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Unit Planning Organizer: ELA Reading Comprehension – 8’s

Week 1

Theme: Identity

Critical Inquiry Question: How can we use skills acquired from reading comprehension strategies to enrich
our understanding of the types of media that we encounter?
(short stories, newspaper articles, social media blips (fact or opinion), poems, books, magazines, texts, emails, research information). Can
these skills be transferred into other forms of media (how to understand a movie, news, video games, music?
GLO’s 1: Explore thoughts, idea feeling and experiences
2: Comprehend and respond personally and critically to oral, print, and other media texts
3: Manage ideas and information: Students will listen, speak, read, write, view, and represent to manage ideas and information

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 6


Finding the main idea Recalling facts and Understanding sequence Review skills in Comparing and
within a story details lesson 1-3: contrasting
Recognizing cause
and effect

Related Questions Related Questions Related Questions Related Questions Related Questions
What is the text/media main How can you find the facts What does sequence mean What does cause and What is
idea about? and details within a text? and how can I find it? effect mean and how comparing/contrasting?
What vital details does this What do facts and details What types of questions can I find it? What can I look for
text or media offer to tell you about the main can I ask if the sequence What can I do when when compared and
describe the main idea? idea? cannot easily be found? cause and effect are contrasted is not easily
Where can you find these not easily found? shown?
details?
Why was the text written
and or the media composed?
When do you know you
have found the main idea?

SLO’s
1.1 Discover and Explore: review, 1.1 Discover and Explore: 1.1 Discover and Explore: 1.1 Discover and Explore: 1.1 Discover and Explore:
reread, discuss, and reflect on review, reread, discuss, and review, reread, discuss, and review, reread, discuss, review, reread, discuss, and
oral, print, and other media reflect on oral, print, and other reflect on oral, print, and other and reflect on oral, print, reflect on oral, print, and
media texts to explore, confirm or media texts to explore, confirm or and other media texts to other media texts to explore,
texts to explore, confirm or
revise understanding revise understanding explore, confirm or revise confirm or revise
revise understanding
Experiment with Language and Experiment with Language and understanding understanding
forms: discuss and respond to forms: discuss and respond to Experiment with Language Experiment with Language
1.1: Experiment with Language and
ways that forms of oral, print, and ways that forms of oral, print, and and forms: discuss and and forms: discuss and
forms: discuss and respond to ways
other media texts enhance or other media texts enhance or respond to ways that forms respond to ways that forms
that forms of oral, print, and other
constrain the development and constrain the development and of oral, print, and other of oral, print, and other
media texts enhance or constrain
communication of ideas, communication of ideas, media texts enhance or media texts enhance or
the development and
information, and experiences information, and experiences constrain the development constrain the development
communication of ideas,
2.1: use strategies to supplement 2.1: use strategies to supplement and communication of and communication of ideas,
information, and experiences
and extend prior knowledge and and extend prior knowledge and ideas, information, and information, and experiences
2:1 Use prior knowledge:
experiences when interpreting experiences when interpreting experiences 2.1: use strategies to
use strategies to supplement and
new ideas and information new ideas and information 2.1: use strategies to supplement and extend prior
extend prior knowledge and
Use textual cues: identify and use Use textual cues: identify and use supplement and extend knowledge and experiences
experiences when interpreting new
structural features of a variety of structural features of a variety of prior knowledge and when interpreting new ideas
ideas and information
oral, print, and other media texts, oral, print, and other media texts, experiences when and information
2.2 Use textual cues: identify and
such as newspapers, magazines, such as newspapers, magazines, interpreting new ideas and Use textual cues: identify
use structural features of a variety
instruction booklets, instruction booklets, information and use structural features of
of oral, print, and other media texts,
advertisements, and schedules, advertisements, and schedules, Use textual cues: identify a variety of oral, print, and
such as newspapers, magazines,
encountered in everyday life to encountered in everyday life to and use structural features other media texts, such as
instruction booklets,
access ideas and information and access ideas and information and of a variety of oral, print, newspapers, magazines,
advertisements, and schedules,
to read with purpose to read with purpose and other media texts, such instruction booklets,
encountered in everyday life to
2. 3 distinguish theme from 2. 3 distinguish theme from as newspapers, magazines, advertisements, and
access ideas and information and to
topic or main idea in oral, topic or main idea in oral, instruction booklets, schedules, encountered in
read with purpose
print, and other media texts: print, and other media texts: advertisements, and everyday life to access ideas
summarize the content of summarize the content of schedules, encountered in and information and to read
2.3 distinguish theme from topic
media texts, and discuss the media texts, and discuss the everyday life to access with purpose
or main idea in oral, print, and
choices made in planning and choices made in planning and ideas and information and 2. 3 distinguish theme from
other media texts:
to read with purpose topic or main idea in oral,
summarize the content of media producing them producing them
2. 3 distinguish theme print, and other media
texts, and discuss the choices 3.4 Share and review: 3.4 Share and review:
from topic or main idea texts: summarize the
made in planning and communicate ideas and communicate ideas and in oral, print, and other content of media texts,
producing them information in a variety of information in a variety of media texts: summarize and discuss the choices
oral, print, and other media oral, print, and other media the content of media made in planning and
3.1 Focus attention: experiment texts, such as interviews, texts, such as interviews, texts, and discuss the
with several ways to focus a topic, producing them
minilessons and minilessons and choices made in
and select a form appropriate to 3.4 Share and review:
documentaries: integrate documentaries: integrate planning and producing
audience and purpose communicate ideas and
appropriate visual, print appropriate visual, print them
3.2 Access information: adjust information in a variety
and/or other media to inform and/or other media to inform 3.4 Share and review:
rate of reading or viewing to of oral, print, and other
and engage the audience and engage the audience communicate ideas and
suit purpose and density of media texts, such as
3.3 Organize information; 3.3 Organize information; information in a variety
information in print or another organize ideas and information organize ideas and information interviews, minilessons
media text of oral, print, and other and documentaries:
creatively, as well as logically, to creatively, as well as logically, to
3.4 Share and review: develop a comparison or develop a comparison or media texts, such as integrate appropriate
interviews, minilessons visual, print and/or other
communicate ideas and
and documentaries:
information in a variety of chronology, or to show a cause– chronology, or to show a cause– integrate appropriate media to inform and
oral, print, and other media effect relationship effect relationship visual, print and/or engage the audience
texts, such as interviews, other media to inform 3.3 Organize information;
and engage the organize ideas and
minilessons and
audience information creatively, as
documentaries: integrate well as logically, to develop
3.3 Organize information;
appropriate visual, print organize ideas and a comparison or chronology,
and/or other media to information creatively, as or to show a cause–effect
inform and engage the well as logically, to relationship
audience develop a comparison or
chronology, or to show a
cause–effect relationship

