The Primary Comprehension Toolkit
Navigation Guide

1: Think About the Text: Look, listen, talk, write, and draw to express thinking.

pp. 4-19

Frame 1

The Art Lesson by Tomie dePaola (Putnam & Grossett Group, 1988) [Available in the Trade Book Pack.]

3x5 Post-its

Clipboard with one piece of blank paper and 3x5 Post-It Notes or the Post-its Thinksheet [See Strategy Book 1, p. 53]

Thinksheet (blank except for three or six lines on the bottom) [See Strategy Book 1, p. 53 or online resources]

Assorted markers, pencils, and crayons

Choose a text that:

• Gives kids a lot to think about.
• Is about a conflict, problem, or issue with which kids can connect.

Example: The Art Lesson

We want students to:

• Develop an awareness of their thinking as they read, listen, and view.
• Understand that their thinking matters when they read.
• Leave tracks of their thinking by drawing and writing.
• Learn how to turn and talk to a partner about their thinking.

Scaffolding:

p. 1, Lesson Think About the Text

Small-Group:

p. 3, Session 1: Notice and Track Your Thinking

Technology:

p. 1, Lesson 1: Reflecting Thinking with a Drawing Tool

p. 11, Lesson 2: Think About Online Information

2: Notice and Think about Nonfiction Features: Construct a Feature/Purpose chart.

pp. 20-33

Frame 2

TIME For Kids Biggest Picture Edition (Fall 2001) “Taking a Trip” poster.

National Geographic Young Explorer (Spring 2006) “Fly with a Butterfly” magazine

Additional Texts

TIME For Kids Bigger Picture Edition posters as well as an array of nonfiction books

Feature/Purpose Chart

Post-its

Markers

Clipboard with two-columns Feature/Purpose Thinksheet [See Strategy Book 1, p. 57 or online resources]

Pencil

A variety of nonfiction texts at different levels and interest

Choose texts that are full of two kinds of features:

• visual features like photographs, illustrations, maps, graphs, charts, diagrams, etc…
• text features like labels, captions, headings, etc…

Examples: “Taking a Trip” poster “Fly with a Butterfly” magazine

We want students to:

• notice the visual and text features of nonfiction and understand that they signal importance.
• Recognize that the visual and text features have a purpose.
• Find and record features and their purposes on their own Feature/Purpose Thinksheet.

Scaffolding:

p. 7, Lesson 2: Notice and Think About Nonfiction Features

Small-Group:

p. 9, Session 2a: Preview Features in a Text

p. 14, Session 2b: Integrate Information from Features

3: Explore Nonfiction Features: Create Nonfiction Feature books.

pp. 34-50

Frame 3

TIME for Kids Bigger Picture Edition (Fall 2001) “Taking a Trip” poster

National Geographic Young Explorer (Spring 2008) “Fly with a Butterfly” magazine

Feature/Purpose Chart [from Lesson 2]

Blank booklet [ten pages and a blank cover]

Newspapers and magazines for cutting up

Glue stick, scissors, and marker

Photograph of teacher

Digital or instant camera

Feature/Purpose Thinksheet [from Lesson 2]

Blank booklet [ten pages and a blank cover]

Pencil, glue stick, scissors, crayons, markers

Photograph of themselves

Assorted nonfiction books and TIME for Kids posters

Choose texts that:

• are full of text and visual features.
• Provide examples of features that kids can begin to replicate in their own work.

Examples: “Taking a Trip” poster, “Fly with a Butterfly” magazine

We want students to:

• Pay attention to both visual and text features and become aware of the differences between them.
• Understand that the purpose of features is to give readers more information and a more complete understanding.
• Create their own Nonfiction Feature books that they will refer to when reading and writing nonfiction.

