Getting Started: motivationreading€¦ · Unit Instructional Plans Rainbow s Gift Unit 13 102 ILLEGAL TO COPY motivation reading LEVEL 2 mentoringminds online .com Getting Started

ELA | LEVEL 1Teacher Edition Sample Page

mentoringminds.com

Unit 1

2

mentoringminds.com totalmotivationELA™LEVEL 1 ILLEGAL TO COPY 115

Getting Started: Unit 12 student edition pages 114–116

GSE Focus: ELAGSE1RI4

5 Unpacking the StandardMeanings of Words and Phrases – Students in Grade 1 are expected to use questioning strategies to determine meanings of words and phrases in a text.

Authors use words and phrases in informational texts to teach the reader ideas and concepts associated with the topics of the texts. The reader should ask and answer questions in order to determine definitions of words and phrases.

When teaching students to determine meanings of unknown words, model asking and answering questions such as the following: Do I know the meaning of this word? Have I seen this word in another text? What do I think the word means? Does my idea of the word’s meaning make sense in the sentence? Which print or digital source(s) can help me verify the meaning? Prompt students to ask and answer these questions when they encounter unknown words during independent reading.

6 Instructional Activities Use the following activities to provide instruction and practice for the GSE Focus Standard.

Ask and Answer – Display the passage-specific words. Have students answer the following questions about the words.

• What words do I know?• What words have word parts I know?• What words are similar in spelling?• What words are similar in meaning?• What words have I seen in other texts?• What words can I use correctly in sentences?Guide student responses to the questions as they determine the word meanings.

Sticky Words – Lead discussions with students about habits of skilled readers. Emphasize that skilled readers acknowledge when they encounter words they do not know during reading. Provide students with informational texts and sticky notes. As students read the texts, direct them to use the sticky notes to flag words with unknown meanings. Prompt students to ask and answer questions about the flagged words and the words around them. Allow students to debrief with partners to share what they learned about the words based on their questions and answers.

7 Formative Assessment Provide students with several sentences that contain passage-specific vocabulary words and instruct students to record questions and answers that would help them determine the meanings of words. Use student responses to clarify misconceptions and to plan further instruction or interventions.

READING | LEVEL 1Teacher Edition Table of Contents

motivationreading™

Table of Contents

Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Student Edition Unit Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Teacher Edition Unit Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Instructional Technology Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Unit Instructional Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Unit 1 Daisy’s ScoutsLITERARY: Literary Nonfiction – TEKS Focus Figure 19(D) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Unit 2 The Four Friends and the Apple TreeLITERARY: Fiction (Folktale) – TEKS Focus 1.7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Unit 3 Signs of AlligatorsINFORMATIONAL: Expository – TEKS Focus 1.14(C), 1.14(D) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Unit 4 AJ Cook’s Wiggly ToothLITERARY: Fiction with Embedded Media Literacy – TEKS Focus 1.16 . . . . . . . . . . . . . . . . . . . . . . . . . . .48

Unit 5 Have You Seen a Hermit Crab?INFORMATIONAL: Expository – TEKS Focus 1.14(A), 1.14(B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54

Unit 6 The CowLITERARY: Poetry – TEKS Focus 1.8, 1.8(A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

Unit 7 What Makes the Rain?INFORMATIONAL: Expository with Embedded Procedural – TEKS Focus 1.15, 1.15(B) . . . . . . . . . . . .66

Unit 8 Ben FranklinLITERARY: Literary Nonfiction – TEKS Focus 1.10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Unit 9 The American FlagINFORMATIONAL: Expository – TEKS Focus 1.13(A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Unit 10 Rainy Day SlimeLITERARY: Poetry – TEKS Focus 1.4(B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84

Unit 11 Pop HistoryINFORMATIONAL: Expository with Embedded Procedural – TEKS Focus Figure 19(E) . . . . . . . . . . . .90

Unit 12 Kate BatesLITERARY: Fiction – TEKS Focus 1.9, 1.9(A), 1.9(B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96

Unit 13 Seahorses, Of CourseINFORMATIONAL: Expository – TEKS Focus 1.6(C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

18311_v16.indb 5 11/16/16 4:29 PM

ELA | LEVEL 1Teacher Edition Sample Page

mentoringminds.com

Unit 1

2

mentoringminds.com totalmotivationELA™LEVEL 1 ILLEGAL TO COPY 115

Getting Started: Unit 12 student edition pages 114–116

GSE Focus: ELAGSE1RI4

5 Unpacking the StandardMeanings of Words and Phrases – Students in Grade 1 are expected to use questioning strategies to determine meanings of words and phrases in a text.

Authors use words and phrases in informational texts to teach the reader ideas and concepts associated with the topics of the texts. The reader should ask and answer questions in order to determine definitions of words and phrases.

