Unit 1/Week 1 at a Glance - Benchmark Education Companyblresources.benchmarkeducation.com/pdfs/GKU1W1_Instrctn.pdf · One way I can do that is by asking myself ... • How did asking

TM

LiteracyB e n c h m a r k

Teacher’s Guide Grade K • Unit 1 1Week

Ask Questions/Identify Main Idea and Supporting Details

® B e n c h m a r k e d u c a t i o n c o m p a n y

Unit 1/Week 1 at a Glance

Day Mini-Lessons

ONE • Introduce the Comprehension Strategy: Identify Main Idea and Supporting Details

• Think Aloud and Use the Metacognitive Strategy: Ask Questions

• Find the Main Idea in a Picture

• Connect Thinking, Speaking, and Writing

• Reflect and Discuss

TWO • Review the Metacognitive Strategy: Ask Questions

• Use the Comprehension Strategy: Identify Main Idea and Supporting Details

• Connect Thinking, Speaking, and Writing


THREE • Extend the Comprehension Strategy: Identify Main Idea and Supporting Details


FOUR • Read and Summarize

• Answer Text-Dependent Comprehension Questions: Identify Main Idea and Supporting Details (Level 2: Look Closer!)


FIVE • Metacognitive Self-Assessment

• Constructed Written Response

• Ongoing Comprehension Strategy Assessment

Day One

Benchmark Literacy • Grade K • Unit 1/Week 1 ©2011 Benchmark Education Company, LLC2

Comprehension Anchor Poster 1

Read-Aloud (10 minutes)

Select a favorite fiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Ask Questions.” Use the sample read-aloud lessons and suggested titles in the Benchmark Literacy Overview.

Mini-Lessons (20 minutes)

Introduce the Comprehension Strategy: Identify Main Idea and Supporting Details

Say: I love to act in plays. I have been in three plays. I love how it feels to be on stage in front of an audience. Dressing up in costumes is so much fun, too! I want to be an actor when I grow up.

Ask: What is your favorite activity? What do you love about that activity?

Turn and talk. Ask students to turn to a partner and share at least three of their favorite activities. Ask a few students to share with the whole group.

Explain: Acting in plays is the main idea. The things I do and how I feel when I act in plays are details that support the main idea. When you talk to people, you often describe things by first stating the most important point and then giving details about that point. Writers do this, too. Good readers know how to recognize a main idea and details in fiction and nonfiction texts. We’re going to practice recognizing main ideas and details this week.

Think Aloud and Use the Metacognitive Strategy: Ask Questions

Display Poster 1.

Draw students’ attention to the family working in the yard. (Whiteboard users can use the highlighter tool.)

Explain: When I look at this picture, the first thing I need to do is figure out what it’s trying to show me. One way I can do that is by asking myself questions. I ask questions to make things clearer in my mind. Let me show you how I do it.

Think aloud. Say: The picture shows a family in a yard. What are they doing in the yard? Are they relaxing or are they working? What kind of work are they doing? Asking and answering questions helps me recognize a main idea as well as identify details to support or tell more about that idea.

Lesson Objectives

Students will:

• Identify a stated main idea based on a picture.

• Identify details that support the main idea.

• Ask questions about a picture.

• Use academic sentence frames to discuss strategies.

Related Resources

• Whiteboard CD-ROM

• Home/School Connections (BLM 1)

About the Strategy

• The main idea is what a paragraph, passage, or story is about.

• Supporting details describe or explain the main idea.

• A main idea is often stated at the beginning of a paragraph.

• Recognizing main ideas helps readers remember important information.

• Recognizing supporting details helps readers understand the main idea.

©2011 Benchmark Education Company, LLC Benchmark Literacy • Grade K • Unit 1/Week 1 3

Day One

Make Content Comprehensible for ELLsUse the following strategies to help ELLs understand the poster content and acquire academic language.

BeginningRead the title of the poster. Demonstrate the concept of being busy by role-playing having many things to do. For example, say: I am so busy. I need to choose books. I need to organize the centers. (Look at your calendar or plan book and show students a long list of things to do.)

Beginning and IntermediatePoint to and name people in the photograph: father, daughter, son, mother. Then gesture a circle around the people and say family.

Draw and label, or have ELLs draw, another family.

All LevelsPair ELLs with fluent English speakers during partner discussions and activities.