Scaffolding:

p. 13, Lesson 3: Explore Nonfiction Features

Small-Group:

p. 18, Session 3: Explore Visual and Text Features

4: Discover Your Passion: Become a specialist.

pp. 6-19

Frame 4

National Geographic Young Explorer (Spring 2008) “Fly with a Butterfly” magazine

[See Keep Reading! A Source Book for Short text, pp. 25-39]

Specialist Topic List Anchor Chart

Markers

Specialist Topic List Thinksheet with three bullets [See Strategy Book 2, p. 74]

Clipboard

Markers, pencils, and crayons

Dozens of nonfiction books and magazines about a variety of topics, at a range of levels, as well as the TIME For Kids magazines

Choose texts that:

• Are about narrow, specific subjects.
• Each have an illustrative cover or opening image that reflects the subject.
• Represent a wide variety of topics.

Example: “Fly with a Butterfly” magazine

We want students to:

• Understand that nonfiction reading is “reading to learn” and nonfiction writing is “writing to learn.”
• Learn what a specialist is and what it means to have a passion.
• Recognize that all come to school with lots of information and that they are all specialists in something.
• Create a list of specialist topics that they know a lot about, care about, and could teach someone about.

Scaffolding:

p. 17, Lesson 4: Discover Your Passion

Small-Group:

p. 27, Session 4a: Learn What a "Specialist" Is

Small-Group:

p. 32, Session 4b: Choose a Topic for a Teaching Book

5: Think About What You Know: Writing teaching books.

pp. 20-37

Frame 5

National Geographic Young Explorer (Spring 2008) “Fly with a Butterfly” magazine

[See Keep Reading! A Source Book for Short text, pp. 25-39]

Specialist Topic List Anchor Chart (from Lesson 4)

Teacher’s Nonfiction Feature book (from Lesson 3)

Feature/Purpose chart from Lesson 2)

Blank “teaching book” (10 pages, the top is blank for illustrations, the bottom is lined for writing) [See Strategy Book 2, pp. 75-77] or Online Resources

Post-its

Filled-in Specialist Topic list (from Lesson 4)

Nonfiction Feature books (from Lesson 3)

Dozens of nonfiction books and magazines about a variety of topics, at a range of levels, as well as the TIME For Kids magazines

Choose texts that:

• Explicitly teach the reader about a topic.
• Contain rich, interesting illustrations and text.
• Are packed with visual and text features.

Example: “Fly with a Butterfly” magazine

We want students to:

• Understand the term accuracy and apply it to their teaching book writing.
• Write teaching books on topics they know and care a lot about.
• Include nonfiction visual and text features as well as written text in their teaching books.

Scaffolding:

p. 21, Lesson 5: Think About You Know

Small-Group:

p. 37, Session 5a: Plan a Teaching Book

Small-Group:

p. 42, Session 5b: Write a Teaching Book

6: Make Connections: Use personal experience to construct meaning.

pp. 38-53

Frame 6

Patches Lost and Found by Steven Kroll (Marshall Cavendish, 2001) [Available in the Trade Book Pack]

Sentence strip: It reminds me of…

Interactive whiteboard or document camera for projecting the Thinksheet [See Strategy, Book 2, page 79] Also available online

Post-its

Pen

Clipboard with Post-its

Pencil

My Connection/How It Helps Me Understand Thinksheet [See Strategy Book 2, pp. 79-81]

Choose texts that:

• are likely to spur kids; memories.
• about a topic—pets, friends, school, and family—that kids are likely to have a experienced personally.

Example: Patches Lost and Found

We want students to:

• Understand what it means to make a connection to the text.
• Understand that their personal experience is important to understanding what they read and learn.
• Learn to listen to their inner voice to make sense of the text.

Scaffolding:

p. 25, Lesson 6: Make Connections

Small-Group:

p. 47, Session 6a: Make Text-To-Self Connections

Small-Group:

p. 52, Session 6b: Make Text-to-Text Connections

7: Merge Thinking with New Learning: [Stop, think, and react to information.

