Section 15: Authentic Lesson Module 5 Activity Set 3

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Section 15: Authentic Lesson

Module 5 Activity Set 3

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Authentic Lesson Steps

Instruction Yes No

Part 1: Independent Teacher Work

1. Teacher prints a copy of the Authentic Lesson Template.

2. Teacher chooses a text to teach that student(s) have

NOT read or been exposed to previously: • article

• short story • content from textbook

• chapter from class novel • any other authentic text 3. Teacher highlights high level words from the text. There

may be more than 10 words. Words should:

• be a minimum 3 syllables long • be ones that teacher thinks students may struggle to

know the meaning of or read • have at least one unusual spelling (ex: 'ssi' for /sh/ in

concussion)

4. Teacher writes the 2 most challenging words on the Authentic Lesson Template (on syllable lines and sound lines) to be taught with Multi-‐syllable Spelling. Teacher can write short definitions underneath if needed. 5. Teacher writes the 8 additional challenging words on the Authentic Lesson Template (whole word on the left, visually split with underlines on the right) to be taught with Multi-‐syllable Split Word Reading. Teacher can write short definitions underneath if needed.

6. If teaching the words under a document camera, rewrite the remaining 8 words on the Student Lesson page.

IMPORTANT NOTES: Teacher will need a copy of the Authentic Lesson Template for planning.

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Part 2: During Instructional Time

1. Multi-‐syllable Spelling: Teach the first 2 words using this activity.

2. Multi-‐syllable Split Word Reading: Teach the remaining 8 words using this activity.

For 1 on 1 and Small Group, write words on whiteboard or put transparency over the words on the Authentic Lesson Template. For Whole Class, either write words on front board or put

words under document camera.

3. Student Read, Instructor Read Back, Student Read

Again: Have student(s) read text using this activity.

4. Summarizing: Have student(s) summarize what they read using this activity.

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Authentic Lesson Helpful Hints

Setting: 1 on 1

Essential Components of Reading/Literacy

 Phonemic Awareness  Phonics  Fluency  Vocabulary  Comprehension  Spelling  Writing

Teach activity to students:

 With any reading o Article

o Textbook segment o Chapter from novels

Purpose:

 Infuse comprehensive EBLI instruction into content area reading *All of these activities have been taught previously to your students

Explicitly teaches:

 See the following EBLI activity documents: o Multi-Syllable Spelling

o Split Word Reading

o Student Read, Teacher Read, Student Read Again o Summarizing

When will I use this in student instruction?

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When teaching this activity…

1. Why do I combine several EBLI activities?

a. With teaching this process, students get explicit instruction in all the essential components of reading plus writing in one lesson!

b. Pre-teaching the words and their meaning right before reading them in text will result in improved accuracy, fluency, and comprehension

2. Why and how do I choose which 10 words to pre-teach from the text?

a. Using 10 words is

i. Manageable to teach

ii. Not overwhelming for students to learn

iii. You will assist students with other words during read/read back b. Highlight (article) or write out (novel or textbook) potential words to use

i. From the list, choose 10 words that: 1. Are 3 syllables or longer 2. Have unusual spellings

3. Students may know the meaning of but can’t spell 4. Students may not know how to read

5. Students may not know the meaning of

3. Why do I have students read new, unfamiliar text?

a. Show mistakes student makes with text they are not familiar with i. Students will not have memorized the words or text

1. They can often look like reading when they have memorized b. Allows you to be diagnostic and prescriptive

c. Allows for practice in how to read/correct unknown or misread words i. Transfers to accuracy in independent reading

d. Increases reading speed

4. Why do I use the 2 most challenging words to spell on lines?

a. Improving spelling will improve reading accuracy b. This provides instruction to the sound level

i. Foundational skills taught in high level words c. Students enjoy the challenge

d. Students will be more likely to make errors with the most challenging words i. Making mistakes is one of the best ways to learn

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Copyright EBLI 2015

5

Worksheet for Teacher Only

Teacher Lesson Plan for Authentic Lesson

Text Title:_________________________________

Directions: Choose a text to read with your student(s). Write the title on the line above. Before reading, pull out the 10 most difficult multi-syllable words (go for words that are 3 or more syllables long). Use this template to help you plan and pre-EBLIize your words. Use the Student Lesson template to rewrite the last 8 words all together and visually split (without definitions) IF you teach this lesson with a document camera or in a small group.