Model the use of academic sentence frames to support ELLs’ academic vocabulary and language development. (See suggested sentence frames provided.)

Comprehension Quick-CheckObserve whether students are able to articulate the main idea and details in the poster. If they have difficulty, use the following additional explicit instruction.

Draw the main idea/supporting details graphic organizer on chart paper.

In the top box, write Busy Family.

Say: This is the main idea. The main idea gives the most important information.

In the first Details box, write boy planting.

Say: I looked in the picture and I found examples of things the family members were doing. I use the examples to support the main idea.

Say: Now you find another detail.

Write your questions on chart paper. Ask students to generate other questions they could ask about the photograph, and add these to your list. Explore possible answers together.

Post these questions on the wall as an Ask Questions anchor chart, or have students write them in their reading journals or notebooks to use in the future.

Find the Main Idea in a Picture

Ask students what this photograph is mostly about, or what the main idea is. Point out that the title of the poster, “Busy Family,” can help them figure out the main idea.

Have students tell which details in the photograph helped them figure out the main idea. Remind them that details tell more about the main idea.

Provide the following academic sentence frames to support ELLs and struggling students:

The main idea is . One detail that supports the main idea is .Clues that help me identify the main idea and detail are .

Connect Thinking, Speaking, and Writing

Write down the main idea that students identify and reread it as a group. Then write the details they found that support the main idea. Give students the opportunity to expand on their shared writing.

Reflect and Discuss

Ask and discuss the following questions: •Whyisitimportanttoidentifythemainideaanddetails?•Howdoesthishelpyou?•Howdidaskingyourselfquestionshelpyouunderstandthe

photograph?•Howdoesthetitlehelpyoutoidentifyamainidea?

Connect and transfer. Say: Readers find main ideas and details in texts. Tomorrow, we will read a text to find main ideas and details.


Small-Group Reading Instruction (60 minutes)

Based on students’ instructional reading levels, select titles that provide opportunities for students to practice identifying stated main ideas and details. See the list provided on the Unit at a Glance chart.

Use the before-, during-, and after-reading instruction provided in the Teacher’s Guide for each text.

Individual Student Conferences (10 minutes)

Confer with individual students on their text selections and application of strategies. Use the Reading Conference Note-Taking Form to help guide your conferences.

Phonics Workshop (20 minutes)

Use the Day 1 instruction provided in StartUp Phonics Skill Bag Red Lessons.

Day One

Support Special Needs LearnersSupport visual learners and students with attention issues by projecting the whiteboard version of the posters. Allow students to come to the whiteboard and circle, underline, or highlight the main idea and details in the text. Invite them to label what they see.

Access the graphic organizer provided on the whiteboard. Record main ideas and details with students.

Provide opportunities for active involvement. For example, assign students the roles of Main Idea, Detail 1, Detail 2, and Detail 3, and let them retell the content of each poster.

Access the image bank for enlarged images that students can use to practice asking questions, determining main idea and details, and retelling facts.

Home/School ConnectionOn Day 1, distribute copies of Home/School Connections (BLM 1). Each day during the week, assign one of the six home/school connection activities for the students to complete. Ask them to bring their completed assignments to class the next day. Make time at the beginning of each day for students to share their ideas.

Name Date

Benchmark Literacy • Grade K • Unit 1/Week 1 ©2010 Benchmark Education Company, LLC

BLM 1

Home/School Connections: Identify Main Idea and Supporting Details

1. Make Text-to-World Strategy ConnectionsWhat is your favorite activity to do at home with your family? Say it aloud, and ask an older family member to write it down. With help from your family, list the details involved in doing that activity. Discuss why it is your favorite activity. Bring your ideas to school to share with your class.

2. Make Text-to-Text Strategy ConnectionsAsk a parent or an older sibling to read aloud a paragraph or two from a simple newspaper article or a kids’ magazine. Say aloud the most important idea or point, then state a few details from the article that support the main idea. Have the person write the idea and details for you.

3. Make a Strategy Connection to MathThink about addition. Draw a picture that shows how when you add two objects, you get more objects. Then say aloud what adding is all about. What happens when you add? Then, say aloud a detail from your drawing that supports the big idea of adding.

4. Make a Strategy Connection to ScienceThink about a topic you are learning about in science, such as the five senses, the seasons, or animal habitat. Think about and say aloud a big idea about that topic. With help from a parent or older sibling, write the science concept and details on a sheet of paper.