Video of lesson available on the Online Resources

pp. 54-70

Frame 7

Insects by Robin Bernard (National Geographic Society, 1999) [Available in the Trade Book Pack]

New Information about Insects Anchor Chart

Reading to Learn New Information Anchor Chart

Post-its, notepad, and pen

Clipboard with Post-its or Post-its Thinksheet [See Strategy Book 2, p. 78] or online resources

Pencil

Dozens of nonfiction books and magazines, on a variety of topics, at a wide range of levels.

Choose a texts that:

• About an interesting topic (such as insects, reptiles, dinosaurs, sharks, or extreme weather)
• Irresistibly attractive, with “wow facts” and great photographs
• Likely to contain information that is new to kids.

Example: Insects

We want students to:

• listen to the voice in their head that signals new learning.
• Understand the term background knowledge (BK).
• Stop, thin, and react to new information.
• Mark Post-its with L (for Learn) when they learn something new.

Scaffolding:

p. 29, Lesson 7: Merge Thinking with New Learning

Small-Group:

p. 57, Session 7a: Identify New Information

Small-Group:

p. 62, Session 7b: Integrate New Information

Technology:

p. 45, Lesson 5: Annotate Thinking Digitally

p. 53, Lesson 6: Narrate Thinking with Podcasts

8: View and Learn to Read and Wonder: Use images and words to gain understanding.

pp. 6-21

Frame 8

TIME For Kids Bigger Picture Edition (Fall 2002) “Spiders!” poster [See Keep Reading! A Source Book of Short Text, pp. 5-8]

Anchor Chart: What We Think We Know/What We Learned

Marker

Post-its

Online Resources

Clipboard with I Learned/I Wonder Thinksheet and Post-its Thinksheet [Strategy Book 3, pp. 75-77] Available in Online Resources

Post-It Notes

Pencil

Copies of TIME For Kids Bigger Picture Edition (Fall 2002) “Spiders!” poster [See Keep Reading! A Source Book of Short Text, pp. 5-8]

Assorted markers, pencils, and crayons

TIME For Kids Bigger Picture Edition (Fall 2002) “Spiders!” poster [See Keep Reading! A Source Book of Short Text, pp. 5-8]

Choose texts that:

• Are about a familiar and intriguing topic.
• Are likely to contain information that kids don’t know.
• Contains compelling images.

Example: “Spiders!” poster

We want students to:

• Use text and images to understand.
• Think and wonder about new learning.
• Jot down new learning and questions on Post-its and then sort them into two columns: I Learned and I Wonder.
• Notice and correct misconceptions , revising their thinking after reading and listening to additional information.

Scaffolding:

p. 35 Lesson 8: View and Read to Learn and Wonder

Small-Group:

p. 71, Session 8a: Wonder About New Learning

p. 76, Session 8b: Use New Learning to Revise Thinking

9: Wonder About New Information: Ask questions when you read, listen, and view.

pp. 22-39

Frame 9

Recess at 20 Below by Cindy Lou Aillaud (Alaska Northwest Books, 2005) [Available in Trade Book Pack]

Globe

Anchor Chart: Lingering Questions Anchor Chart

3x3 Post-its for students who are more interested in writing

3-5 Post-its for students who are more interested in drawing and for marking new learning at the end of the lesson

Copies of Post-its on pp. 75-76 or online resources.

Clipboard with paper and post-its

Pencil

A variety of nonfiction texts at different levels and interest

Choose a text that:

• Is engaging and spurs wonder.
• contains great visual features, especially photographs.
• Is on a topic that is somewhat unfamiliar to kids.

Example: Recess at 20 Below

We want students to:

• Demonstrate curiosity and think and wonder about information.
• Ask questions and draw or jot them down on Post-its.
• Recognize that thoughtful learners are curious, have a lot of questions, and sometimes find the answers.

