The Great Fuzz Frenzy J. Stevens Common Core Reading Comprehension Unit Study

The Great Fuzz Frenzy J. Stevens Common Core Reading Compr
The Great Fuzz Frenzy J. Stevens Common Core Reading Compr
The Great Fuzz Frenzy J. Stevens Common Core Reading Compr
The Great Fuzz Frenzy J. Stevens Common Core Reading Compr
Grade Levels
2nd, 3rd, 4th, 5th
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2.32 MB   |   25 pages

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45 states have adopted the Common Core Standards. Teachers are scrambling to find numerous ways to teach the standards. This simple, yet rigorous and content-rich book study contains many items that help you meet the needs of ALL diverse learners. Also, administrators are pushing for more grades. This pack has over 12 grading options!

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Table of Contents:
1) Vocabulary Acquisition Activity/Quiz
2) Summarize Read Aloud Activity
3) Comprehension Quiz
4) Write/Pair/Share Journal Writing
-6 writing prompts with cool notebook paper for students to write on
5) Graphic Organizers
-12 graphic organizers
6) Interactive Websites/Resources

Common Core Standards Met
CCSS.ELA-Literacy.RL.__.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RL.__.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
CCSS.ELA-Literacy.RL.__.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
CCSS.ELA-Literacy.RL.___.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similies
CCSS.ELA-Literacy.RL.___.6 Distinguish their own point of view from that of the narrator or those of the characters.
CCSS.ELA-Literacy.RL.___.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
CCSS.ELA-Literacy.RF.___.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
CCSS.ELA-Literacy.RF.___.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CCSS.ELA-Literacy.W.___.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
CCSS.ELA-Literacy.W.___.1b Provide reasons that are supported by facts and details.
CCSS.ELA-Literacy.W.___.1c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
CCSS.ELA-Literacy.W.___.1d Provide a concluding statement or section related to the opinion presented.
CCSS.ELA-Literacy.W.___.2c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
CCSS.ELA-Literacy.W.___.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.___.2e Provide a concluding statement or section related to the information or explanation presented.
CCSS.ELA-Literacy.W.___.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.___.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
CCSS.ELA-Literacy.W.___.3b Use dialogue and description to develop experiences and events or show the responses of characters to situations.
CCSS.ELA-Literacy.W.___.3c Use a variety of transitional words and phrases to manage the sequence of events.
CCSS.ELA-Literacy.W.____.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
CCSS.ELA-Literacy.W.___.3e Provide a conclusion that follows from the narrated experiences or events.
CCSS.ELA-Literacy.W.___.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.___.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
CCSS.ELA-Literacy.W.___.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.SL.___.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.___.1b Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-Literacy.SL.___.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.___.3 Identify the reasons and evidence a speaker provides to support particular points.
***GRADE LEVEL LANGUAGE ARTS CCSS***

© 2014, Mark Rheault Permission is granted to original purchasers to reproduce material as designated only for their own classroom use. No other part of this work may be reproduced in any form or by any electronic or mechanical means including information storage and retrieval systems without permission in writing from the publisher, except by a reviewer, who may quote brief passages in a review.
Total Pages
25
Answer Key
N/A
Teaching Duration
N/A

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The Great Fuzz Frenzy J. Stevens Common Core Reading Compr
The Great Fuzz Frenzy J. Stevens Common Core Reading Compr
The Great Fuzz Frenzy J. Stevens Common Core Reading Compr
The Great Fuzz Frenzy J. Stevens Common Core Reading Compr