Beruflich Dokumente
Kultur Dokumente
Educ 139
Book
Thompson, G. (2003) The West: Its History and People. Washington,
D.C: National Geographic.
Materials
5 copies of the book
Post-its for each student
One group poster/sheet that everyone can look onto
Paper and a writing utensil for each student
Standards/Goals
CLL (Guided Reading)
Common Core
RI.4.7 Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time lines,
animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which
it appears.
RI.4.5 Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text.
Introduction
Introduce the title of the book The West: Its History and People
o What do you all know about the West? What are some things
the West is famous for? What are some of the western states?
Picture walk with headings
o Go through the book on your own and be sure to look at the
headings on each page to get an idea of what kind of
information you might learn from those pages (go over what a
heading is) along with the visuals included throughout the
text.
Did you notice any patterns throughout the book relating to its
structure or how it is set up?
o Headings, chronological order, real photographs, blurbs about
important people, and sketches of historical events that
occurred in the past.
Reading the Text
Now I want everyone to turn to page 10 and 11. In a few minutes
you are going to read silently to yourself about the Chinook Village. I
Discussion Points
Once all students are ready, have students share out what section
they chose to read about and what picture they chose from that
section that was especially helpful when it came to their
comprehension of the text.
How did they decide which section to read about?
Do you think there are certain historical events where the pictures
were more beneficial or key to your overall understanding?
o When you know less about an idea or event, pictures can be
more helpful in visualizing such an unknown concept
compared to learning more about something you already
know or have heard of.
Processing Strategy
One specific type of visual representation that is sometimes
included in texts is a timeline. Timelines relate to the chronology of
events.
Extension Activity
T-P-S this activity by having students apply the process strategy
they just learned to create a timeline of their own lives and then
sharing with a partner of how they created it and why they chose to
do it that way.
o Having a title
o Deciding where to begin and end
o Chronological order
o Deciding what events to include/most important
o Any other creative aspects done individually.
Word Work
Transcontinental railroad
o First asking kids what they think transcontinental means
o Breaking apart the word by its root and suffix
Trans means across
Continental means specific to the continent
Combining the two would help you understand across a
continent
o Turn to page 17. Can also learn about what the word means
by reading about it in context. Or using the clues in the
surrounding sentences to derive meaning.
o A good reader uses these thinking strategies when they come
across words they might not know.