When teaching students to determine meanings of unknown words, model asking and answering questions such as the following: Do I know the meaning of this word? Have I seen this word in another text? What do I think the word means? Does my idea of the word’s meaning make sense in the sentence? Which print or digital source(s) can help me verify the meaning? Prompt students to ask and answer these questions when they encounter unknown words during independent reading.

6 Instructional Activities Use the following activities to provide instruction and practice for the GSE Focus Standard.

Ask and Answer – Display the passage-specific words. Have students answer the following questions about the words.

• What words do I know?• What words have word parts I know?• What words are similar in spelling?• What words are similar in meaning?• What words have I seen in other texts?• What words can I use correctly in sentences?Guide student responses to the questions as they determine the word meanings.

Sticky Words – Lead discussions with students about habits of skilled readers. Emphasize that skilled readers acknowledge when they encounter words they do not know during reading. Provide students with informational texts and sticky notes. As students read the texts, direct them to use the sticky notes to flag words with unknown meanings. Prompt students to ask and answer questions about the flagged words and the words around them. Allow students to debrief with partners to share what they learned about the words based on their questions and answers.

7 Formative Assessment Provide students with several sentences that contain passage-specific vocabulary words and instruct students to record questions and answers that would help them determine the meanings of words. Use student responses to clarify misconceptions and to plan further instruction or interventions.

Unit 14 The City Mouse and the Country MouseLITERARY: Fiction (Fable) – TEKS Focus 1.11, 1.11(A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

Unit 15 Off to a Farmers MarketINFORMATIONAL: Expository with Embedded Media Literacy – TEKS Focus 1.16 . . . . . . . . . . . . . .114

Instructional Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175

18311_v16.indb 6 11/16/16 4:29 PM

READING | LEVEL 1Teacher Edition Table of Contents

READING | LEVEL 2Teacher Edition Sample Page

mentoringminds.com

Unit Instructional Plans

Rainbow’s Gift

Unit 13

102 ILLEGAL TO COPY motivationreading™LEVEL 2 mentoringmindsonline.com

Getting Started (student pages 123–132)

Introduction

This unit contains a myth titled “Rainbow’s Gift” that explains the origin of the rainbow. A literary connection for this unit might focus on myths and their explanations of events in nature or behaviors of people.

Building Background Knowledge

Select a myth from the Suggested Unit Content Literature to use as a read aloud. Prior to reading, ask students to listen for the following elements of the myth: setting, characters, plot events. After reading, allow students to discuss the story elements and post on a story map. Guide students to determine what the myth is explaining about nature or about people’s behavior.

(TEKS: 2.3(C), 2.9, 2.9(B), 2.28, 2.30(A), Figure19(A), Figure 19(C), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.C, (c)1.E, (c)1.F, (c)2.D, (c)3.D)

Suggested Formative Assessment

Ask students to use the elements posted on the story map for the Building Background Knowledge activity to write a summary of the read aloud myth. Use the evidence to determine individual student understanding of writing a summary.

(TEKS: 2.9, 2.19(A), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)4.D, (c)5.G)

Suggested Unit Content Literature

Continue building student knowledge related to this unit by selecting books from the following list for read alouds, for student independent reading, and for research resources.

A Child’s Introduction to Greek Mythology: The Stories of the Gods, Goddesses, Heroes, Monsters, and Other Mythical Creatures – Heather Alexander

Classic Myths to Read Aloud: The Great Stories of Greek & Roman Mythology – William F. RussellMythology – Neil PhilipThe Gods and Goddesses of Olympus – AlikiGreek Myths – Retold by Marcia WilliamsTales of the Greek Heroes – Roger Lancelyn GreenGreek Myths: DK Readers – Deborah LockAll the Colors of the Rainbow – Allan FowlerWhat Makes a Rainbow?: A Magic Ribbon Book – Betty Ann SchwartzThe Rainbow Book – Kate OhrtThe Usborne Complete Book of Art Ideas – Fiona WattMaking Amazing Art: 40 Activities Using the 7 Elements of Art Design – Sandi HenryArt Lab for Kids: 52 Creative Adventures in Drawing, Painting, Printmaking, Paper, and Mixed Media – Susan Schwake

(TEKS: 2.4, 2.12, 2.28, Figure 19(C), DOK: 1, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)2.D, (c)2.E, (c)2.G, (c)2.H, (c)2.I, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K)

54 ILLEGAL TO COPY totalmotivationREADING™LEVEL 1 mentoringminds.com

1.13, 1.13(A) Unit 9 The American Flag

Prepare for the Unit Student Pages 73–80

Review the following information to clarify the TEKS before planning instruction.

TEKS 1.13 – Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

(A) i dentify the topic and explain the author’s purpose in writing about the text.