Scaffolding:

p. 41, Lesson 9: Wonder About New Information

Small-Group:

p. 81, Session 9: Ask Questions as You Read

10: Use Questions as Tools for Learning: Understand why some questions are answered and some are not.

pp. 40-55

Frame 10

Biggest, Strongest, Fastest by Steve Jenkins, (Houghton Mifflin Company, 1995) [Available in Trade Book Pack]

A selection of magazines and a wide variety of nonfiction books on many topics

Questions/Answers Anchor Chart

Copies of Post-its on pp. 75-76 or online resources.

Question/Answers Thinksheet

Copies of Post-its on pp. 75-76 or or online resources.

Post-its

Clipboard

Pencil

A selection of magazines and a wide variety of nonfiction books on many topics

Choose a nonfiction book that has:

• Photos or pictures and short captions.
• Frequent headings.
• Little text on each page.

Example: Biggest, Strongest, Fastest

We want students to:

• Stop, wonder, and keep a question in mind to try to answer.
• Learn strategies for answering questions, including gaining information from pictures as well as text and talking with peers.
• Keep track of questions to be investigated but realize that not all questions are answered.

Scaffolding:

p. 47, Lesson 10: Use Questions as Tools for Learning

Small-Group:

p. 86, Session 10a: Questions and Answers

p. 90, Session 10b: Use Strategies to Find Answers

p. 96, Session 10c: Find Answers Beyond the Text

11: Use Read with a Question in Mind: Find answers to expand thinking.

pp. 56-71

Frame 11

.

Tornado by Catherine Chambers, (Heinemann Library, 2007) [Available in Trade Book Pack]

Books about tornadoes and other weather events, or a variety of nonfiction texts

I Wonder/I Learned

Anchor Chart and Marker

Post-its/

Copies of Post-its on pp. 75-76 or

I Wonder/I Learned

Anchor Chart and Marker

Post-its/

Copies of Post-its on pp. 75-76 or online resources

Books about tornadoes and other weather events, or a variety of nonfiction texts

The ideal teaching text for the lesson…

• Is a book with straightforward expository text.
• Has prominent navigational features (headings, table of contents, index) and a variety of visual and text features.

Example: Tornado

We want students to:

• Keep a question in mind as they read to answer.
• Use navigational features of texts to find answers to their questions.
• Learn how one question can lead to another question to expand thinking.

Scaffolding:

p. 51, Lesson 11: Read with a Question in Mind

Small-Group:

p. 101, Session 11a: Use a Table of Contents to Find Answers

p. 106, Session 11b: Use Headings to Find Answers

Technology:

p. 81, Lesson 9: Share Questions Online

p. 93, Lesson 10: Read and eBook to Answer Questions

12: Infer Meaning: Merge background knowledge with clues from the text.

pp. 6-21

Frame 12

“Things” from Honey, I Love and other poems by Eloise Greenfield (HarperCollins Publishers, 1978) [Available in the Trade Book pack]

Anchor Chart: “Things”

Chart Paper & Marker

Clipboard with Post-It Notes

Pencil

I infer Thinksheets with different amounts of writing space [See Strategy, Book 4, pp. 73-75]

Copies of Post-its on pp. 73-77 or online resources

Choose a text that:

• Has several stanzas.
• Is about a topic that kids can relate to.
• Is fun and rhythmic.

Example: ” Things ” From Honey, I Love

We want students to:

• Understand what it means to infer.
• Infer the meaning of poems by merging their background knowledge with clues from the text.
• Grow to cherish the sound of words and the rhythm of language.

Scaffolding:

p. 57, Lesson 12: Infer Meaning

Small-Group:

p. 115, Session 12a: Infer with Background Knowledge and Text Clues

p. 120, Session 12b: Infer with Emotions and Senses

13: Learn to Visualize: Get a picture in your mind.

pp. 22-35

Frame 13

Copy of the poem, “I Love and other love poems ” by Eloise Greenfield (HarperCollins Publishers, 1978) [Available in the Trade Book Pack]

“Rope Rhyme” Anchor Chart

“Honey, I Love” Anchor Chart

Drawing Paper

Assorted markers, pencils, and crayons

Other Poems

Choose a short poem that:

• Has stanzas that kids can act out.
• Are about a topic that kids can relate to.
• Is fun and rhythmic.