5. Make a Main Idea and Supporting Details ChartThink of what your family does in the summer. Say aloud one big idea. Get help writing your big idea on a Main Idea and Supporting Details chart. Think of three details, or examples, to support your main idea. With help from an adult or older sibling, record details on a Main Idea and Supporting Details chart. Sign your name and your family member’s name to your chart. Bring your chart to class to share.

6. Think and Write About the StrategyThink about how learning about main idea and supporting details has helped you become a more strategic reader. Write about how and when you use this strategy to help you understand what you are reading.

Home/School Connections (BLM 1)

Day Two


Comprehension Anchor Poster 2 (BLM 2)

Lesson Objectives

Students will:

• Identify the stated main idea of a passage.


• Ask questions to understand a text.


Related Resources



• Comprehension Anchor Poster 2 (BLM 2)


Select a favorite fiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Ask Questions.” Use the sample read-aloud lessons and suggested titles in the Benchmark Literacy Overview.


Review the Metacognitive Strategy: Ask Questions

Display Poster 2 with annotations hidden and/or distribute BLM 2 and read aloud the title.

Read aloud the text with students.

Explain: Yesterday when I looked at the “Busy Family” picture, I asked myself questions to help me understand. When I ask questions, I think about what is not clear that I can probably find an answer to by reading on. I’ll show you how I do this.

Reread the first sentence. Think aloud: In the first sentence, I read that a pond has many living things. What lives in a pond? I will look for an answer as I read on.

Write your question on chart paper.

Reread the rest of the passage. Think aloud: These sentences answer my question about what lives in a pond. Write the answers on the chart paper next to the question.

Ask students to generate other questions. Add their questions to the list on the chart paper. Encourage students to write the questions in their reading journals to use in the future.

Build academic oral language. Reread the title. Encourage students to ask themselves about the main idea of the paragraph and what details support that idea. Have students describe how asking questions helped them identify the main idea and details in this paragraph. Reinforce the idea that good readers ask questions to understand text better. Support ELLs and struggling readers with the following sentence frames:

The main idea is .The supporting details are .Asking questions helped me .


Day Two

Use the Comprehension Strategy: Identify Main Idea and Supporting Details

Reread the poster text with students, annotations still hidden.

Say: Now think about the content of this passage. What was it mostly about?

If necessary, explain that the passage is mostly about what lives in a pond. The author provides specific examples, or details, of what animals and plants live in a pond.

Say: Let’s look closely to find the sentence that tells what the passage is mostly about. What sentence states the main idea?

Write the sentence that students identify. Then reveal the Stated Main Idea annotation. Say: Did we find the main idea? Let’s compare sentences.

Build academic oral language. Say: Details give more information about a main idea. Let’s think about details in this passage that tell about the main idea that many plants and animals live in a pond. What is the first detail the author gives about what lives in a pond? (Fish swim in a pond.) What does the author tell us about turtles? (They are at a pond.) In what way do these details support the main idea? (Fish and turtles live in and at a pond and are both living.)

Connect Thinking, Speaking, and Writing

Prompt students to identify other details that support or tell more about the main idea. Students should understand that sometimes details in a passage do not support the main idea directly, but they add something that the reader might find interesting.

Record students’ details on chart paper. Then reveal the Details annotation.

Say: Let’s compare our details list to the list on the poster. Allow time for discussion.


BeginningRead aloud the poster title and passage. Point to each living thing as you say it (pond, fish, turtles, water lilies). Ask ELLs to say the name of each living thing with you.

Beginning and IntermediateAsk students to look around the room and point to living things and pictures of living things, and name the living things for you.


Model the use of academic sentence frames to support ELLs’ academic vocabulary and language development. (See suggested sentence frames provided.)

Stated Main Idea:

A pond has many living things.

Details:

• Fish swim in the pond.• Turtles are at a pond.• Water lilies are in a pond.

Comprehension Anchor Poster 2 Sample Annotations


Day Two

Comprehension Quick-CheckTake note of which students can or cannot contribute to the discussion of the Poster 2 main idea and supporting details. Use the following activity to provide additional explicit instruction for these students.

Use an additional real-world example to help students grasp the difference between main ideas and details, for example:

I like many animals. (main idea)

I like , , and . (details)

Record the main idea and details on a graphic organizer. Then write them as a paragraph. Ask students to underline the main idea and circle each detail.