Reporting Category – 3-Readiness

Unpacking the TEKSAll expository selections focus on topics and are composed by authors for specific purposes . Authors select words that meet those purposes. The author’s purpose for writing is the reason(s) the author has for writing a selection (e.g., to describe, to provide information, to state directions). Skilled readers think about the author’s purpose while reading. Determining the author’s purpose for writing a text requires reading between the lines and reading beyond the lines as students analyze the text. When students determine an author’s purpose, it is important that they support their determinations with evidence from the text.

to describe – The reader is provided vivid details in order to imagine the topic in the mind.

to provide information – The reader is provided facts and details about a topic.

to state directions – The reader is provided step-by-step instructions to accomplish a task.

Critical Thinking TraitsAlthough students may demonstrate multiple critical thinking traits as they master this standard, provide opportunities for students to apply the link and reflect traits. (See Critical Thinking Traits in Teacher Resources.)

Connections to the TEKSReview the Instructional Activities and determine those you will use to support instruction and practice of the TEKS.

Activity 1: The Squeeze on Purpose (15 minutes) Display lemons. Share information about lemons before making lemonade. Ask students to write one sentence for each of the following purposes: to describe the lemons, to provide information about the lemons, and to explain how to make lemonade. (TEKS: 1.13(A), 1.14(A), 1.19, 1.20, 1.21, 1.22, 1.27, DOK: 2, Bloom’s/RBT: Application/Apply, ELPS : (c)1.A, (c)1.C, (c)1.E, (c)1.F, (c)2.C, (c)2.D, (c)2.E, (c)2.G, (c)2.H, (c)2.I, (c)5.E, (c)5.F, (c)5. G )

Activity 2: Predict the Purpose (15 minutes) Gather a variety of informational picture books written for diff erent purposes. Provide students with index cards. Ask students to write to describe, to provide information, and to state directions on individual note cards. Instruct students to observe the front covers of the books, one book at a time, and place tally marks under to describe, to provide information, or to state directions to predict the authors’ purposes for writing the books. After viewing the front covers, read brief portions of the books to identify and verify the authors’ purposes. (TEKS: 1.13, 1.13(A), 1.16, 1.27, DOK: 2, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)1.A, (c)1. C, (c)1.E, (c)1.F, (c)1.H, (c)2.D, (c)5.G )

1


mentoringminds.com


Rainbow’s Gift

Unit 13

mentoringminds.com motivationreading™LEVEL 2 ILLEGAL TO COPY 103

Vocabulary Focus

* Teachers using this selection for direct instruction may need to preteach these vocabulary words. If the unit selection is used for assessment, vocabulary should not be pretaught.

Selection-Specific Vocabulary TEKS Vocabulary

journey* display answer

lovely* glittered comprehend

amazed god detail

arch goddess evidence

awakened heavens fact

awesome honor question

creation palette story

dazzling request strategy

decorates sparkling text

Vocabulary Activities

Bull’s Eye WordsHave students create vocabulary organizers by writing selection-specific vocabulary words in center circles of bull’s eye graphic organizers. Instruct students to write meanings of the words based on the context of the selection in first outer circles. Direct students to sketch pictorial representations of the words in second outer circles. Ask students to write original sentences using the words in third outer circles. Allow students to post and share bull’s eye organizers.

(TEKS: 2.5(B), 2.16, 2.29, DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)1.A, (c)1.C, (c)1.E, (c)1.F, (c)2.D, (c)4.F, (c)5.G)

Group PasswordHave students work in two teams to guess TEKS vocabulary words. Choose representatives from each team to be clue-givers. Show the clue-givers a word and its definition. Instruct the Team A clue-giver to announce a clue. Allow Team A to guess the word. If the team guess is correct, the team receives one point. If the guess is incorrect, Team B is allowed a turn to guess the word. If correct, Team B receives one point. If incorrect, Team A clue-giver provides another clue. Continue rotating turns until all words have been guessed.

(TEKS: 2.5(B), 2.28, 2.29, DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)4.F, (c)5.G)

Suggested Formative Vocabulary Assessment

Have students write matching words as definitions are called. Use student responses to clarify misconceptions and to plan further instruction or interventions.

(TEKS: 2.5(B), 2.28, DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)4.F, (c)5.G)

mentoringminds.com totalmotivationREADING™LEVEL 1 ILLEGAL TO COPY 55

The American Flag Unit 9 1.13, 1.13(A)Formative Assessment (15 minutes) Have students read an informational text and identify the author’s purpose. Ask students to write a sentence that states the purpose and the support that justifies their findings. Use the evidence to clarify misconceptions and to plan further instruction or interventions. (TEKS: 1.13, 1.13(A), 1.19, 1.20, 1.21, 1.22, DOK: 2, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.E, (c)5.F, (c)5. G)

Vocabulary FocusPreteach the Selection-Specific Vocabulary that might interfere with student comprehension of the Unit Selection. Present the TEKS Vocabulary during the instruction of the standard.

Selection-Specific Vocabulary TEKS VocabularyAmerica ground analyze explainbanner parade author inferencebrave reminded author’s purpose informcolonies respect conclusion topiccountry stars describeflag stripesflown symbol

* If the Unit Selection is used for assessment, this vocabulary word(s) should not be pretaught.

