English/Language Arts Curriculum Guide
| Language | Composition | Literature | Media |
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| 1
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| Clarify understanding through summarizing.
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Introduce process of developing one word summary. A word that reminds them of key ideas. Model with a word from current unit of study. See Summarizers, p.43. | Relay Summary - Work in small groups. First student in group starts with a blank sheet, writes summary, pass to team mate. Process continues until each have added a sentence. Students review, discuss and compare with other groups. | Write a journal entry summarizing reading assignment
(literature or content area).
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Complete story form or report form for any book read independently. Share with appropriate audience. | - Summarizers - Writer's Express - Story Form: Comprehensive Guide
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| 2
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| Identify examples or statements or questions exploring a
topic of interest.
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- Introduce Gathering Grid. - Write on Track, Pg. 148. - Prompt questions from Brainstorms & Blueprints, p.22.
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Work with a partner or small group to come up with a question that matches Bloom's taxonomy. Choose a topic to generate related questions. Create one for each category. Graphic Organizer. Share and compare. | Generate five questions related to a single topic of
interest.
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Generate questions for independent research. Prepare presentation to share with appropriate audience. | - Suppose the Wolf Were an Octopus? by Bagley - Report Form Comprehensive Guide - IIM Research Guide - Write on Track - Brainstorms & Blueprints |
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| 3
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| Recognize sarcasm.
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- Model sarcastic speaker by changing body language and tone
of voice. - Define word sarcasm. Reinforces with class experiences from literature and class discussion. Facilitate discussion comparing sarcastic with literal deliver. |
Work with a partner to practice reading sentence on task card. One literally and one sarcastically. Perform for class. Discuss tone of voice and body language. | Peer assessment of pairs presentation. Recognizing notably
differences in tone and body language.
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Write a play where sarcasm in the tone of the whole play.
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Elementary Reading Strategies that Work
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| 4
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| Use dictionary entries, esp. phonetic re-spellings to learn
words.
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Prepare an overhead with simple directions written phonetically. Students are guided through reading them using pronunciation key symbols used in the classroom dictionary. | Work on completing a crossword puzzle (teacher-generated) in which clues are given phonetically. | Find dictionary entries and copy phonetic respellings for five words as directed by teacher. Pronounce words correctly. | Create their own crossword puzzle, riddle and share with appropriate audience. | - Student Dictionary with Pronunciation Key - Write on Track - Writer's Express
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| 5
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| Differentiate between proper/improper use of pronouns in oral
language.
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- Review pronouns. Give examples of proper and improper use.
Repeat as needed. - Give students oaktag pieces of equal sizes. See Learning Activities. |
Write yes on one oaktag and no on the other. As teacher (or
student volunteer) reads or says sentence with pronoun, students raise for Yes proper and
No for improper. Discuss and compare.
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Teacher assesses oral language informally.
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- No Glamour Grammar - "Caught Ya" Grammar with a Giggle - Summarizers - Daily Oral Language, gr. 4 - Daily Oral Language Plus , gr. 4
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| 6
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| Recognize run-on sentences. | Provide easel or overhead charts of examples of run-on sentences. Facilitate class discussion in highlighted problem areas and revision of sentences. | Work with a partner to revise a run-on sentence given by teacher. Present orally to class - one student is the river that runs (reads run-on sentence), and the other is the lake (deep - collected - reads the revision). | Edits own writing for run-on sentence as directed by teacher. | Work as student modeler, helping classmates revise run-on sentences in their own writing. | - No Glamour Grammar - "Caught Ya" Grammar with a Giggle - Summarizers - Daily Oral Language, gr. 4 - Daily Oral Language Plus , gr. 4 |
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| 1
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| Take notes related to open-ended research questions exploring a topic of interest. | Teacher may model use of Gathering Grid, Report Form, IIM Research Guide as a guide to gathering data. | Work with a partner to research and complete the organizers as directed by teacher. Share/compare with others. |
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- Write on Track - Report Form Comprehension Guide - IIM
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| 2
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| Produce multi-paragraph compositions of the following type -
response to literature (understanding of plot, setting or character).