Example: “Rope Rhyme” and “Honey, I Love” from Honey, I Love

We want students to:

• Get a picture in their minds as they listen and read.
• Understand what it means to visualize.
• Develop a love of poetry.

Scaffolding:

p. 61, Lesson 13: Learn to Visualize

Small-Group:

p. 125, Session 13: Infer and Visualize with Poetry

Technology:

p. 123, Lesson 13: Visualize with Digital Drawings

p. 133, Lesson 14: Create and Illustrate Digital Poems

14: Make Sense of New Information: Infer from features, pictures, and words.

Frame 14

pp. 36-51

TIME For Kids Bigger Picture Edition (April 2005) “Ladybugs Grow Up!” poster [See Keep Reading! A Source Book of Short Text, pp. 9-12]

Post-its, clipboards, and pencils

Student copy of “Ladybugs Grow Up” [See Keep Reading! A Source Book of Short Text, pp. 9-12]

Clipboard with pencil and Post-its Thinksheet [See Strategy Book 4, pp. 76-77]

Available online

Nonfiction texts on various topics with clear photographs and a range of visual and text features

Choose a text that:

• Has a great cover photo.
• Contains many visual and text features that spark a variety of inferences.

Example: ”Ladybugs Grow Up” poster

We want students to:

• Learn the language of inferring and visualizing and use it to describe their inner conversation.
• Combine their background knowledge with clues from the text to make reasonable inferences.
• Talk about, draw, and record what they infer and visualize to facilitate learning from informational text.

Scaffolding:

p. 65, Lesson 14: Make Sense of New Information

Small-Group:

p. 130, Session 14: Infer and Visualize with Nonfiction

15: Infer and Visualize with Narrative Nonfiction: Tie the thinking the text.

Frame 15

pp. 52-69

Antarctica by Helen Cowcher [Farrar, Straus and Gioux, 1980) [Available in the Trade Book Pack]

I Learned/I Inferred Anchor Chart

Globe

Post-its

Marker

Clipboard with Post-its or Post-its Thinksheets [See Strategy Book 4, pp. 76-77, or the online resources

Pencil

Choose a text that:

• Is a narrative nonfiction picture book with a compelling story.
• Contains thought-provoking illustrations and information.
• Raises important issues and leaves readers with lingering questions.

Example: Antarctica

We want students to:

• Combine their background knowledge with text and picture clues to draw inferences, make predictions, and visualize with narrative nonfiction.
• Draw inferences and create mind pictures in response to information, unfamiliar vocabulary, and the story.
• Infer big ideas and consider lingering questions prompted by the text.

Scaffolding:

p. 71, Lesson 15: Infer and Visualize with Narrative Nonfiction

Small-Group:

p. 135, Session 15: Infer Narrative Nonfiction

16: Figure Out What’s Important: Separate important information from interesting details.

pp. 4-17

Frame 16

TIME For Kids Bigger Picture Edition (April 2002) “Amazing Helen Keller” poster [See Keep Reading! A Source Book of Short Text, pp. 13-16]

Post-its, clipboards, and pencils

Online Resources

TIME For Kids Bigger Picture Edition (April 2002) “Amazing Helen Keller” poster [See Keep Reading! A Source Book of Short Text, pp. 13-16]

Two-Column Interesting Details/Important Information Anchor Chart

A sample of a Braille text, if possible

Choose a text that:

• Has a few clear “big ideas.”
• Contains details related to those big ideas (important information).
• Contains interesting details that are not related to the big idea.

Example: “ Amazing Helen Keller” poster

We want students to:

• Recognize and understand what a detail is.
• Distinguish important information from interesting details.
• Code important information to text with a star.