Vocabulary ActivitiesReview the Vocabulary Activities and determine those you will use to support understanding of the Selection-Specific and TEKS Vocabulary.

Activity 1: Student Teachers (15 minutes)

Assign students selection-specific vocabulary words. Have students prepare descriptions, explanations, or examples to teach the words to partners, small groups, or the large group. (TEKS: 1.6(C), 1.28, DOK: 2, Bloom’s /RBT: Comprehension/Understand, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)4.F, (c)5.G)

Activity 2: Word-to-Word Connection (15 minutes)

Post selection-specific vocabulary words. Write the same vocabulary words on individual star cutouts and place in a container. In turn, ask students to select a card from the container, read the word, and provide a sentence that shows a connection to another vocabulary word (e.g., Student selects the word ground : The American flag should never touch the ground .). (TEKS: 1.6(C), 1.28, DOK: 2, Bloom’s /RBT: Application/Apply, ELPS: (c)1.A, (c)1.C, (c)1.E, (c)1.F, (c)2.E, (c)4.F)

Formative Assessment (10 minutes) Have students write sentences using the selection-specific vocabulary words and underline the words. Use the evidence to clarify misconceptions and to plan further instruction or interventions. (TEKS: 1.6(C), 1.17, 1.20, 1.21, 1.22, DOK: 2, Bloom’s /RBT: Application/Apply, ELPS: (c)1.A, (c)1.C, (c)1.E, (c)1.F, (c)4.F, (c)5.E, (c)5.F, (c)5.G)

PartnersIndividual

Key for Recommended Groupings

Groups Whole Class

1


mentoringminds.com


Rainbow’s Gift

Unit 13


Unpacking the TEKS

TEKS Focus 2.3(B)

Reporting Category 2-Supporting

Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:

(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text.

Skilled readers learn to ask questions while reading literary selections to monitor understanding and comprehension. Teach students to pause as they are reading and ask relevant questions about the settings, plot events, and characters of the selections. Remind students to use evidence from the texts to locate or to verify answers. Guide students to review texts if they encounter words/phrases within the texts or sections of the texts that are confusing. Teach students to use this review strategy to locate the information that will provide clarification and address confusion. In addition, students require practice locating facts and details within texts. Authors use facts and details to support descriptions of the settings, plot events, and characters, allowing readers to have deeper understandings of the stories. Facts are statements that can be proven true. Details are small parts of the whole story that provide specific information about the settings, plot events, or characters. Students should be required to support answers about facts and details with direct evidence located within texts.

Instructional Activities

Stop and AskPause periodically during read alouds to ask who, what, when, where, why, and how questions. As students answer questions, instruct them to provide evidence from the texts to support responses. Teach students to continue this practice when they are reading independently.

(TEKS: 2.3(B), 2.9, 2.28, 2.30, Figure 19(B), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)2.D, (c)2.G, (c)2.H, (c)2.I, (c)3.D, (c)3.G, (c)3.H)

What’s That?Prior to read alouds, prepare cards with knowledge and comprehension level questions related to the stories. Have students select cards, listen to the read alouds, record answers to questions on the cards, and respond with the answers during class discussions. Guide students to use the same process during independent reading.

(TEKS: 2.3(B), 2.9, 2.28, 2.29, 2.30(A), Figure 19(B), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)2.D, (c)2.G, (c)2.H, (c)2.I, (c)3.D, (c)3.G, (c)3.H, (c)5.G)

Suggested Formative AssessmentAfter reading literary selections, ask students to write sentences/paragraphs about the selections that answer who, what, when, where, why, and how questions. Use the evidence to clarify misconceptions and to plan further instruction or interventions.

(TEKS: 2.3(B), 2.9, 2.19(A), Figure 19(B), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.G)



Introduction to Selection Student Pages 73–75

“The American Flag” is an informational selection about the United States flag.

Note: A cross-curricular connection for this unit might focus on patriotic symbols.

Building Background KnowledgeActivity: (20 minutes) Introduce this unit by reading a picture book about symbols of America from the Unit Content Literature. Discuss the purposes of the symbols. Create a class chart showing American symbols and what they represent. Ask students to identify similarities and diff erences of the symbols. (TEKS: 1.4(A), 1.4(C), 1.16, 1.27, 1.28, Figure 19(A), Figure 19(B), Figure 19(C), Figure 19(F), DOK: 3, Bloom’s /RBT: Application/Apply, ELPS: (c)1.A, (c)1.C, (c)1.E, (c)1.F, (c)2.D, (c)3.D)

Assessment of TEKSActivity: (30 minutes) Student Page 76

Provide a variety of ways for students to complete the assessment: partners, small groups, independently, with options, without options. Debrief by providing explanations for correct and incorrect responses.

InterventionsReview the Intervention Activities and determine those you will use to support students who require additional instruction of the Focus TEKS.