Teach the following 2 words using Multi-syllable Spelling (DO NOT show the word). Put on syllable/sound lines so you know what the activity looks like once complete:

Word 1: Word 2:

Teach the following 8 words using Multi-syllable Split Word Reading: words for you to split (all together, with definition

underneath):

split words here (visual spaces/underlines):

1: 1: 2: 2: 3: 3: 4: 4: 5: 5: 6: 6: 7: 7: 8: 8:

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www.ebli.com Copyright EBLI 2015 6

Student Lesson

1: 1: 2: 2: 3: 3: 4: 4: 5: 5: 6: 6: 7: 7: 8: 8:

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Seeds Need to Move

Rachelle Kreisman

Credit: Alex Valavanis, CC BY‐SA 2.0

A plant starts life as a seed. When that seed grows into a plant, that plant

makes new seeds. Those seeds, too, can grow and turn into more new plants.

But did you know that not every seed grows into a plant? To become a plant,

a seed has to travel. That is because seeds need room to grow. A seed has to be far

enough away from other plants so that it gets the sunlight and water it needs. If a

seed falls to the ground too close to its parent plant, it may not grow.

Of course, wind can spread the seeds for many plants. But some plants

depend on animals to move their seeds. Those seeds are called hitchhiker seeds.

They travel on something else that moves!

Many hitchhiker seeds are prickly. They have tiny rows of hooks. The hooks

can stick to fur or feathers. Hitchhiker seeds can travel for miles on an animal’s

body. Then they fall off or are removed. If they fall in a place that is good for

growing, the seeds will grow into plants, too!

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C O N C E P T S O F C O M P R E H E N S I O N : C l a s s i f y & C a t e g o r i z e 3 r d G R A D E U N I T

Reading Passage

Weekly Reader is a registered trademark of Weekly Reader Corporation.

Used by permission.

Vanishing Frogs

Why Are so Many Frog Species Disappearing?

Why did dozens of harlequin frog species start vanishing in the late 1980s? Scientists studying the brightly colored frogs might have solved the mystery. The experts blame a skin fungus for causing the frogs to die off. A fungus is a form of life that breaks down dead animals or plants. It can also cause disease in living things.

Harlequin frogs are not the only creatures in danger of dying out because of the disease. "This fungus is killing amphibians all over the world," scientist Cynthia Carey told Weekly Reader.

An amphibian is an animal with a backbone that spends part of its life in water and part on land. Frogs, toads, and salamanders are

amphibians. They are cold-blooded, which means their body temperature depends on their environment.

A Future for Frogs?

Scientists have been working to save the world’s amphibians. Many of these creatures have

already become extinct, or died out completely. Disease is not the only danger for amphibians. Their habitat1_{is being destroyed as people cut}

down trees in the areas where the animals live. Hunting, pollution, and weather changes are also contributing to the problem.

Is there any good news for frogs and other amphibians? New findings would lead to more research, says Carey. The research could help scientists save the remaining animals before the fungus spreads more.

1_{habitat: the place where an animal or plant lives or grows}

nsf.gov

Yellow Harlequin Frog

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The Milky Way Galaxy

This text is provided courtesy of OLogy, the American Museum of Natural History’s website for kids. The Milky Way is a huge collection of stars, dust, and gas. It’s called a spiral galaxy because if you could view it from the top, it would look like a spinning pinwheel. The Sun is located on one of the spiral arms, about 25,000 light‐years away from the center of the galaxy. Even if you could travel at the speed of light (186,000 miles per second), it would take you about 25,000 years to reach the middle of the Milky Way. The Milky Way gets its name from a Greek myth about the goddess Hera who sprayed milk across the sky. In other parts of the world, our galaxy goes by other names. In China it’s called the “Silver River,” and in the Kalahari Desert in Southern Africa, it’s called the “Backbone of Night.” If you could see our galaxy from the side, it would look like a huge, thin disk with a slight bump in the center. This flat shape is caused by the galaxy spinning around. Everything in our spinning galaxy would fly off into space if it weren’t for the force of gravity. Without a telescope, we can see about 6,000 stars from Earth. That may seem like a lot of stars, but it’s actually only a small part of the whole. If you think of the entire galaxy as a giant pizza, all the stars you can see from Earth fall within about one pepperoni on that pizza. In fact, for every star you can see, there are more than 20 million you cannot see. Most of the stars are too faint, too far away, or blocked by clouds of cosmic dust. Milky Way as seen from the side Photo Credit: NASA/JPL Milky Way as seen from below Photo Credit: NASA/JPL Milky Way as seen from Earth Photo Credit: NASA

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Non-fiction:Do Animals Have Feelings?

