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Literacy Circles

Literacy Circles. Krystal Mills University of North Texas CECS 4100.001 04/24/2010. 3 rd Grade TEKS.

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Literacy Circles

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  1. Literacy Circles Krystal Mills University of North Texas CECS 4100.001 04/24/2010

  2. 3rd Grade TEKS • 110.14 English Language Arts and Reading b.2 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: • (A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions; • (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and • (C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

  3. Target Learners • 3rd grade class • Students ages 8- 9 • English language learners • Using literacy circles to help students be interactive with their reading by sharing and discussing their thoughts and ideas on the story as well as helping ELLs develop the English language with more fluency.

  4. Learning Objectives From this lesson students should: • Gain independent reading skills. • Build vocabulary and language development. • Be able to distinguish facts from fiction. • Become comfortable with team development and group efforts. • Become comfortable using computers and creating blogs. • Develop student typing skills.

  5. Materials Needed • 3rd grade level reading book of the student’s choice. • Writing journal and pen or pencil. • Computer for writing blogs and online discussions.

  6. Lesson Plan • Explain to students that they will be choosing a book of their choice from a selection of stories you have chosen related to their grade level. • Students will form groups according to the book they have chosen (minimum of three students per group.) • Allow students to start reading their books silently for about 20-25 minutes. • After the students are finished reading allow them to write in their journals about the selection they have read. • Then allow time for students to discuss their books with the group for about ten minutes.

  7. Lesson Plan contd. • Next help students set up their own blogs on the computer so they can enter their journal entries online and discuss their readings as they get further into the book. • Have students continue to meet up with their reading groups for discussion for a few minutes a day in class and the rest for discussion at home on the blog. • Have students describe the book’s content such as characters, plot and setting on their blogs. • After completing the story have students write a letter to the editor describing what needs to be added or included in the book and how the sequel should go. Have them include this in a blog.

  8. Student Evaluation • Evaluate the student’s blog and journal entries for student comprehension and grammar usage. • Have students present their book as a group to the class through power point or have them chart a timeline describing the sequence of events in the story and the characters (their choice on how they want to present). • Evaluate each student’s participation and comprehension in the presentation.

  9. References • http://www.tea.state.tx.us/index2.aspx?id=6148 • http://activitytypes.wmwikis.net/file/view/K-6LiteracyLearningATs-Feb09.pdf • http://www.readwritethink.org/classroom-resources/lesson-plans/planning-story-characters-using-932.html

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