Activity 1: Details of Purposes (15 minutes)

Ask students to listen to read alouds of informational selections and to identify the topics and the authors’ purposes. Have students discuss the details used to determine the purposes. (TEKS: 1.13, 1.13(A), 1.27, 1.28, DOK: 2, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)3.E, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K)

Activity 2: What is the Purpose? (15 minutes) Provide a variety of print and digital informational texts. Have students work with partners to identify topics and authors’ purposes for writing. Have students record the findings on T-charts labeled Title, Purpose . (TEKS: 1.13, 1.13(A), 1.29, DOK: 2, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)1.A, (c)1.C, (c)1.E, (c)1.F, (c)3.E, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.G)

Activity 3: Purposes Covered (15 minutes)

Have students read informational picture books. Ask students to design book covers that include the titles and clues about the purposes of the texts. Instruct students to trade book covers with partners. Have partners predict the purposes based on the book covers. Allow students to read the books to confirm predictions. (TEKS: 1.13, 1.13(A), 1.16, 1.29, DOK: 2, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)1.A, (c)1.C, (c)1.E, (c)1.F, (c)3.E, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.C)

1


mentoringminds.com


Rainbow’s Gift

Unit 13


Assessment of TEKS (student pages 126–128)

TEKS addressed in the selection

2.3(B), 2.5(B), 2.5(C), 2.6(A), 2.9, 2.9(B), 2.11(A), 2.16, Figure 19(E)

Selected-Response Assessment

Question Answer TEKSReporting Category

DOK Level

Bloom’s Original/Revised ELPS

1 A 2.9(B) 2-Readiness 2 Analysis/Analyze (c)4.K

2 G 2.9 Fig.19(E) 2-Readiness 2 Comprehension/Understand (c)4.I

3 C 2.9 Fig.19(E) 2-Readiness 2 Comprehension/Understand (c)4.I

4 J 2.5(C) 1-Supporting 1 Application/Apply (c)4.F

5 B 2.6(A) 2-Supporting 3 Comprehension/Understand (c)4.J

6 H 2.16 2-Supporting 2 Analysis/Analyze (c)4.K

7 D 2.5(B) 1-Readiness 2 Application/Apply (c)4.F

8 F 2.3(B) 2-Supporting 1 Comprehension/Understand (c)4.I

9 C 2.9(B) 2-Readiness 2 Analysis/Analyze (c)4.K

10 J 2.11(A) 2-Supporting 2 Analysis/Analyze (c)4.K

Interventions

TEKS Focus 2.3(B)

When formative assessments reveal students in need of intervention, use the following activities.

Intervention Activities

Question PracticeGuide students to generate written questions about literary selections. Remind students to allow space for answers on the question pages. Have students place the questions with the selections in a designated area. Allow students to select sets of selections and questions, read the selections, and record answers to the questions on the answer pages. Have students return the selections and questions to the original students to be checked for accuracy.(TEKS: 2.3(B), 2.9, Figure 19(B), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.G)

Post ItHave students complete book walks prior to independent reading. Instruct students to write questions about the books on sticky notes. During reading, ask students to answer the questions and place the sticky notes on the pages where the answers are located.(TEKS: 2.3(A), 2.3(B), 2.9, Figure 19(B), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)1.C, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.G)

A Matter of TimeWhile reading literary selections, have students record the order of the plot events on time lines. Ask students to prepare questions based on the time lines and exchange time lines and questions with partners. Have students return time lines and responses to original partners to confirm accuracy.(TEKS: 2.3(B), 2.9, Figure 19(B), Figure 19(E), DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)1.A, (c)1.C, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.G)


The American Flag Unit 9 1.13, 1.13(A)Critical ThinkingUse the Critical Thinking questions/prompts to deepen student comprehension and analysis of the Unit Selection.

Knowledge/Remember (1 minute) Student Page 77 red, white, blue (TEKS: 1.14(B), 1.19(C), Figure 19(B), DOK: 1, Bloom’s /RBT: Knowledge/Remember, ELPS: (c)5.C)

Comprehension/Understand (5 minutes) Student Page 77 Answers may vary. Student responses might include the flag had thirteen red and white stripes, the flag had thirteen white stars on a blue background in the corner of the flag, the stars formed a circle. (TEKS: 1.14(B), 1.19(C), 1.20, 1.21, 1.22, Figure 19(B), DOK: 2, Bloom’s /RBT: Comprehension/Understand, ELPS: (c)5.E, (c)5.F, (c)5.G)

Application/Apply (10 minutes) Student Page 77 Answers may vary. Student responses should include a description of when the student showed respect for the flag. (TEKS: 1.19(C), 1.20, 1.21, 1.22, Figure 19(C), Figure 19(F), DOK: 3, Bloom’s/RBT: Application/Apply, ELPS: (c)5.E, (c)5.F, (c)5.G)