Oral Language ExtensionDuring independent workstation time, pair students and ask them to construct oral main ideas and supporting details related to any topics they have studied in class. Partner A states a main idea. Partner B provides at least two details to support the main idea. If necessary, Partner A assists. Then the partners switch roles. Tell students to be ready to report on their main ideas and details during individual conference time.

Home/School ConnectionAt the beginning of the day, make time for students to share their ideas based on the activity they completed the previous night.

At the end of the day, ask students to complete another home/school connection activity from BLM 1 and bring their assignment to class tomorrow.

Reflect and Discuss

Ask and discuss the following questions:•Howdoesaskingquestionsaboutthetexthelpyouasareader?•Howdoesknowingthemainideahelpyouunderstandwhatyouare

reading? •Howdodetailshelpyouunderstandthemainidea?

Connect and transfer. Ask:Howwillyouusewhatwehavepracticedtodaywhen you read on your own?









Day Three



Select a favorite nonfiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Ask Questions.” Use the sample read-aloud lessons and suggested titles in the Benchmark Literacy Overview.


Extend the Comprehension Strategy: Identify Main Idea and Supporting Details

Display Poster 3 and/or distribute BLM 3.

Say: Today you’re going to practice reading and identifying main idea and details in a text. Remember to ask yourself questions about the text to help you understand.

Read aloud the passage or have students read the passage independently or with a partner. Instruct them to locate and write the main idea in the Stated Main Idea box, and list the details in the Details box. Students should feel free to underline, circle, or flag key information as they read.

Have individual students or partners share the main idea and details they identified. Record students’ findings on the poster. See the sample annotations.

Observe and Prompt for Strategy Understanding

As students work together, observe those who demonstrate understanding of the concepts and those who struggle. Use appropriate responsive prompting to provide additional support or to validate students who demonstrate mastery.

Goal Oriented•Iamgoingtoreadslowlytofindthemainidea.•Iamgoingtoreadslowlytofinddetailsthattellmoreaboutthemainidea.•Thedetailsinsentence support the main idea .

Directive and Corrective Feedback•Doesthatsentencetellthemostimportantideaofthepassage?•Whichdetailsareimportant?Howcanyoutell?•Whatdothedetailstellyouaboutthemainidea?

Lesson Objectives

Students will:

• Identify the stated main idea of a passage.


• Ask questions about a text.


Related Resources





Stated Main Idea:

People can help animals.

Details:

• Boy feeds rabbit.• Girl gives horse water.• Boy plays with dog.• Vet helps sick animals.


Day Three


BeginningPoint to the poster photographs and provide the language for what you see, for example: vet, dog, rabbit, horse, boy. Invite ELLs to point to and name objects with you.

Intermediate and AdvancedModel the use of academic sentence frames to support ELLs’ discussion of main ideas and supporting details. (See suggested sentence frames provided.)

All LevelsIf you have students whose first language is Spanish, share these English/Spanish cognates: animals/los animales. Pair ELLs with fluent English speakers during partner discussions and activities.

Comprehension Quick-CheckThe responsive prompts on pages 8–9 are designed to help you meet the needs of individual students. Based on your observations, identify students who may need additional explicit reinforcement of the strategy during small-group instruction or intervention time. Use similar responsive prompts during small-group instruction to scaffold students toward independent use of the strategy.

Home/School ConnectionAsk students to complete another home/school connection activity from BLM 1 and to bring their assignment to class tomorrow.

Self-Monitoring and Reflection•Whatcouldyoudotofigureoutthemainidea?•Whatquestionscouldyouaskyourself?•Howdoesidentifyingkeywordshelpyouidentifyimportantdetails?

Validating and Confirming•Greatjobidentifyingthemainidea!•Youfoundallthedetailsthattellmoreaboutthemainidea. •Ilikethewayyouaskedyourselfquestionsandidentifiedimportantwords

to clarify your understanding.

Reflect and Discuss

Ask and discuss the following questions:•Whatkindsoftextshaveyoureadthatincludeamainideaanddetails?•Wouldafictionalstoryhaveamainideaanddetails?Explain.•Howdoesfindingamainideaanddetailshelpyoureadanewspaper?

Connect and transfer. Say: Remember that every nonfiction text you read has main ideas and details that support the main ideas. Look for the main ideas and details today when you read in small groups. Ask yourself questions to help you figure out the main ideas and details.


