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This “twin text” (using a fiction & non-fiction book on the same topic) comprehension packet is full of meaningful, high-interest material that will keep your students engaged in the active process of getting meaning from print-but you will be doing the modeled and/or shared reading while they begin to develop comprehension strategies through following and listening. As emergent and beginning readers focus so much of their energy on the decoding process, they often struggle to gain meaning…or they are reading material that is inherently nonsensical due to the high percentage of CVC or short, decodable words…robbing them of the chance to use the rich language base they have established before coming to school.” Read aloud” comprehension activities give students the chance to explore content areas and engaging stories by practicing reading strategies such as predicting, making inferences, comparing texts, and exploring all kinds of science and social studies content areas through modeled reading before they are able to read this material independently. How exciting is that!?!
You will need a copy of each book-"Gorillas" by Gail Gibbons and "Good Morning, Gorillas" by Mary Pope Osborne-for shared reading and/or read aloud in order to teach these lessons. Included in the packet are the following printables and ideas:
- An anticipation guide including 10 true/false statements about gorillas- With your help, the students put an X under yes or no according to their prior knowledge about gorillas. Then, as you read the book or shortly thereafter, students fill in a 2nd anticipation guide, noting whether hearing the text caused them to change their mind. There are 2 variations of a response guide-one that requires a bit more writing about what students have learned, but both versions provide the basis for a discussion about gorillas and their rain forest habitat/biome. Both variations require text evidence, which is an important piece of the literacy CCSS at most grade levels.
- Instructions for a cross-curriculum art project in which the students draw or create a computer- generated illustration of a rain forest and the gorilla “troop’” that lives there- Students are required to label-by using cut and paste vocabulary provided, or by writing learned vocabulary, labeling silverbacks, female gorillas, and the baby gorillas. Students also label the food they have drawn and, possibly other vegetation or natural resources that complete a realistic drawing that can be used as a learning experience or an assessment of what they have learned about gorillas. A great learning opportunity for visual and kinesthetic learning styles.
Good Morning ,Gorilla:
- A study guide complete with several vocabulary words and 3-5 questions per section based on information gained from listening to the story. The 10 chapter book is broken into 5 two chapter sections, so you may choose the amount of daily reading that best suits the needs of your students. The questions include a mixture of literal factual questions, and questions that require making inferences or generating main ideas. Depending on the level of your students, you may choose to display the questions on whatever projection technology is available, or may require each student to complete his or her own sentence/answers.
-Vocabulary words are provided for each section, as well as a cumulative 22 word list at the end of the packet. I didn’t create vocabulary activities to go with this packet, as my focus was on “text evidence” and “making inferences.” However, I wanted to provide you with a list in case this is something you would like to use to develop activities for your class on an "as-needed" basis.
- A “factual ”worksheet in which the students read and answer 3 gorilla questions and provide text evidence to substantiate their answer.
-A “making Inferences” worksheet in which the students choose “yes” or “no” depending on if the sentence states an idea that could be inferred from the content of the book. The students are then required to find text evidence for each inference they marked “yes”…again something you may want to do on projection technology together.
I truly enjoyed developing this twin text product, and hope you find it to be a useful tool in helping your students develop comprehension strategies they can begin to use now and in the future as they develop as independent readers. Thanks for your interest in my materials!
CCSS Gorilla Twin Text Read Aloud Beginning Reader Comprehension Activities
by Amy Bratsos
is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License