Analysis/Analyze (10 minutes) Student Page 78 Answers may vary. Student responses might include countries have flags to show colors and symbols that are important to their countries, to show who owns the land. (TEKS: 1.19(C), 1.20, 1.21, 1.22, Figure 19(C), DOK: 3, Bloom’s /RBT: Analysis/Analyze, ELPS: (c)5.E, (c)5.F, (c)5.G)

Evaluation/Evaluate (10 minutes) Student Page 78 Answers may vary. Students should answer the question of the best way to respect the flag and provide a reasonable explanation. (TEKS: 1.19(C), 1.20, 1.21, 1.22, Figure 19(C), DOK: 3, Bloom’s /RBT: Evaluation/Evaluate, ELPS: (c)5.E, (c)5.F, (c)5.G)

Synthesis/Create (10 minutes) Student Page 78 Answers may vary. Student responses should include an illustration of an original flag with a name for the flag. (TEKS: 1.16, 1.17, 1.19(C), Figure 19(C), DOK: 3, Bloom’s /RBT: Synthesis/Create, ELPS: (c)5.F)

Motivation StationActivity: (20 minutes) Student Page 79

Use the Motivation Station activity to provide practice for the specified TEKS.

Student responses should include words from the box recorded in the appropriate star(s): Parade – bands, floats, queens, clowns, flags; School – pencils, books, teachers, glue, flags, desks (TEKS: 1.6(D), DOK: 2, Bloom’s/RBT: Analysis/Analyze, ELPS : (c)1.A, (c)1.E, (c)1.F, (c)5.G)

JournalActivity: (15 minutes) Student Page 79

Use the Journal prompt for students to respond to the Unit Selection with evidence that demonstrates understanding.

Answers may vary. Student responses should include three places the flag might be seen. (TEKS: 1.17(A), Figure 19(C), Figure 19(F), DOK: 2, Bloom’s /RBT: Application/Apply, ELPS: (c)1.A, (c)5.E, (c)5.F)

1


mentoringminds.com


Rainbow’s Gift

Unit 13


Constructed-Response Formative Assessments (student pages 129–130)

Knowledge/Remember in the City of ColorTEKS: 2.3(B), DOK: 1, Bloom’s/RBT: Knowledge/Remember, ELPS: (c)5.G)

Comprehension/Understand Answers may vary. Student responses might include Rainbow needs to ask Zeus for permission to place her creation in the sky for the people to enjoy on dreary days. (TEKS: 2.9, DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)5.G)

Application/Apply Answers may vary. Student responses should include an explanation of an activity that will brighten the days of others.(TEKS: 2.19, 2.19(C), DOK: 3, Bloom’s/RBT: Application/Apply, ELPS: (c)5.G)

Analysis/Analyze Answers may vary. Student responses might include after a day of rain, people are sad because they have not seen the sun, a rainbow can only appear with the sun, the brightness of the sun and the beautiful colors of the rainbow bring cheer and happiness. (TEKS: 2.19(A), 2.19(C), DOK: 3, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)5.G)

Evaluation/Evaluate Answers may vary. Students circle an answer and provide reasonable justification. (TEKS: 2.19(C), 2.20(A), DOK: 3, Bloom’s/RBT: Evaluation/Evaluate, ELPS: (c)5.G)

Synthesis/Create Answers may vary. Student responses should include an appropriate description of something that might be created to bring happiness to people. (TEKS: 2.19(A), 2.19(C), DOK: 3, Bloom’s/RBT: Synthesis/Create, ELPS: (c)5.G)

Creative Thinking (student page 131)

Motivation StationAnswers may vary. Students responses should include an illustration of Rainbow and a decorated frame.(TEKS: Art 2.2(A), ELA 2.16, DOK: 3, Bloom’s/RBT: Synthesis/Create, ELPS: (c)1.A)

JournalAnswers may vary. Student responses should include a personal experience of seeing a rainbow. (TEKS: 2.18, 2.19(C), DOK: 3, Bloom’s/RBT: Application/Apply, ELPS: (c)1.A, (c)5.G)



Word Study Student Page 80

Use the Word Study activity to provide practice for the specified TEKS.

TEKS Focus: 1.3, 1.3(C), 1.3(C.iv), 1.3(C.v), 1.3(C.vi)

Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

1.3(C) Use common syllabication patterns to decode words, including

(iv) vowel-consonant-silent “e” words (VCe) (e.g., kite, hide)

(v) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal)

(vi) r-controlled vowel sounds (e.g., tar; including er, ir, ur, ar, and or).

Activity 1: (10 minutes)

The Word Study activity focuses on decoding words using common syllabication patterns.