Based on students’ instructional reading levels, select titles that provide opportunities for students to practice identifying main ideas and details. See the list provided on the Unit at a Glance chart.



Confer with individual students on their text selections and applications of strategies. Use the Reading Conference Note-Taking Form to help guide your conferences.




Day Four



Select a favorite nonfiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Ask Questions.” Use the sample read-aloud lessons and suggested titles in the Benchmark Literacy Overview.


Read and Summarize

Display Poster 4 and/or distribute BLM 4.

Based on the needs and abilities of your students, read aloud the passage or have students read independently or with a partner. Remind students to ask themselves questions to help them understand what they read.

Build academic oral language. When students have finished, ask individuals or pairs to tell what the passage was mostly about. Encourage ELLs or struggling readers to use this academic sentence frame:

This passage was mostly about .

Answer Text-Dependent Comprehension Questions: Identify Main Idea and Supporting Details (Level 2: Look Closer!)

Say: Sometimes you need to answer questions about a passage you’ve read. Some questions require you to identify main idea and details. Today we’re going to read and answer questions. Some of the questions will ask you to identify a main idea and supporting details.

Distribute BLM 5 and read Question 1 together. (What is this passage mostly about?)

Ask: What is the question asking us to do? If students can’t tell you, ask: Is the question asking us to compare? Is it asking us to summarize? What strategy will we need? (identify main idea and supporting details)Howdoyouknow?(A main idea is what a text is mostly about.)

Say: To find the main idea, I have to think about what most of the details are about, and then see if I can find a sentence that all the details tell about, or support. I’m going to read this question again carefully to be sure I understand what I need to do.

Lesson Objectives

Students will:

• Learn strategies for analyzing questions and finding answers, clues, and evidence.

• Identify stated main ideas and their supporting details in a text.

• Answer text-dependent main idea and supporting details questions.

• Use academic vocabulary to discuss strategies.

Related Resources




• Comprehension Questions (BLM 5)


Stated Main Idea:

A town has many places.

Details:

• houses• stores• school• buildings


Day Four


BeginningSupport the concept of a town by showing pictures of different towns and repeating the word town.

Beginning and IntermediatePoint to the poster photo of the town and point to the inset photos of places in a town. Say: These places are in a town. Point to each place in a town and say the name.

Use realia such as hotels and houses used as game pieces to show places in a town. Encourage students to use this sentence frame: My town has .

Intermediate and AdvancedModel the use of academic sentence frames to support ELLs’ academic vocabulary and language development. (See suggested sentence frames provided.)

All LevelsIf you have students whose first language is Spanish, share these academic English/Spanish cognates: families/las familias. Pair ELLs with fluent English speakers during partner discussions and activities.

Say: Now we’re ready to reread the passage to find the information we need. We know we need to find a sentence that states what the passage is mostly about. I read the first sentence, “A town has many places.” I’m not sure yet if that is the main idea, so I’ll keep reading. The next sentence tells me that families live in homes. This sentence gives an example of a place in a town. As I read on, I learn that the author gives other examples of places we find in towns. The first sentence must be the answer. The answer was right in the text, and I figured it out by finding details. The answer makes sense. So I’ll choose C.

Have students work independently or with a partner to answer additional text-dependent questions on BLM 5.

Review students’ answers and use the poster as needed to model analyzing questions and rereading to find answers in the text.

Name Date


BLM 5

Towns Have Many Places: Comprehension Questions

1. What is this passage mostly about?

A schools

B stores

C placesinatown

2. Which detail does NOT support the main idea that a town has many places?

A Peopleshopinstores.

B Childrenliveintowns.

C Familiesliveinhomes.

3. Where do people shop?

A instores

B inhomes

C inschools

4. Which is a place?

A school

B home

C bothoftheabove

Comprehension Questions (BLM 5)


Day Four

Reflect and Discuss the Comprehension Strategy

Ask and discuss the following:•Whatstrategydidweusetoanswerquestionsaboutthetext?•Noticehowwelookedforthemainideaanddetailstounderstandand

answer questions.

Connect and transfer. Say: Practice identifying main idea and supporting details.Thisstrategycanhelpyouanswerquestionsinallyoursubjects. It can also help you when you take tests.




Use the Comprehension Question Card for each title and the Comprehension Teacher Flip Chart to practice answering Level 2 text-dependent comprehension questions.





