ask students to make a three-letter word that tells what you do when you have a question (ask).
• Have students put a b in front to make a word that means enjoying the sun (bask). You might go through a few more examples using the word bask since this is likely a new vocabulary word for first and second graders.
Explain that they are now going to make the "mystery word" by adding the last two letters to bask. If hints are needed, tell them that the word names something that you might carry things in (basket).
• Use the letters n, t, p, e, and s to make the words pen, nest, net, pet, pest, step, and ten. The mystery word is spent.
Lesson Two
• Use the letters n, t, p, e, and s to make the words pen, nest, net, pet, pest, step, and ten. The mystery word is spent.
n t p e S
Lesson Three
Use the letters n, t, r, s, p, and i to make the words tin, tip, spin, spit, rip, tips, and trip. The mystery word is print.
n t r s P i
Lesson Four
Use the letters p, o, c, and h to make the words pop, cop, and hop. The mystery word is chop.
p o c h
Lesson Five
Use the letters m, l, p, u, and p to make the words pup, plum, up, pulp, and lump. The mystery word is plump.
m l u p P
Lesson Two (Secret Word: Washington)
a i o h n n s t W
Make: as, go, got, hit, hot, in, is, it, not, on, saw, sin, shin, shot, son, stain, stow, tan, tin, ton, tow, wash, win, wish, wit, washington
Sort for: Rhyming words: son, ton, won
Got, hot, not, shot
Sin, tin, win
Go, stow
Hit, wit
Lesson Three (Secret word: birthday)
a i B d h r t y
Make: at, bad, bar, bat, bay, bid, birth, bird, day, dirt, had, hat, hid, rid, tab, tar, third, birthday
Sort for: related words: birth, day
rhyming words: bay, day, hay, ray
bad, had
at, bat, hat, rat
bid, hid, rid
bar, tar
(from cd)
Student Objectives
Students will
• Learn how to look for patterns in words
• Learn how changing one letter or where you put a letter changes the whole word
• Construct new words by manipulating and reordering a set of letters from another word (i.e., anagrams)
• Use meaning clues and phonics patterns to make words
Materials:
• Letter tiles or squares for students (lowercase letters)
• Overhead alphabet tiles (lowercase letters)
• Overhead projector
• Student journal or notebook
t s a E B k b
Explain that you are now going to make words using a set of letters that when combined will spell a "mystery word."
• Use the overhead to display the letters t, s, a, e, b, and k, and put the letter b aside. Have students do the same with the letters at their desks. Ask students if they can think of a three-letter word (using the given letters) that begins with the letter b and is something you use to hit a ball (bat). Place the letters a and t next to the b accordingly. Always have students read the new word after making it. You might also have them use the new word in a sentence to reinforce vocabulary.
• Next ask students to change the beginning letter to make a word that means what you did on the chair (sat).
• Then ask students to change the vowel to tell what you do when you put dishes on a table (set).
• Tell students to keep the s and e and put two letters in front to name what a baseball player runs to after hitting the ball (base).
• Ask students to make a three-letter word that tells what you do when you have a question (ask).
• Have students put a b in front to make a word that means enjoying the sun (bask). You might go through a few more examples using the word bask since this is likely a new vocabulary word for first and second graders.
Explain that they are now going to make the "mystery word" by adding the last two letters to bask. If hints are needed, tell them that the word names something that you might carry things in (basket).
• Use the letters n, t, p, e, and s to make the words pen, nest, net, pet, pest, step, and ten. The mystery word is spent.
Lesson Two
• Use the letters n, t, p, e, and s to make the words pen, nest, net, pet, pest, step, and ten. The mystery word is spent.
n t p e S
Lesson Three
Use the letters n, t, r, s, p, and i to make the words tin, tip, spin, spit, rip, tips, and trip. The mystery word is print.
n t r s P i
Lesson Four
Use the letters p, o, c, and h to make the words pop, cop, and hop. The mystery word is chop.
p o c h
Lesson Five
Use the letters m, l, p, u, and p to make the words pup, plum, up, pulp, and lump. The mystery word is plump.
m l u p P
Biography Make-a-Word
Lesson One (Secret Word: celebrate)
a e e e b C l r t
Make: lab, cab, crab, race, lace, late, rate, crate, trace, brace, relate, rebate, create, bracelet, celebrate
Sort for: lab, cab, crab
lace, race, brace
late, rate, crate, relate, rebate, create, celebrate
Transfer Words: space, grab, mate, place
a e e e b C l r t
Make: lab, cab, crab, race, lace, late, rate, crate, trace, brace, relate, rebate, create, bracelet, celebrate
Sort for: lab, cab, crab
lace, race, brace
late, rate, crate, relate, rebate, create, celebrate
Transfer Words: space, grab, mate, place
Lesson Two (Secret Word: Washington)
a i o h n n s t W
Make: as, go, got, hit, hot, in, is, it, not, on, saw, sin, shin, shot, son, stain, stow, tan, tin, ton, tow, wash, win, wish, wit, washington
Sort for: Rhyming words: son, ton, won
Got, hot, not, shot
Sin, tin, win
Go, stow
Hit, wit
Lesson Three (Secret word: birthday)
a i B d h r t y
Make: at, bad, bar, bat, bay, bid, birth, bird, day, dirt, had, hat, hid, rid, tab, tar, third, birthday
Sort for: related words: birth, day
rhyming words: bay, day, hay, ray
bad, had
at, bat, hat, rat
bid, hid, rid
bar, tar
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