Students should record the number of syllables in each word and draw a line from the word to the picture of the word. Answers: corn 1 , spider 2 , monkey 2 , tractor 2 , bone 1 , money 2, farmer 2 , rake 1 . (TEKS: 1.3(C.iv), 1.3(C.v), 1.3(C.vi), DOK: 1, Bloom’s/RBT: Application/Apply, ELPS: (c)1.C, (c)1.E, (c)1.F, (c)1.H, (c)2.D, (c)3.D)

Activity 2: (10 minutes)

Provide students with word cards with one- or two-syllable words using the patterns from the focus TEKS (e.g., make, sled, cornbread, spider, pillow, clover, tiger, cheese, suit). Have students draw lines or cut the words in two parts to show where the two-syllable words are divided. Direct students to read the words. (TEKS: 1.3(C.iv), 1.3(C.v), 1.3(C.vi), DOK: 1, Bloom’s/RBT: Application/Apply, ELPS: (c)1.C, (c)1.E, (c)1.F, (c)1.H, (c)2.D, (c)3.D)

Performance Task AssessmentUse the Performance Task Assessment as an activity that spans the duration of the unit or that is completed during one day. Use the Performance Task Assessment as noted or modify and adapt based on available time.

TEKS Focus 1.17, 1.18, 1.20, 1.21, 1.22, 1.23, 1.24, 1.25, 1.26

Performance Task (90 minutes) Design and create an original patriotic item (e.g., instrument, hat, vest). Write directions to explain how to make the item. (DOK: 4, Bloom’s /RBT: All, ELPS: (c)1.A, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.E, (c)5.F, (c)5.G)

Performance Task Steps1. Read “The American Flag.” 2. Use digital and print sources to read information and observe graphics of patriotic items. 3. Determine the patriotic item you will create. 4. Answer questions about your task.

• Why were stars and stripes placed on the first American flag?

• What symbols will you place on your item?

• What materials will you need to make your item?

• How will you make your item look original?

• What steps will you use in your directions?

5. Create your patriotic item. Write the directions to explain how to make your item.

Scoring Criteria Use a scoring guide with the following criteria to guide student self-assessment and teacher scoring: Response to Task, Originality, Clarity of Steps, Language and Conventions.

1


mentoringminds.com


Rainbow’s Gift

Unit 13


Homework Assessment (student page 132)

The Homework selection is an expository paragraph that describes an artist’s palette and the way an artist uses this tool. A cross-curricular connection for this selection might focus on tools used by artists.

TEKS addressed in the Homework 2.14(A), 2.14(B), 2.16

Homework Assessment

Question Answer TEKSReporting Category

DOK Level

Bloom’s Original/Revised ELPS

1 C 2.14(A) 3-Readiness 2 Comprehension/Understand (c)4.I

2 G 2.16 3-Supporting 2 Analysis/Analyze (c)4.K

3 A 2.14(B) 3-Readiness 2 Comprehension/Understand (c)4.I

4 Open-Ended

Performance Task Assessment

TEKS Focus 2.16, 2.17, 2.19(A), 2.21, 2.22, 2.23, 2.24, 2.25, 2.26, 2.27, 2.29(A), Figure 19(F)

Performance TaskWrite and present a demonstration lesson using an art medium of your choice (e.g., pastels, watercolors, clay, crayons, ink, pencils, markers).

(DOK: 4, Bloom’s/RBT: All, ELPS: (c)1.A, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.G)

Performance Task Steps1. Read “Rainbow’s Gift” and the Homework selection.2. Use print and digital sources to gather information about art mediums.3. Select the art medium you will demonstrate.4. Gather additional information about your chosen medium, including how artists use the medium to

create art pieces.5. Answer questions about your task.

• How does Rainbow use the palette to paint her creation?• How will you use the information you gathered to write about and present your selected art medium? • What steps will you use in your demonstration lesson?• What supplies will you use in your demonstration lesson?• How will you add interest to your demonstration lesson?

6. Prepare and present your art demonstration lesson.

Scoring CriteriaUse a scoring guide with the following criteria for student self-assessment and teacher scoring: Clarity of Demonstration, Organization of Presentation, Appropriate Use of Materials, Effectiveness of Oral Communication.


The American Flag Unit 9 1.13, 1.13(A)Additional Resources

Unit Content LiteratureContinue building student knowledge related to this unit by selecting books from the following list for read alouds, for student independent reading, and for research resources.

O, Say Can You See? America’s Symbols, Landmarks, And Important Words – Sheila KeenanThe American Flag – Lloyd G. Douglas The Bald Eagle – Norman Pearl Celebrate America: A Guide to America’s Greatest Symbols – Mary FirestoneOur American Flag – Mary FirestoneL is for Liberty – Wendy Cheyette LewisonWhy Are There Stripes on the American Flag? – Martha E. H. RustadCan You Sing “The Star-Spangled Banner”? – Martha E. H. RustadPaper Crafts for the 4th of July – Randel McGeeIndependence Day Crafts – Mary BerendesPatriotic Projects: Activities, Crafts, Experiments, and More! – Carole MarshSpar-Spangled Crafts – Kathy Ross

(TEKS: 1.1(E), 1.1(F), 1.4(A), 1.4(B), 1.4(C), 1.5(A), 1.12(A), 1.27, Figure 19(C), Figure 19(F), DOK: 1, Bloom’s/RBT : Comprehension/Understand , ELPS: (c)2.C, (c)2.D, (c)2.E, (c)2.G, (c)2.H, (c)2.I, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K)

Teacher Reflection

What activities best supported student learning and success?