Scaffolding:

p. 77, Lesson 16: Figure Out What’s Important

Small-Group:

p. 145, Session 16a: Identify Important Ideas

p. 150, Session 16b: Delete Ideas That Aren’t Important

17: Paraphrase Information:

Merge your thinking to make meaning.

pp. 18-33

Frame 17

TIME For Kids Bigger Picture Edition (April 2002) “A Visit to Mexico” poster [See Keep Reading! A Source Book of Short Text, pp. 17-19]

Steps for Paraphrasing Anchor Chart

Paraphrasing Anchor Chart

Clipboard

Post-its

Pencils

TIME For Kids Bigger Picture Edition (April 2002) “A Visit to Mexico” poster [See Keep Reading! A Source Book of Short Text, pp. 17-19]

Steps for Paraphrasing Anchor Chart

Paraphrasing Anchor Chart

Clipboard

Post-its

Pencils

A variety of nonfiction magazines and books

Choose a text that:

• Is brief and to the point.
• Organized in short sections (short paragraphs with headings or pictures with captions, etc.)

Example: “A Visit to Mexico” poster

We want students to:

• Notice when they stray from an inner conversation with the text and use strategies to refocus and get back on track with the reading.
• Notice when meaning breaks down due to lack of understanding and stop to repair it before reading on.
• Notice and articulate what the teacher does as a reader to monitor and repair comprehension.

Scaffolding:

p. 81, Lesson 17: Paraphrase Information

Small-Group:

p. 154, Session 17: Paraphrase Information

18: Organize Your Thinking as You Read: Take notes to record information.

pp. 34-50

Frame 18

TIME For Kids Bigger Picture Edition (Spring 2003) “Welcome to the Rain Forest” poster [See Keep Reading! A Source Book of Short Text, pp. 21-24]

I Learned/I Wonder/ Wow! Anchor Chart

Marker

TIME For Kids Bigger Picture Edition (Spring 2003) “Welcome to the Rain Forest” poster [See Keep Reading! A Source Book of Short Text, pp. 21-24]

I Learned/I Wonder/ Wow! Thinksheets [See Strategy Book 5, p. 54]

Clipboard with pencil and Post-its or Post-its Thinksheets [See Strategy Book 5, pp. 55-56]

Marker

Choose a text that:

• Is brief and to the point.
• Organized in short sections (short paragraphs with headings or pictures with captions, etc.)

Example: “ A Visit to Mexico” poster

We want students to:

• React and respond so they read and learn information.
• Distinguish between –and—record facts, questions, and responses to keep track of their thinking.
• Sort and organize thinking on the I Learned/I Wonder/Wow! Anchor Chart and Thinksheet

Scaffolding:

p. 87, Lesson 18: Organize Your Thinking as You Read

Small-Group:

p. 159, Session 18a: Sort Information, Questions, and Reactions

p. 164, Session 18b: Think Across Categories of Information

Technology:

p. 161, Lesson 17: Organize Thinking on a Spreadsheet

p. 171, Lesson 18: Research Digitally Archived Questions

19: Summarize Information: Put it in your own words and keep it interesting.

pp. 6-21

Frame 19

TIME For Kids Bigger Picture Edition (Spring 2003) “Welcome to the Rain Forest” poster [See Keep Reading! A Source Book of Short Text, pp. 21-24] available online

How Do We Create a Summary? Anchor Chart

Post-its

Pencils

Markers

Chart Paper

Post-its and notes written previously, either by kids or the teacher.

Post-its, paper, markers, pencils, and crayons

A variety of books and magazines about the rain forest and other topics.

Choose a text that:

• Is related to an ongoing unit of study.
• Is organized in sections with headings, labels, or captions.
• Does not contain so much information that kids get bogged down.