Key Concepts

Main Idea Facts Sequence Cause Comparing


Topic Details Effect Contrasting
Reason

Assessment

S: N/A S: N/A S: N/A S Answers on stars S: N/A


F: Observations during F: Observations during F: Sequential order review pages 34-37 F: Partner Vein
group work, Verbal partner and individual (activity 2), exit slip, F: Identity paragraph diagram, Exit slip
questions, and responses, work, Verbal questions Completion of Star pages Cause and effect trail
Article underlining and and responses, s Exit Slip worksheet paragraph,
question responses, Exit slip Worksheet (Text exit slip
Messaging),

Lesson Procedure: Lesson Procedure Lesson Procedure Lesson Procedure Lesson Procedure
Activity 1: News clip, Activity 1: Text messaging Introduce video Activity 1: Have Activity 1: Students
response, and images to (forming own facts from (https://youtu.be/Y6- students complete stars use a vein diagram
display main image information) zUfJ1qqM ) pages 34-37. Once they with the teacher
Activity 2: Group Words, Activity 2: Exchanging text after reading a text,
are finished, have them
messages
Activity 3: Finding the main Activity 1: Stars write down a paragraph next student
idea in a text source worksheet and about the identity of complete there own
discussion the Vietnamese or in pairs when
Activity 2: Sequential Rumpelstiltskin reading a different
order (discuss order of text
events, together, Activity 2: Cause and
highlight first, then, effect trail (students Activity 2: Giving
next, last), handout depict a text to Thanks: A
graphic organizer and determine the cause compare-and-
have students do this and effect (this can be contrast lesson
with a partner and fill individually or in (students will
out their own
partners ), after engage in a
sequential order sheet
following an example discussion
Activity 3: May I take
your order please, from the teacher. They following a 5
students make then get set up with minute video of
sequential orders for another set of reading compare and
each other to follow partners and discuss contrast the
based off texts what each side had for lifestyles of
cause and effect. Australian children
to Vietnam
children(https://ww
w.youtube.com/wat
ch?v=KFZz6ICzpjI
)