___________________________________________________________________________________________

___________________________________________________________________________________________

What did I notice about students’ understanding of the Focus TEKS?

___________________________________________________________________________________________

___________________________________________________________________________________________

How can I revisit the unit Focus TEKS in future instruction?

___________________________________________________________________________________________

___________________________________________________________________________________________

How might I improve the instruction of this unit?

___________________________________________________________________________________________

___________________________________________________________________________________________

1

READING | LEVEL 1Student Edition Sample Page

mentoringminds.com


Name __________________________________________

The American Flag

Read the selection. Then choose the best answer to each question.

The American Flag

Have you heard of “Old Glory”? Do you know about

“The Stars and Stripes”? These are names for the

American flag.

The flag is a symbol of America. America became a

country in 1776. America began with thirteen colonies.

People believe the first flag was made by a lady. Her

name was Betsy Ross. The flag that Betsy Ross made

had thirteen stripes. Seven stripes were red. Six stripes

were white. Betsy Ross sewed thirteen white stars on the

flag. The stars had five points. Betsy placed the stars on a

blue square. The stars and stripes reminded people of the

thirteen colonies.

Unit 9 Selection


mentoringminds.com

74 ILLEGAL TO COPY motivationreading™LEVEL 1 mentoringminds.com

Name __________________________________________

The American Flag

Do you know how to draw a star with five points? Look

at the chart. It shows how to draw a star.

1. 2. 3. 4.

Today’s flag has thirteen stripes. It has fifty stars. The

flag has one star for each state. These stars have five

points. They look like the stars on the first flag.

Unit 9 Selection


mentoringminds.com


Name __________________________________________

The American Flag Unit 9 Selection

It is important to show respect for the flag. Follow these

rules to show respect.

• Stand when the flag passes by you.

• Place your right hand over your heart when

you see the flag.

• Do not let the flag touch the ground.

• Do not write on the flag.

America’s flag is seen in schools and in parades.

Americans are proud when they see the flag. They know it

is a symbol. It means “the land of the free and the home

of the brave.”


mentoringminds.com


Name __________________________________________

The American FlagUnit 9 Assessment

1 What is one name for the American flag?

• Old Glory

• Betsy Ross

• Thirteen colonies

2 Why does the author include two pictures of the American flag?

• To explain how to make a flag

• To tell why the flag has stripes

• To show how the flag has changed

3 Why does the author write this selection?

• To tell about the American flag

• To show how to make a flag

• To explain why stars are on the flag

4 Why does the author use bullets?

• To show how to draw a star for the flag

• To explain how to respect the flag

• To tell how to stand in front of the flag


mentoringminds.com


Name __________________________________________

The American Flag

Knowledge

Remember

The American Flag

The colors of the American flag are ,

, and .

Comprehension

Understand

Application

Apply

Use your own words to describe the first American flag.

________________________________________

_______________________________________________

_______________________________________________

Write about a time you showed respect for the flag.

________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

Unit 9 Critical Thinking


mentoringminds.com


Name __________________________________________

The American Flag

Analysis

Analyze

Evaluation

Evaluate

Synthesis

Create

Why do you think countries have flags?

________________________________________

_______________________________________________

What is the best way to respect the flag?

________________________________________

Why? __________________________________________

_______________________________________________

Design a new flag for America.

Name your flag. _________________________________

Unit 9 Critical Thinking


mentoringminds.com


Name __________________________________________

Read the words in the box. Write the words that name things in a parade in the Parade star. Write the words that name things in a school in the School star.

bands pencils teachers clowns desks

floats books queens glue flags

Parade School

List three places you can see the American flag.

1. ____________________________________________

2. ____________________________________________

3. ____________________________________________

Motivation Station

Journal

Motivation Mike says, “An author writes an informational text to describe, explain, or inform.”

The American Flag Unit 9 Creative Thinking


mentoringminds.com


Name __________________________________________

✁

The American Flag

Read the words. Write the number of syllables you hear in each word. Draw a line to match each word with its picture.

1. corn ____

2. spider ____

3. monkey ____

4. tractor ____

5. bone ____

6. money ____

7. farmer ____

8. rake ____

1. Sing patriotic songs with your child.2. Help your child create a flag that symbolizes your family.

Parent Activities

Unit 9 Word Study

Documents

Getting Started: motivationreading€¦ · Unit Instructional Plans Rainbow s Gift Unit 13 102 ILLEGAL TO COPY motivation reading LEVEL 2 mentoringminds online .com Getting Started