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Give student a writing prompt or an organizer to help student
clarify thinking. Ex.: Who, what, when, where, why or how.
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Use graphic organizer to clarify thinking about story read. Following prompt, draft a response to literature incorporating details from organizer. | Rubric to assess writing sample. | - Write literature response essay that compares, contracts
two works (same author, same theme, same setting or same genre). - Zounds!, p.75. |
- Write on Track - Report Form Comprehension Guide - IIM - Zounds!
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| 3
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| Produce multi-paragraph compositions of the following type - report (description). | Teacher demonstrates how to translate notes from gathering grid into sentences, related sentences into paragraphs and then paragraphs into written report. | - Follow format as determined by teacher to create a report
(description). Ex: specific historical place or event; character from literature; an
animal; state. - Zounds!, p. 62
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Research/report on topic of interest. Create a class presentation to share report. | - IIM Research Guide - Zounds!
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| 4
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| Produce multi-paragraph compositions of the following type - narrative (sequence/directions). | Review cue words - 1st, next, then, last, etc. Facilitate a familiar process. Model on overhead or easel steps in recording the process. | Write directions on how to play a game, make something, do a
craft.
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- Student's writing exhibits sequence. - Organization of events. |
Write directions to take visitor from school to anywhere in
U.S.A. (teacher or student choice).
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- Write on Track - Report Form Comprehension Guide - IIM
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| 5
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| Produce multi-paragraph compositions of the following type -
narrative (personal experience).
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- Model writing from personal experiences on an ongoing
basis. - Describe 5 sentence format.
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Write daily or weekly journal entry to describe personal experiences and relate feelings to them. | Informal assessment of journal writing.
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- Create a chapter book or picture book of personal
experience. - Recommended: Treetop Blank Books. |
- Write on Track - Report Form Comprehension Guide - IIM - Journaling by Bromley |
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| 6
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| Produce multi-paragraph compositions of the following type -
letter (friendly).
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- Review parts of a friendly letter. - Model a friendly letter on chart or overhead - letter can be related to classroom or current event. |
Write thank you letter for classroom speaker, chaperone(s), donations or follow up questions/concerns to a classroom speaker. | Teacher edits and student revises until ready for mailing. | Maintain a penpal relationship with student from other region of U.S. Share information. | - Write on Track - Report Form Comprehension Guide - IIM
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| 7
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| Use the following English language conventions - varied sentence patterns. | Initiate lesson with sentence. Play with varied word order to
create a variety of sentence patterns.
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Work in small group to take a jump rope rhyme and reorder
words to make at least one other sentence that means the same. Share both with class.
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Locate passage from literature under study. Analyze sentence
patterns and identify unusual ones. Share with class or teacher.
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- Write on Track - Report Form Comprehension Guide - IIM
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| 8
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| Use the following English language convention - use of commas
for series, apostrophes for possession.
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Use lessons from Daily Oral Language to introduce and
reinforce language structures.
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Work with partner to identify a list of objects. Each writes
about the other using correct possessive forms as well as commas within the series.
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Create a picture classification My Friends and Their Favorite Things. | - Daily Oral Language - Daily Oral Language Plus
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| 9
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| Use the following English language conventions - appropriate sequence or organization of thought. | - Prepare a chart or overhead in which a predictable story or
set of information is out of sequence or disorganized. - Students assist in reordering. Discuss. |
Work with small group to order sets of index cards that have
parts of a story cut apart and a portion glued to each. Group reads aloud and acts out
(stories get longer and more complex over time).
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Peer assessment per established rubric.
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- Write on Track - Report Form Comprehension Guide - IIM
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| 10
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| Use the following English language conventions - clearly
stated opinions.