Materials and Resources Materials and Resources Materials and Materials and Materials and
needed needed Resources needed Resources needed Resources needed
 Copies of column sheet  Text message handout (8.1- 23, o Sequential o Cause and o Vein
(8.1- 23, 8.2-28, 9.5- 8.2-28, x4 per student) order effect trail diagram
31)  Stars pages 20,21,22 o Various texts o Smartboard/ worksheet
 Copies of Helen Keller  Exit Slips o Personal Personal o Various
article  PowerPoint (personal laptop) laptop/ Laptop texts for
 Exit Slips smartboard o Various texts students to
 Smartboard and o Exit slips (one for read (one
personal laptop modelling, for
one for modelling,
students to one for
dive into)
o Exit slips students to
dive into)

Week 2

Theme: Identity

Critical Inquiry Question: Critical


Inquiry Question: To what extent (or How) can we use the skills acquired from
reading comprehension strategies to enrich our understanding of the types of media and text that we encounter
on a daily basis?
(short stories, newspaper articles, social media blips (fact or opinion), poems, books, magazines, texts, emails, research information). Can
these skills be transferred into other forms of media (how to understand a movie, news, video games, music?
GLO’s 1: Explore thoughts, idea feeling and experiences
2: Comprehend and respond personally and critically to oral, print, and other media texts
3: Manage ideas and information: Students will listen, speak, read, write, view, and represent to manage ideas and information

Lesson 7- 8.1- Tues, 12 Lesson 8 Lesson 9 Lesson 10 Lesson 11


8.2- Wed, 13 Review of lesson 4-6: Find Drawing conclusions Distinguishing Review 8-10 lesson:
Prediction word meaning in context and making between fact and Identifying author’s
inferences opinion purpose
Related Questions Related Questions Related Questions Related Questions Related Questions
How do you make a What is word meaning in How do you make an How can we find facts What is author’s
prediction? context? inference? and opinions? purpose?
Why is it important to make How do you find word How do you draw a How can we tell the How do you find
predictions? meaning in context? conclusion? difference between the author’s purpose?
two?

