Reflection: Advanced Students Aarrr, Cap'n! Raise the Jolly Roger Compare and Contrast: Pirate Week Day 3 of 5 - Section 3: Aarr! Book Talks for the Landlubbers


When I first started teaching, one of my biggest challenges was differentiating the content to meet the needs of different learning abilities.  I was able to find lots of ways to differentiate products and processes, but content was my biggest hurdle!  I've found success by providing a shared text(s) in which to model our Common Core standards, but then provide the students opportunities for choice, and books of different levels when practicing independently.  The books, even though they are different levels, have a common topic, author, genre, or theme.  I wouldn't be able to judge if a student was able to complete a skill if the text they were reading was frustrational to them, so I vary the reading levels and lengths of books when we practice our standards independently.  I get to know my students as readers during our small group, guided reading time.  

  Differentiating Text Levels and Lengths
  Advanced Students: Differentiating Text Levels and Lengths
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Aarrr, Cap'n! Raise the Jolly Roger Compare and Contrast: Pirate Week Day 3 of 5

Unit 2: Ocean Inspired Unit
Lesson 8 of 13

Objective: SWBAT read and comprehend a fictional pirate story at their independent level. SWBAT complete a Venn diagram comparing and contrasting story elements, text and illustration features, and then write a paragraph to summarize their ideas.

Big Idea: Your landlubbers practice many Common Core skills as they read fictional pirate stories at their own level, complete a comparison to the shared reading selection earlier this week, and compose a paragraph to express their ideas.

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12 teachers like this lesson
English / Language Arts, Reading, Comprehension (Reading), paragraph (Composition Basics), Venn diagram, text structure, close reading, Graphic Organizer, Pirates, read closely, How I Became a Pirate, Melinda Long, illustration, Common Core Poster, paragraph
  50 minutes
screen shot 2014 01 27 at 10 52 38 pm
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