Comprehension Quick-CheckNote whether students are able to analyze each Level 2 text-dependent comprehension question and return to the text to find the information they need to answer the question correctly. If students have difficulty, use small-group reading time for additional practice answering these kinds of questions, which appear on standardized reading assessments. The Comprehension Question Card for each leveled text provides practice questions at four levels of comprehension. The Comprehension Flip Chart for teachers helps you model the strategies students need to master.

Oral Language ExtensionDisplay Comprehension Anchor Poster 4 during independent workstation time. Invite pairs of students to read and talk about the poster together. Have students generate a list of other places in a town, and use their list to develop a main idea statement. Remind students to be prepared to share their lists and main idea statements during independent conference time.


At the end of the day, ask students to complete another home/school connection activity from BLM 1 and to bring their assignment to class tomorrow.


Day Five

Lesson Objectives

Students will:

• Reflect orally on their strategy use.

• Create a main idea/supporting details graphic organizer and write a paragraph based on it.

• Answer multiple-choice and short-answer questions.

Related Resources



• Constructed Written Response (BLM 6)

• Comprehension Strategy Assessments, Grade K


Revisit the week’s read-alouds to make text-to-text connections and provide opportunities for reader response. Use the suggested activities in the Benchmark Literacy Overview, or implement ideas of your own.

Assessment (20 minutes)

Metacognitive Self-Assessment

Ask students to reflect on their use of metacognitive and comprehension strategies this week. What did they learn? How will they use the strategies in the future? What do they still need to practice, and how can they do this?

Have students share their reflections in one of the following ways: conduct a whole-class discussion, have students turn and talk to a neighbor and then share their ideas with the class, or ask students to record their thoughts in their journals or notebooks.

Constructed Written Response

Distribute copies of Constructed Written Response (BLM 6) and ask students to think about a favorite toy. In the Main Idea space, have them draw and label a picture showing their favorite toy. In the Detail spaces, have students draw and label pictures that give details about why the toy is their favorite one.

Work with students individually. Using their graphic organizers, have them state their main ideas. Then have them share each of the details that support the main idea. If you’d like, write what they say aloud, and then review it together.

Read aloud the checklist at the bottom of BLM 6 to help students evaluate their work.

Challenge activity. Students who are able to may also write a main idea and details passage about their favorite toy, using notes from the graphic organizer.

Support activity. If students cannot label their main idea and details, encourage them to tell you about their pictures. They can use this sentence frame: I like my toy because . Reinforce the fact that these reasons are details.

Constructed Written Response (BLM 6)


Name Date

BLM 6

Main Idea and Details Writing Checklist

I included a main idea.

I included three details that tell more about the main idea.

All of my details are about the main idea.

Details

Details

Details

Details

Main Idea

Constructed Written Response: Identify Main Idea and Supporting Details


Day Five

Ongoing Comprehension Strategy Assessment

Distribute the Identify Main Idea and Supporting Details Comprehension Strategy Assessment passage “Where Milk Comes From,” pages 42–43, or “Taking Care of Your Teeth,” pages 44–45, of the Grade K Comprehension Strategy Assessment book. Ask students to read the passage and use the information to answer the questions.

Use the results of this assessment to identify students who need additional work with the strategy.

Record students’ assessment scores using the Strategy Assessment Record on page 80 so that you can monitor their progress following additional instruction or intervention.

Provide additional modeling and guided practice during small-group reading instruction using the recommended titles in this Teacher’s Guide.








Make Assessments Accessible for ELLsUse the following strategies to help ELLs demonstrate their understanding of the strategies.

BeginningWork with beginning ELLs to complete Constructed Written Response (BLM 6). Allow ELLs to draw their ideas.

Beginning and IntermediateUse the Comprehension Strategy Assessment as a listening comprehension assessment and scaffold students’ understanding of the text. As an alternative, allow students to tell you about the main idea and supporting details in one of the Comprehension Anchor Posters you have used during the week.

Intermediate and AdvancedSupport ELLs with academic sentence frames during the metacognitive self-assessment. Possible sentence frames to use are:

We ask questions so that .

I will look for main ideas when I .



Documents

Unit 1/Week 1 at a Glance - Benchmark Education Companyblresources.benchmarkeducation.com/pdfs/GKU1W1_Instrctn.pdf · One way I can do that is by asking myself ... • How did asking