Do Animals Have Feelings?

Quickbit...

People in the United States keep 78 million dogs and 86 million cats as pets.

When you come home from school, does your pet dog run to you barking and wagging its tail? Does your cat purr when you pet it? Many pet owners believe that tail wagging and purring are signs that pets are happy.

Most scientists are not sure that animals feel emotions. They say animals never feel happy or sad. In fact, they say, animals probably don't feel love, anger, hate or other emotions either.

Scientist Joseph LeDoux studied rats to find out whether the rodents have emotions. He found that rats do feel at least one emotion--fear. He also found the part of the brain that seems to control fear in rats. In humans, that part of the brain controls fear and some other emotions.

Even though LeDoux says rats feel fear, he doubts that other animals have emotions in the way humans and other primates do. "A whale may behave as if it's in love," he said, "but you can't prove what it's feeling, if anything."

Feelings

A number of scientists say animals do have a range of emotions. Some

scientists who have studied such animals as dogs, cats, elephants, lions, and whales say those animals feel emotions. Scientist Joyce Poole studies

elephants. She has written that pachyderms often show grief when a relative dies. She says elephants have "deep emotions."

Having Fun

Jane Goodall, studies chimpanzees. She says she has seen chimps playing and chasing one another for fun. Goodall also says chimps feel grief. After Flo, a 50-year-old chimp, died, one of her sons, Flint, refused to eat food. Flint's brothers and sisters tried to get him to eat, but they couldn't. Three weeks later, Flint died. Goodall says Flint "died of grief."

Used by permission.

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Non-fiction:Do Animals Have Feelings?

More recently, scientist Marc Bekoff watched an elk run back and forth through a patch of snow, jumping into the air as it completed each back-and-forth pass. Bekoff said the animal was feeling the "joy of life."

Bekoff said he can't prove that animals have feelings, because animals can't talk. But, he said, animals can communicate feelings in other ways. "I can't prove that another human being is feeling happy or sad," he said, "but I can [guess] how [he or she is] feeling through body language and facial

expressions." Both people and animals use body language-- gestures and

movements--to communicate without words.

Used by permission.

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C O N C E P T S O F C O M P R E H E N S I O N : M A I N I D E A 6t h

G R A D E U N I T

Reading Passage

Used by permission.

New Lives for Old Buses

What happens to old school buses when they can no longer safely carry kids to school? Most go to junkyards to be converted to scrap metal. But a few of the old vehicles find new lives—in the center of Africa. Most of those buses end up on the

streets of Kinshasa, the capital of the Democratic Republic of the Congo (Congo).

The Kinshasa buses are that familiar yellow color, which makes them stand out in the city's swirling traffic, but the buses don't look at all as they did in the United States. Their

blinking taillights are almost all missing or broken. They don't obey traffic rules and often race around the city at breakneck speeds. The buses vie, or compete, with honking motorcycles, cars, trucks, and other vehicles for space on the road. They chug and rattle along, packed with people carrying loads of

preserved fish, powdered milk, beans, onions, and cassava. Cassava is a starchy, potato-like root vegetable that is popular in many Congolese dishes.

Kinshasa businesspeople love the old, dented yellow buses, which they buy from American companies, because the vehicles are sturdy,

reliable, and inexpensive. A used bus sells for about $2,000 in the Congo. A new bus is more expensive. In the United States, a new school bus (with all its lights working) costs about $80,000.

The fare to travel across the city is usually the equivalent of 30 U.S. cents. "Transport is a big problem in the city," says passenger Bruce Kingambo. "The yellow buses help regular people get around."