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Review difference between fact and opinion. Identify key words/phrases that may be used to clearly state opinion or practice generating sentences orally (9 key words/phrases - Appear, believe, could, think, seem, perhaps, probably, possible, in all likelihood ). | Work with small group (transparency sheets provided by teacher) with 2-3 key words for openers. Students develop sentences for each word. Share with overhead. | Write a reflective piece. Insights prompt that express
personal feelings or opinion.
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- Write on Track - Report Form Comprehension Guide - IIM - Insights, Artman
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| 11
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Give students daily practice in editing (Daily Oral
Language, 2-3 sentences at a time). Model and discuss in mini-lessons elements from
writing samples. |
Work with a partner to peer edit (teacher sets parameters and
explains process).
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Published form assessed by teacher-generated rubric.
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Create a poster, jingle, rap or mnemonic device to share with class. Goal is to make others aware of proper writing element. | - Write on Track - Report Form Comprehension Guide - IIM
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| 1
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| Employ variety of strategies to build wide reading vocabulary. | - Introduce vocabulary in context. - Model use of dictionary to study unfamiliar words. - Create analogies to give additional reinforcement. - WRSD Literacy Guide, p. XV D-89. |
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- Vocabulary quiz related to literature. - Informal oral assessment. |
Research roots, derivations, entomology of words of interest
or build vocabulary tree with words that are related and have shades of shared meaning
like rope, twine, string, thread, cable, yarn.
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- Elementary Reading Strategies that Work - WRSD Literacy Guide
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| 2
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| Demonstrate an understanding of how accented syllables affect
meaning.
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- Model with selected sentences and oral reading. Ex.
wind/wind changes with the context and usages. - Challenge class to find others. - WRSD Literacy Guide, p. XV D-91. |
Gather word patterns that fit pattern. Add them to STOP, LOOK, READ carefully chart in class. Ongoing process as students mature - even adults make errors. | - Pattern a character similar to Amelia Bedelia - they
misuse/mispronounce words because of accent. - Create a book or computer slideshow.
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- Amelia Bedelia - Phonlogy Guide: Project Read - WRSD Literacy Guide
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| 3
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| Demonstrate an understanding of common prefixes and suffixes.
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- Introduce prefixes and suffixes and explains how each
changes meaning of the root (Reading Teacher's Book of Lists is a useful aid).
Relate to comparative and superlative form of adjectives. - Writer's Express, p. 260. - Write on Track, pp. 219-223. |
Work with partners to invent a new word that uses prefixes,
suffixes and a Latin or Greek root. Draw picture of work to show meaning.
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How student transfers understanding into writing.
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Help create a class picture book showing forms of adjectives/adverbs with appropriate examples and pictures. | - Reading Teacher's Book of Lists - Writer's Express - Write on Track
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| 4
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| Use Table of Contents, Index, Glossary.
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- Introduce each part of book/textbook. Demonstrate
usefulness. Model correct use and application. - Provide constant reinforcement in all subject areas. |
- Practice study skills - where would you find it? questions
in a variety of texts. - Practice exercises (Test Best ).
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Create a Table of Contents, Index, Glossary to accompany
class-made books.
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- Test Best - Writer's Express - Write on Track
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| 5
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- Identify genre as new literature unit is introduced.
Reinforce through library visits, read alouds, book orders, class sets, and book reports. - WRSD Literacy Guide, IX 19-22. |
Do a variety of book reports, one from each genre.
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Correct identification of genre. Quiz list titles to go with
genre.
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- Read a trilogy - three books related by some theme or of
the same genre. Write a newspaper front page to relate to literature studies. - Zounds!, p. 62. |
- WRSD Literacy Guide - Introducing Literary Genres by Terry Zahniser McDermid - Hooked on Books by Patricia Tyler Muncy - Elementary Reading Strategies that Work by Davis & Lass - Zounds! |
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| 6
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| Compare/contrast themes from fiction and non-fiction. | - Read aloud (Read Across U.S.A .). - Guide student discussion around facts presented within fiction. - Repeat process for science unit of study.