SLO’s

1.1 Discover and Explore: review, 1.1 Discover and Explore: review, 1.1 Discover and Explore: 1.1 Discover and Explore: 1.1 Discover and Explore:
reread, discuss, and reflect on oral, reread, discuss, and reflect on oral, review, reread, discuss, and review, reread, discuss, and review, reread, discuss, and
print, and other media texts to explore, print, and other media texts to reflect on oral, print, and reflect on oral, print, and reflect on oral, print, and other
confirm or revise understanding explore, confirm or revise other media texts to explore, other media texts to explore, media texts to explore,
Experiment with Language and forms: understanding confirm or revise confirm or revise confirm or revise
discuss and respond to ways that Experiment with Language and understanding understanding understanding
forms of oral, print, and other media forms: discuss and respond to ways Experiment with Language Experiment with Language Experiment with Language
texts enhance or constrain the that forms of oral, print, and other and forms: discuss and and forms: discuss and and forms: discuss and
development and communication of media texts enhance or constrain the respond to ways that forms of respond to ways that forms of respond to ways that forms of
ideas, information, and experiences development and communication of oral, print, and other media oral, print, and other media oral, print, and other media
2.1: use strategies to supplement and ideas, information, and experiences texts enhance or constrain the texts enhance or constrain the texts enhance or constrain the
extend prior knowledge and 2.1: use strategies to supplement development and development and development and
experiences when interpreting new and extend prior knowledge and communication of ideas, communication of ideas, communication of ideas,
ideas and information experiences when interpreting new information, and experiences information, and experiences information, and experiences
Use textual cues: identify and use ideas and information 2.1: use strategies to 2.1: use strategies to 2.1: use strategies to
structural features of a variety of oral, Use textual cues: identify and use supplement and extend prior supplement and extend prior supplement and extend prior
print, and other media texts, such as structural features of a variety of knowledge and experiences knowledge and experiences knowledge and experiences
newspapers, magazines, instruction oral, print, and other media texts, when interpreting new ideas when interpreting new ideas when interpreting new ideas
booklets, advertisements, and such as newspapers, magazines, and information and information and information
schedules, encountered in everyday instruction booklets, advertisements, Use textual cues: identify and Use textual cues: identify and Use textual cues: identify and
life to access ideas and information and schedules, encountered in use structural features of a use structural features of a use structural features of a
and to read with purpose everyday life to access ideas and variety of oral, print, and variety of oral, print, and variety of oral, print, and other
2. 3 distinguish theme from topic or information and to read with other media texts, such as other media texts, such as media texts, such as
main idea in oral, print, and other purpose newspapers, magazines, newspapers, magazines, newspapers, magazines,
media texts: summarize the 2. 3 distinguish theme from topic instruction booklets, instruction booklets, instruction booklets,
content of media texts, and or main idea in oral, print, and advertisements, and advertisements, and advertisements, and schedules,
discuss the choices made in other media texts: summarize the schedules, encountered in schedules, encountered in encountered in everyday life
content of media texts, and everyday life to access ideas everyday life to access ideas to access ideas and
planning and producing them
discuss the choices made in and information and to read and information and to read information and to read with
3.4 Share and review: communicate with purpose with purpose purpose
ideas and information in a variety planning and producing them
2. 3 distinguish theme from 2. 3 distinguish theme from 2. 3 distinguish theme from
of oral, print, and other media 3.4 Share and review:
topic or main idea in oral, topic or main idea in oral, topic or main idea in oral,
texts, such as interviews, communicate ideas and print, and other media print, and other media print, and other media texts:
minilessons and documentaries: information in a variety of oral, texts: summarize the texts: summarize the summarize the content of
integrate appropriate visual, print print, and other media texts, content of media texts, content of media texts, media texts, and discuss
and/or other media to inform and such as interviews, minilessons and discuss the choices and discuss the choices the choices made in
engage the audience and documentaries: integrate made in planning and made in planning and planning and producing
3.3 Organize information; organize appropriate visual, print and/or producing them producing them them
ideas and information creatively, as other media to inform and 3.4 Share and review: 3.4 Share and review: 3.4 Share and review:
well as logically, to develop a engage the audience communicate ideas and communicate ideas and communicate ideas and
comparison or chronology, or to show 3.3 Organize information; organize information in a variety of information in a variety of information in a variety of
a cause–effect relationship ideas and information creatively, as oral, print, and other oral, print, and other oral, print, and other media
well as logically, to develop a media texts, such as media texts, such as texts, such as interviews,
comparison or chronology, or to interviews, minilessons interviews, minilessons minilessons and
show a cause–effect relationship
and documentaries: and documentaries: documentaries: integrate
integrate appropriate integrate appropriate appropriate visual, print
visual, print and/or other visual, print and/or other and/or other media to
media to inform and media to inform and inform and engage the
engage the audience engage the audience audience
3.3 Organize information; 3.3 Organize information; 3.3 Organize information;
organize ideas and organize ideas and organize ideas and
information creatively, as information creatively, as information creatively, as well
well as logically, to develop a well as logically, to develop a as logically, to develop a
comparison or chronology, or comparison or chronology, or comparison or chronology, or
to show a cause–effect to show a cause–effect to show a cause–effect
relationship relationship relationship