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Selective Breeding

Charles Darwin, a British naturalist who lived in the 19th century, is best known for his book On the Origin of Species. In it, Darwin established the idea of evolution that is widely accepted today. He proposed that all species alive have evolved through adaptation to their surroundings. Natural selection, the process by which varied traits that increase survival and enable reproduction are passed down from generation to generation, is probably the most famous principle from the book. Darwin’s book also addresses the perhaps less well‐known concept of artificial selection. Today artificial selection is more often called “selective breeding.” Selective breeding involves breeding animals or plants for a specific, typically desirable trait. By doing so, the desired genes from the plant or animal will be passed on to its offspring. Dog breeding is one of the most common examples of artificial selection. You need only to tune into a dog show on TV to see the power of selective breeding at work. Crossbreeds, for example, are dogs born from parents of two different breeds. Mixed breeds are born from parents of more than two breeds, and pure breeds are born from a single breed. All three varieties are featured in most dog shows. Many of these dogs were bred to achieve certain desirable physical or behavioral traits. Beyond the context of dog shows, dogs are a particularly interesting example of selective breeding. After all, we call dogs “man’s best friend” for a reason. Dogs originally evolved from wolves. Eventually, humans were breeding different types of dogs to accomplish certain jobs. For example, some dogs were bred to hunt well. Others were bred with desired traits to herd cattle. But it was a trait known as “tamability,” or a dog’s ability to be tamed and live among people, that resulted in humans keeping dogs as pets. Now that many people live relatively quiet, domestic lives, how well a dog can herd sheep is not of huge importance. What matters most is whether a dog makes a good companion.

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Selective Breeding

Charles Darwin may have been the first to describe the process of selective breeding, but the practice may be more than 2,000 years old. The Romans are said to have practiced selective breeding among their livestock, favoring cows that produced a lot of milk. But it wasn’t until the 18th century that farmers began practicing it on a large, industrial scale. Today, farmers breed chickens to have extra‐large breasts and to lay a lot of eggs. A wild fowl—a chicken that lives in the woods—lays between 20 and 30 eggs per year. In contrast, a chicken born out of selective breeding can lay as many as 300 eggs per year. In the same way that chickens are selectively bred for having more meat and laying a greater amount of eggs compared to wild chickens, cattle are often selectively bred either for more meat or for more abundant milk production compared to cattle in the wild. Over the course of the 1700s, the size of bulls sold for slaughter increased dramatically—from around 300 pounds (about 140 kilograms) to nearly 800 pounds (about 360 kilograms)—as a result of selective breeding. Also as a result of selective breeding, the dairy cow, which does not display a lot of girth or muscle, can produce enough milk for 10 calves. One can identify a dairy cow by its udders, which can hold over 5 gallons (over 19 liters) of milk. Even though people selectively breed to yield animals with desired traits, there are dangers to selective breeding. Temple Grandin, an animal welfare advocate, notes that breeding animals for size and strength interferes with natural animal processes. Breeding roosters for muscle, for example, can make them top‐heavy and unsteady on their feet, interfering with their courtship dances. This, in turn, can alienate them from hens. Speaking of hens, what about those that were bred to lay 300 eggs per year? Laying one egg a day makes a hen’s bones brittle, since the eggs soak up the bird’s calcium supply. And what about so‐called broiler chickens—the ones that are bred for their large breasts? Often, their bodies grow so fast that their skinny legs can’t support them. Cows required to produce enough milk for 10 calves tend to burn out quickly. Cows not subject to selective breeding can live up to 30 years without burning out. But prolific dairy cows tend to make it just four or five years before they are considered worthless, and then they are sent to be slaughtered. Selective breeding comes with both benefits and drawbacks. Think of all the joy that dogs have offered humans in the form of companionship over the last 100 years. Selective breeding is to thank for man’s best friends. And yet, the pain and suffering that livestock endure makes us think twice. It is important to keep in mind that, in some cases, the negative consequences of selective breeding may outweigh the positive.

