ALEX Classroom Resource

  

Writing ABC Books to Enhance Reading Comprehension

  Classroom Resource Information  

Title:

Writing ABC Books to Enhance Reading Comprehension

URL:

http://readwritethink.org/classroom-resources/lesson-plans/writing-books-enhance-reading-392.html

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

Overview:

Comprehension requires more than knowledge of the basic facts in a reading. Instead, readers need to actively engage in their readings to move toward critical thinking. After reading a piece of literature, students explore their text, searching for literary elements such as characters, setting, figures of speech, and themes. They use the alphabet to organize their findings. Finally, they publish their work in ABC books, using the Alphabet Organizer student interactive.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 3
3 ) Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. [RL.3.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.3- Identify traits or feelings of a character in a story.


English Language Arts
ELA2015 (2015)
Grade: 3
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.3.4]

a. Read on-level text with purpose and understanding. [RF.3.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.3.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.3.4c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.21- Read and comprehend a text of 100 words with or without pictures.
ELA.AAS.3.21a- Read on-level text with purpose and understanding.


English Language Arts
ELA2015 (2015)
Grade: 3
26 ) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-3.) [W.3.5]

English Language Arts
ELA2015 (2015)
Grade: 3
30 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.3.10]

English Language Arts
ELA2015 (2015)
Grade: 3
32 ) Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.3.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.32- Ask and answer questions about a text read aloud and/or information presented orally through media including digital media.


English Language Arts
ELA2015 (2015)
Grade: 3
40 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 3 reading and content, choosing flexibly from a range of strategies. [L.3.4]

a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.3.4a]

b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). [L.3.4b]

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [L.3.4c]

d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. [L.3.4d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.40a- Use context clues to determine the meaning of a word or phrase in a sentence.
ELA.AAS.3.40d- Utilize a dictionary, glossary, and/or digital resources to find the meaning of words.


English Language Arts
ELA2015 (2015)
Grade: 3
42 ) Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [L.3.6]

English Language Arts
ELA2015 (2015)
Grade: 4
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). [RL.4.3]


NAEP Framework
Anchor Standard::
Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Cognitive Target::
  • Identify textually explicit information within and across texts such as character traits, sequence of events or actions, setting, (identify) figurative language.
  • Consider text(s) critically to evaluate a character's motivations and decisions.

NAEP Descriptor::
Evaluate and explain which story character is most important and provide specific info. (Integrate and Interpret)

NAEP Descriptor::
Infer character trait from story details to provide a description. (Integrate and Interpret)

NAEP Descriptor::
Evaluate character development using text support from beginning and end of a story. (Integrate and Interpret)

NAEP Descriptor::
Identify and explain attitudes of two main characters. (Integrate and Interpret)

NAEP Descriptor::
Use story events to support an opinion about a character's behavior. (Critique and Evaluate)

NAEP Descriptor::
Describe how main character's feelings change over the course of the story. (Integrate and Interpret)

NAEP Descriptor::
Infer a story character's feelings to provide a description.

NAEP Descriptor::
Recognize reason for story character's action. (Integrate and Interpret)

NAEP Descriptor::
Use story events to support an opinion about story genre. (Critique and Evaluate)

NAEP Descriptor::
Evaluate and recognize primary importance of a character to the story. (Critique and Evaluate)

NAEP Descriptor::
Infer and recognize main problem faced by a story character. (Integrate and Interpret)

NAEP Descriptor::
Recognize the main way author presents information about a biographical character. (Critique and Evaluate)

NAEP Descriptor::
Recognize description of character's action explicitly stated in a story. (Locate and Recall)

NAEP Descriptor::
Interpret description to recognize how story character feels. (Integrate and Interpret)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.3- Describe and/or identify a character, a setting, or an event in a story.


English Language Arts
ELA2015 (2015)
Grade: 4
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.4.10]


NAEP Framework
Anchor Standard::
Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Cognitive Target::
Consider Text(s) critically to evaluate the author's perspective or point of view within or across texts, take different perspectives in relation to a text, and compare or connect ideas, problems, or situations.
NAEP Descriptor::
Infer and explain a lesson common to story and poem. (Integrate and Interpret)

NAEP Descriptor::
Recognize surface similarity between story and poem. (Integrate and Interpret)


English Language Arts
ELA2015 (2015)
Grade: 4
43 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [L.4.6]

English Language Arts
ELA2015 (2015)
Grade: 5
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.5.4]

a. Read on-level text with purpose and understanding. [RF.5.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.5.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.5.4c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.21- Read/identify 200 words associated with pictures or tangible objects.


English Language Arts
ELA2015 (2015)
Grade: 5
43 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). [L.5.6]

Tags: ABC book, comprehension, literary elements, writing
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Author: Cassie Raulston