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. Students share the book Something Good, by Robert Munsch, to learn about unlim- Discuss with students their prior knowledge of fairy tale stories involving a princess, a prince, and a dragon. Print This Page Follow the reading with a discussion about the story. Question 1-----Who gave Stephanie her ponytail? See the
correlate to national stan- and language arts. Talking About Books to Improve Comprehension. Display the children's work beside their book reports.
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Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Get Free Access See Review. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. http://www.readwritethink.org/classroom-resources/lesson-plans/talking-about-books-improve-913.html, Contribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us. Recall The Paper Bag Princess and other passages we have read as well as familiar stories.
sheets on determining relative value and identifying wants and needs. I hope you enjoy this read-along with your family. Sep 5, 2014 - This is a 10-page set of worksheets for the story "Stephanie's Ponytail" by Robert Munsch. Provide each student with a sheet of picture-story paper and pencils, crayons, and markers. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Use this reading response map as your guide through Robert Munsch's Stephanie's Ponytail. Blue Ribbon Readers: The Train Game Interactive, Blue Ribbon Readers: Synthesis Handout Document, PART III: Incorporating the Online Activity/Checking for Understanding, Day 1v Focus: what makes a book funny?v Reading Material: Thomas' Snowsuitv Format: independent reading or partner choral readingv Introduction: Introduce the author study with a Type 1 writing activity. Were there similar things that the children liked about the story? All rights reserved. Talk about how familiar stories are so easy to understand because the sequence and type of events are expected. LESSON PLAN FROM: http://www.scholastic.com/teachers/lesson-plan/down-lesson-plan, ******************************************************, Sign in|Recent Site Activity|Report Abuse|Print Page|Powered By Google Sites. This lesson can be taught across the curriculum.
Read the passages aloud, work together to put the events in the proper order, discuss the author’s message and main idea. Students will use context clues to make predictions about texts. PREVIEW OVERVIEW. Also discuss how the students’ background knowledge and experience helped to sort and understand the information. I'm good at back home. Look at the cover and pictures, make some predictions about characters, setting, and events. Select a short text (fiction or nonfiction) that will generate ideas for discussion. Home › Classroom Resources › Lesson Plans, E-mail / ited wants, limited resources, choice, and counting money. (It may be helpful if the book had been scanned to a computer and projected so that the students could see the text and pictures.).
Create a display of the children's work. Once all major events have been identified, put them in the correct sequential order. Extension: Invite students to make a drawing and story about their own experiences climbing. decision making
Guide discussion so that you talk about how knowing each of the events that happen in a story helps you to understand it better. There are over 100 different questions that will work for any novel. With this foundation, students will be prepared to share their understanding of the texts they read and will be willing to reflect on their ideas with others. Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals. Students will learn how to determine which ideas work best to inspire a conversation, how to stay focused on a particular idea, and how to talk with other students in a way that leads to deeper thinking. Go back and have the students put them in the correct order of occurrence. ), Subject Area: Language ArtsBook Summary Anna's mother is always warning her not to climb on everything, but Anna never listens.Objective Children will engage in activities that encourage the development of literacy, language, creative-thinking, and observational skills.Before ReadingShow the children the book Up, Up, Down. Typical responses should include (or be guided to): the princess being held captive or tortured by the dragon, the prince saving the princess, etc. Read aloud the text you have selected so that students are familiar with it and can enjoy the story. Reading comprehension questions for all the comprehension strategies - asking questions, determining importance, inferring, making connections, summarizing, synthesizing, visualizing. They complete work-
Reading Level: 2.8 Words: 1000 Questions: 5 Points: .5.
Why do you think they look that way? tent standards information.
Introduce the book, The Paper Bag Princess.
In this literature instructional activity, students read Stephanie's Ponytail and make predictions, discuss the plot, and review the story by responding to comprehension questions.
cost by Robert Munsch, to learn about unlim- Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Read these sentences from the play.
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