Example: “Welcome to the Rain Forest” poster

We want students to:

• Understand that summarizing information about a topic helps us learn and remember important information.
• Use reading, writing, and thinking strategies to create a developmentally appropriate summary.
• Merge their thinking with the information to write a summary that is interesting to read and written in an authentic voice.

Scaffolding:

p. 93, Lesson 19: Summarize Information

Small-Group:

p. 173, Session 19a: Summarize During Reading

p. 178, Session 19b: Summarize After Reading

20: Read to Get Big Ideas: Synthesize the text.

pp. 22-35

Frame 20

The Great Kapok Tree: A Tale of the Amazon Rain Forest by Lynne Cherry (Voyager Books, 1990) [Available in the Trade Book Pack.]

Anchor Chart: Character/Big Idea

Marker

Globe or map of South America

Clipboard

Post-its

Large blank sheet of paper

Assorted markers, pencils, and crayons

Choose a text that:

• Presents a variety of ideas about an issue or ongoing unit of study.
• Contains accurate and useful information about the topic, even though it tells a fictional story.

Example: The Great Kapok Tree

We want students to:

• Understand important ideas from a character’s words and actions as well as from story events.
• Synthesize big ideas from fiction using several strategies, especially inferring, visualizing, and connecting.
• Construct important ideas based on content information.

Scaffolding:

p. 99, Lesson 20: Paraphrase Information

Small-Group:

p. 183, Session 20: Synthesize Big Ideas from Fiction

21: Explore and Investigate: Read, write, and draw in a researcher’s workshop.

pp. 36-51

Frame 21

Video of lesson online

TIME For Kids Bigger Picture Edition (Spring 2003) “Welcome to the Rain Forest” poster [See Keep Reading! A Source Book of Short Text, pp. 21-24] available online

The Great Kapok Tree: A Tale of the Amazon Rain Forest by Lynne Cherry (Voyager Books, 1990) [Available in the Trade Book Pack.]

Steps for Researching? Anchor Chart

Markers

Chart Paper

Poster paper

Markers

Scissors

Glue Sticks

Post-its

Abundant text on the topic of study with a variety of formats, clear and accurate information, and kid-friendly layouts.

Choose texts that:

• Represent a variety of formats.
• Present just enough information clearly and accurately.
• Contain navigational features (tables of contents, indexes) and many visual and text features.

Example: “Welcome to the Rain Forest” poster The Great Kapok Tree

We want students to:

• Use comprehension strategies as tools for research and investigation.
• Independently read for information, ask and answer questions, and record new learning.
• Begin to synthesize learning on a poster.

Scaffolding:

p. 105, Lesson 21: Explore and Investigate

Small-Group:

There is no small-group session for Lesson 21, which arises from independent investigations.

22: Share Your Learning: Create projects to demonstrate understanding.

pp. 52-65

Frame 22

Samples of kids’ successful projects, posters, poems, and books

Text on the classroom topic of study with a variety of formats, clear and accurate information, and kid-friendly layouts

Rain Forest Poetry Word Chart

Chart paper

Marker

Books on the rain forest and related topics

Teacher-created book on the study topic

Poster paper, markers, scissors, and glue sticks

Blank booklets

Post-its

Text on the classroom topic of study with a variety of formats, clear and accurate information, and kid-friendly layouts

The ideal teaching texts for this lesson are finished student projects that….:

• Can inspire kids to imagine their own final products.
• Represent a variety of forms of creative expression (projects, posters, books, poems, etc…)

Example: “Welcome to the Rain Forest” poster

We want students to:

• Summarize and synthesize what they learn by making posters, poems, books, and other projects.
• Share new knowledge and teach their peers and teachers.
• Participate in a community of researchers by responding thoughtfully to each other’s projects.

Scaffolding:

p. 111, Lesson 22: Share Your Learning

Small-Group:

There is no small-group session for Lesson 22, which continues with independent investigations.

Technology:

p. 203, Lesson 21: Produce a Media Project

p. 215 Lesson 22: Create an Inquiry Movie