Key Concepts

Prediction Synonym Conclusion Fact Entertain


Antonym Inference Opinion Persuade

Assessment

S:N/A S: N/A S: Stars pages S: Exit slip, S: Guided practice


F: prediction basketball F: Answers on stars review F: magazine inference F: Debate worksheet paragraphs, independent
answers, prediction chart pages 68-71 and context (add to Moodle), article’s practice
(there own version), exit slip challenge page hand out Graphic organizer F: Stars review
Student participation in the during movie worksheets, exit slip
context challenge, identity
paragraph, exit slip
Lesson Procedure Lesson Procedure Lesson Procedure Lesson Procedure Lesson Procedure
Activity 1: prediction chart Activity 1: Have students Activity 1: Image Activity 1: Introduction Activity 1: Have students
(teaches students to use good complete stars pages 68-71. inferences and to key words via PPT complete review stars
evidence for making Once they are finished, have predictions (pg. 107 - Activity 2: Students pages 102-104. Discuss
predictions by breaking down them write down a paragraph Zwiers) Students will will analyze a Roosevelt’s identity
the process and shows how about the identity of the make inferences based controversial after
this naturally happens in the women in the field or the off of magazine environmental topic. Activity 2: Introduce
brain while reading. Begins tiger, the wise man, and the advertisements (I do, Students will compare inquiry questions and
with a discussion, then I model jackal. we do , you do and contrast different terms
for the students how to do this, Activity 2: Context Clues strategy) opinions about a Activity 3: Describing
then they practice it with me, challenge: In groups of Activity 2: Drawing controversial topic and author’s purpose is as
and they will do one of there four, students write down conclusions from a make a fact-based easy as P.I.E (I ntro:
own for an image. definitions, but there’s a movie clip (use an opinion about the Begin the lesson by
Activity 2: prediction catch! They’re not allowed example on the board, environmental subject. asking students what they
Basketball (read a text with to use dictionaries, draw a graphic Activity 3: Students know about author's
students and have them stop at glossaries, dictionary.com or organizer, hand will use skills learned purpose Students then
a point decided by you, have any other reference. They’re students these, then and apply this to an access teacher created
students write a major only allowed to use each conduct example. Play identity stars paragraph Padlet wall to record
prediction on half sheet of other and the literary work in the movie clip and (pg 98) their individual thoughts.
paper, use a makeshift which the word appears. pause to allow students Give students several
basketball hoop, and have They must use context clues. practice of supporting minutes to turn and talk
students throw these into this. Each team compares evidence to get to a about their thoughts on
In front of the class, open definitions. The team with conclusion. author's purpose. Direct
some of the predictions and the highest point total at the Activity 3: Put both Instruction (Review
discuss the prediction and if end wins the game, the A+, activities into action by authors purpose through
there is enough evidence to and becomes the kings and having students a prezi, 3 videos within)
support it. Hand out all queens of context clues. complete page 88 and Guided practice : Model
predictions and have students 91 of stars booklet how to use text based
discuss with a partner the evidence to determine
reason for prediction and author's purpose in a
supporting evidence). non-fiction article.
Independent practice (for
HW over weekend)-
handout articles
Finish with exit slip
Materials and Resources Materials and Resources Materials and Materials and Materials and
needed needed Resources needed Resources needed Resources needed
o Handouts (exit slip, o Stars worksheet o Chart for o Debate o PowerPoint
prediction chart) pages 68-71 inference organizer and o Exit slip
o PowerPoint/personal o Text for students to o Magazine ads text o Stars
laptop find meaning of o Smartboard o PowerPoint worksheet and
words in for hands on o Handouts of articles for HW
o Students will need ad inferences stars (if not enough
their own pencil o Graphic worksheet (98) time)
and paper for organizer for o Exit slip
challenge conclusion
o Dictionaries for o Movie clip for
extra help (if conclusion
needed) o Pg 88- 91 of
stars booklet
o Exit slip

Week 3
Critical Inquiry Question: Critical Inquiry Question: Critical
Inquiry Question: To what extent (or
How) can we use skills acquired from reading comprehension strategies to enrich our
understanding of the types of media and text that we encounter on a daily basis?
(short stories, newspaper articles, social media blips (fact or opinion), poems, books, magazines, texts, emails,
research information). Can these skills be transferred into other forms of media (how to understand a movie,
news, video games, music?
GLO’s 1: Explore thoughts, idea feeling and experiences
2: Comprehend and respond personally and critically to oral, print, and other media texts
3: Manage ideas and information: Students will listen, speak, read, write, view, and represent to
manage ideas and information

Lesson 12 Lesson 13 Lesson 15 Lesson 16


Interpreting figurative language Summarizing
Related Questions Related Questions Wednesday, Thursday, Friday April Monday Tuesday Wednesday Thursday Friday
How do you understand figurative language? What is summarizing? April 3 April 4th 5th April 8th April 9th April 10th April 11th April 12th
What is a simile, metaphor and idiom? How can I make a good Working on Working on Working on review for RCS Final Students Students Students
Monday April 1st summary? Performance Performance Performance test (Stars Unit Test working on work and present
How can a good Task- Blue task- Task- review performance submit final performance
summary help me cart and Blue cart and Computer Stars topic task performance task
deconstruct different computer lab computer lab Lab (8-1 did, 1-12, quiz task
types of media? 8-2 did not) let live)
Tuesday April 2nd

