Advanced Differentiation - Literacy - Grade 1, v1.3

Advanced Differentiation - Literacy - Grade 1, v1.3
Advanced Differentiation - Literacy - Grade 1, v1.3
Advanced Differentiation - Literacy - Grade 1, v1.3
Advanced Differentiation - Literacy - Grade 1, v1.3
Advanced Differentiation - Literacy - Grade 1, v1.3
Advanced Differentiation - Literacy - Grade 1, v1.3
Advanced Differentiation - Literacy - Grade 1, v1.3
Advanced Differentiation - Literacy - Grade 1, v1.3
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The following lesson exemplars offer opportunities to work with advanced readers in small groups using the anthology of stories by Ezra Jack Keats, Keats’s Neighborhood. At first glance, these texts may appear to be too simplistic content and text complexity to challenge advanced first grade readers. However, the eloquent style and multimedia illustrations of Ezra Jack Keats provide an ideal platform to deepen understandings of some three of the more abstract prompts for depth and complexity: patterns, trends, and changes over time. Students read and write about Keats’s stories through the chronological order in which they were written. As students read these stories over time, they analyze characters, infer
the author’s message, and relate changes to the author’s style in art and story to biographical information
from his life. Concurrently, writing extensions provide opportunities to deepen book review writing skills through the critical thinking skills of judging with criteria, proving with evidence, elaborating and critiquing. As always, the sessions culminate in a final Socratic Seminar , this time focused on the prompts for depth and complexity explored through this unit and requiring students to cite evidence from multiple sources via the many Keats stories they have read.

Reading:
 I can ask and answer questions about key details in a text. 1.1.1.1
 I can describe the major events in a story by using key details and demonstrate understanding of the author’s message or lesson. 1.1.2.2
 I can retell the key details of a text. 1.1.2.2, 1.2.2.2
 I can describe the characters, setting or events of a story using details and illustrations.1.1.7.7, 1.2.7.7, 1.1.3.3
 I can compare and contrast the adventures and experiences of characters in stories by the same author. 1.1.9.9
 I can build on others’ talk in conversations by responding to the comments of others through multiple exchanges. 1.8.1.1a-d
 I can describe people, places, things, and events with details, expressing ideas and feelings clearly. 1.8.4.4

Writing:
 I can listen to ideas my teachers and friends have about my writing. 1.6.5.5
 I can add details that will help the reader understand my writing. 1.6.5.5
 I can answer questions using information recalled or gathered. 1.6.8.8
 I can identify my opinion on a book. 1.6.1.1
 I can support my opinion with a reason. 1.6.1.1I can write an opinion piece with an introduction, opinion, supporting reason, and conclusion. 1.6.1.1

When and where do I teach these small group sessions? Advanced differentiation sessions should flow out of core instruction (i.e. after the mini-lesson), and are ideal for use during guided reading and guided writing time. When you pull a small group of advanced learners, consult these lesson exemplars, which have been aligned with the core learning targets and provide increased rigor through acceleration, novelty, depth, and complexity. The sessions should last approximately 15-20 minutes, with additional time for independent reading and conferring throughout the week. The advanced differentiation small group sessions have been organized by concurrency with the weeks’ worth of lessons from the core. In general, the sessions can be taught anytime within the week(s) with which they align (usually 2 or 3 times per week in most classrooms). You may find it help to break some of these lessons down into smaller sessions to optimize your differentiation time and
scaffold for students’ needs.
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60 pages
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