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Locate non-fiction books related to state or region and
identify additional facts.
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- Assess comprehension through written re-telling - WRSD Literacy Guide, XII-30.
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- Create a story that personifies an animal or object to
explain scientific concept. - Create characters/story to share information about.
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- Interact units of study - WRSD Literacy Guide - Read Across U.S.A. - Hooked on Books by Patricia Tyler Muncy - Elementary Reading Strategies that Work by Davis & Lass |
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| 7
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| Identify heroes from traditional literature.
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- Introduce the work hero - relate to TV and movie character
as well as characters from picture books. - WRSD Literacy Guide, p. IX-13-14. |
Read a variety of folk tales, historical from different
regions of U.S. Create a Who's Who of heroes.
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Who's Who Bingo game - as descriptors are read,
students cover hero's name (teacher-made).
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- Create a Monument Travelogue or computer slideshow focusing
on American heroes. - Zounds!, pp. 12-13.
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- Heritage Interact - WRSD Literacy Guide - Hooked on Books by Patricia Tyler Muncy - Elementary Reading Strategies that Work by Davis & Lass - Zounds! |
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| 8
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| Distinguish between fact/opinion, poetry/prose.
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- Explain terms - apply them to current literature reading.
Teacher identifies work or themes Ex: crane. - Identify fiction, non-fiction, folk tale and poem that fit theme.
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- Read and compare works related to theme. - Separate fact/opinion. - Write an editorial for Landmark contest expressing an opinion with facts as supporting detail.
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- Gather poetry book related to United States regions or
science concept. - Memorize poem and share.
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- Elementary Reading Strategies that Work by Davis
& Lass - WRSD Literacy Guide - Hooked on Books by Patricia Tyler Muncy - Getting the Most from Literature Groups by Strube |
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| 9
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| Interpret character's traits and feelings.
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Introduce graphic organizer; WRSD Literacy Guide, XV
A-17. Model it's application to well known character from literature.
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Use graphic organizer to record information as read
pertaining to character's traits and/or feelings.
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- Teacher assesses completed organizer. - Assess comprehension through written re-telling. - WRSD Literacy Guide, XII-30. |
Dress as a character and act out a scene from literature under study. | - Elementary Reading Strategies that Work by Davis
& Lass - WRSD Literacy Guide - Hooked on Books by Patricia Tyler Muncy - Getting the Most from Literature Groups by Strube |
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| 1
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| Identify appropriate websites for research. | - Model accessing the Internet. - List appropriate websites and bookmark them. - Provide time and opportunity for students to access the Web.
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Work with partner and then independently to access
appropriate websites as directed by teacher.
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- Find a website related to a particular topic as identified
by teacher. Student bookmark the site for teacher review. - Create a Top Ten of Favorite websites with appropriate summary for each. |
- Virtual Field Trip by Cooper and Cooper - Internet for Kids by Kurshan and Armstrong - Internet Resource Directory by Miller
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| 2
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| Describe the value of images in an effective presentation.
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- Facilitate discussion with students comparing and contrasting two delivery systems. |
- Work with partner to compare two books- one with pictures
and one without. Use Venn diagram to present ideas. WRSD Literacy Guide, XV A-19. - View a tape of a television program with sound only, no picture. Describe the difference.
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Create a wordless picture book to share with younger
students.
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- Creating Critical Viewers by Singer and Singer - Kid Vid by Kaye Black - Ad Smarts
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| 3
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| Prepare and deliver presentation with appropriate visual aids/props/media. | - Model by making presentation with visual aids/props/media. - Discuss process with students, facilitate the setting up of criteria for effective presentation, chart them and then outline expectations for student presentation. |
Give 5-7 minute presentation on topic as outlined and directed by teacher using visual aids/props/media. | Teacher or peer assessment using collaboratively generated rubric | - Interview an important individual from community. - Give presentation related to that interview and role play as television interviewer.
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