Literacy - Benchmark Resources - Benchmark Education Company

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Day FourComprehension Quick-CheckNote whether students are able toanalyze each Level 3 text-dependentcomprehension question and return to thetext to find the information they need toanswer the question correctly. If studentshave difficulty, use small-group readingtime for additional practice answeringthese kinds of questions, which appearon standardized reading assessments.The Comprehension Question Cardfor each leveled text provides practicequestions at four levels of comprehension.The Comprehension Teacher Flip Charthelps you model the strategies studentsneed to master.Home/School ConnectionsAt the beginning of the day, make time forstudents to share their ideas based on theactivity they completed the previous night.At the end of the day, ask students tocomplete another home/school connectionactivity from BLM 1 and to bring theirassignment to class the following day.Oral Language ExtensionDisplay Comprehension Anchor Poster 4during independent workstation time.Invite pairs of students to read and talkabout the poster together. Encouragestudents to share details about soil—what itlooks like and why it is important. Remindstudents to be prepared to share theirdetails during independent conferencetime.Reflect and Discuss the Comprehension StrategyAsk and discuss the following:• What strategy did we use to answer questions about the text?• Notice how we looked for details to understand and answer questions.Connect and transfer. Say: Practice using these strategies. They can helpyou answer questions in all your subjects. They can also help you when youtake tests.Small-Group Reading Instruction (60 minutes)Based on students’ instructional reading levels, select titles that provideopportunities for students to practice identifying stated main ideas and details.See the list provided on the Unit at a Glance chart.Use the before-, during-, and after-reading instruction provided in theTeacher’s Guide for each text.Use the Comprehension Question Card for each title and the ComprehensionTeacher Flip Chart to practice answering Level 3 text-dependentcomprehension questions.Individual Student Conferences (10 minutes)Confer with individual students on their text selections and applicationof strategies. Use the Reading Conference Note-Taking Form to help guideyour conferences.Word Study Workshop (20 minutes)Use the Day 4 instruction provided in Word Study Skill Bag 1.12Benchmark Literacy • Grade 4 • Unit 1/Week 1©2011 Benchmark Education Company, LLC
Day FiveRead-Aloud (10 minutes)Revisit the week’s read-alouds to make text-to-text connections andprovide opportunities for reader response. Use the suggested activitiesin the Benchmark Literacy Overview, or implement ideas of your own.BLM 6NameDateConstructed Written Response:Main Idea and DetailsDetailDetailMain IdeaMini-Lessons (20 minutes)Metacognitive Self-AssessmentDetailDetailAsk students to reflect on their use of metacognitive and comprehensionstrategies this week. What did they learn? How will they use the strategies inthe future? What do they still need to practice, and how can they do this?Have students share their reflections in one of the following ways: conduct awhole-class discussion; have students turn and talk to a neighbor and thenshare their ideas with the class; or ask students to record their thoughts in theirreading journals or notebooks.Constructed Written ResponseDistribute copies of Constructed Written Response (BLM 6) and ask studentsto state a main idea on a subject they are very familiar with, such as a sport orhobby. Then have students list three details to support their main ideas.Ask students to write a paragraph based on their main idea and details.All the details should support the most important point of the paragraphto help readers identify main idea.Ask students to use the checklist at the bottom of BLM 6 to evaluate their work.Challenge activity. Students who are able to may choose to write theirparagraph without directly stating a main idea, but they must include detailsthat will help a reader figure out the unstated main idea.Main Idea and Details Writing ChecklistI included a main idea.I included three details that tell more about the main idea.All of my details are about the main idea.Benchmark Literacy • Grade 4 • Unit 1/Week 1Constructed Written Response (BLM 6)Lesson Objectives©2010 Benchmark Education Company, LLCStudents will:• Reflect orally on their strategy use.• Create a main idea and supportingdetails graphic organizer and writea paragraph based on it.• Answer multiple-choice andshort-answer questions.Related Resources• Whiteboard CD-ROM• Home/School Connections (BLM 1)• Constructed Written Response(BLM 6)• Comprehension StrategyAssessments, Grade 4©2011 Benchmark Education Company, LLC Benchmark Literacy • Grade 4 • Unit 1/Week 1 13
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Literacy - Benchmark Resources - Benchmark Education Company

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