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Born Without Luck

By ReadWorks

Once there was a man who was born without luck. This may not seem like such a tragedy. After all, many people are born without good looks, or charm, or athletic ability. Most of these people do just fine. But to be born without luck—that is a curse that can’t be overcome. Eddie was born, completely and utterly without luck, on January 1, 1990. Nothing seemed that special about January 1, 1990 to most people. But Eddie spent hours hunched over his keyboard, looking at Google records for the date. He searched for some hidden clue that would explain why luck had decided to forsake him. But Eddie couldn’t find anything special about the date. New York City swore in its first black mayor, and Japan had a new women’s wrestling champion. Neither of these seemed connected to how unlucky he was. Eddie began these Google searches when he was 12 years old. By then, he knew that he had no luck. It’s not the type of thing that a person can ignore forever. There was the mysterious escape of every single pet he’d ever owned. Eddie understood that other children had dogs, hamsters, and rabbits that ran away, too. But he had never heard of another child whose pet snail had managed to escape. Eddie knew that if he planned a birthday party outside, it would rain. He knew that if he had a big test, he would become violently ill just before it began. He knew that if he returned to the test, sweating and shaking after being sick in the bathroom, he would find that every single question was on the only part he had forgotten to study. This was normal for Eddie, and for years he accepted, as a fact, that life was unfair. It wasn’t until age 23 that Eddie began to wonder if life always had to be this way. It seemed like a normal day. He was standing in line at the DMV, waiting to get a new driver’s license. His previous license had fallen out of his pocket and down a flushing toilet. A busload of slow‐moving senior citizens had arrived just before Eddie, and he knew it would be hours before his number was called. By now, Eddie was no longer frustrated by such events. He took them in stride. He sat down on one of the hard, plastic chairs, discovered it was broken, and shifted to a second chair. Immediately, someone with a deep, hacking cough sat down to his right. Eddie scooted slightly away as the coughing continued. It was a marathon of a cough, one that seemed to come from deep within the person’s belly, rattling their entire frame. By Eddie’s estimation, the coughing had now gone on for five solid minutes without pause. He wondered if the person was going to die while sitting beside him. That would be new, Eddie thought. That was one unlucky thing that hadn’t happened—yet. The coughing stopped, and Eddie snuck a glance at the cougher. She seemed to still be alive. Her face was red, and tears were streaming down her cheeks, but she was definitely breathing. Eddie looked closer. In fact, even with the red face, the coughing girl was quite pretty. Eddie drew in his breath quickly. Usually his luckless state kept away the pretty girls. Before they could sit beside him, someone else always grabbed the seat. Eddie debated whether he

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Born Without Luck

should speak to her and quickly decided that he should. Knowing that the worst possible scenario would always occur had given Eddie a reckless bravura. After all, if there was no way to make things go right, he might as well do what he wanted. “Do you need a tissue?” Eddie leaned over and asked. The girl sniffled and nodded. “I always carry a pack with me, and I never have a cold. I lost them last week, and now I have my first cold in years.” Eddie nodded wisely. This was just the kind of situation he understood. He held out the tissue, “Here, take it. My name is Eddie.” “I’m Mara,” said the girl, smiling. Eddie felt a strange, happy feeling spread through his chest. Was this what luck felt like? Just then, the DMV called his number. Eddie felt his heart sink. He said goodbye to Mara and went up to the desk. The DMV official made Eddie fill out fifteen forms, then told him they were the wrong forms and gave him fifteen new forms, then finally told him that a new license would be $200. Eddie sighed, paid the money, and got his new license. By the time he finished, Mara was gone. In her place sat a cranky‐looking man who was picking his teeth with a credit card. Go figure. Eddie stepped outside the DMV, and it began to rain. He walked to the bus stop to take the bus to his apartment, which had probably become infested by mice, or maybe snakes, while he was gone. He had just gotten to the bus stop when his phone began to ring. It was an unknown number. “Probably a bill collector,” he thought. “Or maybe another terrorist with my exact name has been put on the FBI’s watch list.” He let it go to voicemail and reluctantly dialed to listen to the message. To his surprise, Eddie heard a female voice. “Eddie? This is Mara, from the DMV. Your business card was with the tissue so I thought I’d call...” Her voice was interrupted by a coughing fit, which lasted until the message cut off. Eddie stared at the phone, incredulously. He had the phone number of a girl, a pretty girl. Eddie looked over his shoulder carefully, worried that his stroke of good luck would have to be balanced out by something horrible. Perhaps he was about to get mugged or hit by the bus he was waiting for. But Eddie made it home safely. He woke up the next morning without any disfiguring illnesses and was even able to call Mara back. Years later, Eddie thought back on that day, trying to figure out what had changed. Had he just been patient long enough? Had the fates given up on punishing him and decided to give him a break? After the day at the DMV, Eddie’s curse was broken. His life wasn’t perfect, by any means, but good things happened. When he died, at the respectably old age of 88, Eddie’s will divided his fortune in two: half for Mara and half for the DMV.

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Section 15: Authentic Lesson Module 5 Activity Set 3