SLO’s SLO’S
1.1 Discover and Explore: review, reread, discuss, and 1.1 Discover and Explore:
reflect on oral, print, and other media texts to explore, review, reread, discuss,
confirm or revise understanding and reflect on oral, print,
Experiment with Language and forms: discuss and and other media texts to
respond to ways that forms of oral, print, and other media explore, confirm or revise
texts enhance or constrain the development and understanding
communication of ideas, information, and experiences Experiment with Language
2.1: use strategies to supplement and extend prior and forms: discuss and
knowledge and experiences when interpreting new ideas respond to ways that forms
and information of oral, print, and other
Use textual cues: identify and use structural features of a media texts enhance or
variety of oral, print, and other media texts, such as constrain the development
newspapers, magazines, instruction booklets, and communication of
advertisements, and schedules, encountered in everyday ideas, information, and
life to access ideas and information and to read with experiences
purpose 2.1: use strategies to
2. 3 distinguish theme from topic or main idea in oral, supplement and extend
print, and other media texts: summarize the content prior knowledge and
of media texts, and discuss the choices made in experiences when
planning and producing them interpreting new ideas and
information
3.4 Share and review: communicate ideas and
Use textual cues: identify
information in a variety of oral, print, and other and use structural features
media texts, such as interviews, minilessons and of a variety of oral, print,
documentaries: integrate appropriate visual, print and other media texts, such
and/or other media to inform and engage the as newspapers, magazines,
audience instruction booklets,
3.3 Organize information; organize ideas and information advertisements, and
creatively, as well as logically, to develop a comparison schedules, encountered in
or chronology, or to show a cause–effect relationship everyday life to access
ideas and information and
to read with purpose
2. 3 distinguish theme
from topic or main idea
in oral, print, and other
media texts: summarize
the content of media
texts, and discuss the
choices made in
planning and producing
them
3.4 Share and review:
communicate ideas and
information in a variety
of oral, print, and other
media texts, such as
interviews, minilessons
and documentaries:
integrate appropriate
visual, print and/or
other media to inform
and engage the audience
3.3 Organize information;
organize ideas and
information creatively, as
well as logically, to
develop a comparison or
chronology, or to show a
cause–effect relationship

Key Concepts Key Concepts


Idiom Summary
Simile Fiction
Metaphor Non-fiction
Alliteration (Same goes for these
Hyperboles words and or ask if
Personification they already know
Onomatopoeia the meaning of these)

Italics words are not on vocab set but can be


brought up to make students aware of them (if
they are grasping the unit well thus far)
Assessment Assessment
S: Stars worksheet, exit slip S: Stars worksheet
F: Notes during Prezi, video game practice pages 132 and 134,
exit slip
F: Four-square
summary

Lesson Procedure Lesson Procedure


Activity 1: Introduce figurative language Activity 1:
(Prezi (20 mins) Introduction into
2: Students participate in figure language summary (ppt)
Video Game (for review) Activity 2: Four-
3: Stars work sheet pg 123 and 125 Square summary of
Exit slip text (identifies main
ideas, matches these
with supporting
details, and selects
domain-specific
words from the text
Activity 3: Students
complete stars work
sheet pages 132 and
134, and complete an
exit slip on the way
out

Materials and Resources needed Materials and


o Personal laptop/ Smartboard Resources needed
o Laptops for students – Blue Cart for o Powerpoint
video game and persona
(https://ereadinggames.com/orpheus/) laptop
o Exit slip o Four-Square
summary
handout
o Stars
worksheet
o Exit slip
with the additional steps below to ensure comprehension for ELLs.

 Introduce the comprehension strategy or skill (see above list) through examples. Discuss how, when, where, and why the
strategy or skills are used. For example: contrast main idea with details, fact with opinion, good summaries with poor
summaries.
 Have students volunteer additional examples to contrast and discuss.
 Label, define, model, and explain the strategy or skill. For example, after listing four facts about a healthy diet and four
opinions about what is good to eat, label one list as facts and the other list as opinions.
 Give students opportunities to practice using the strategy with a peer as they apply it to a short, simple paragraph from a
science text or any expository text.
 Debrief with the whole class to ask students to share how they applied the strategy or skill.
Additional steps for ELLs

 Identify vocabulary words that you think might be difficult for students to understand when they read the text. Write ELL-
friendly definitions for each - that is, simple, brief definitions ELLs can easily understand.
 Model think-alouds. For example: verbalize a confusing point or show how you use a strategy to comprehend something.
"This sounds very confusing to me. I better read this sentence again."
 Demonstrate fix-up strategies. For example: I need to think about this. Let me rethink what was happening. Maybe I'll
reread this. I'll read ahead for a moment.
 Partner ELLs with more dominant English speakers and ask each student to take a turn reading and thinking aloud with
short passages.
 After working with partners successfully, ask ELLs to practice independently by using a checklist such as the following. Be
sure to explain all the terms and model each.
While I was reading, how did I do?