Number the Stars By Lois Lowry By Lois Lowry Presented by Diana Ford.

Slides:



Advertisements
Similar presentations
When the bartender asked, "How's it going, Norm
Advertisements

Listening Comprehension Instruction
Process Skill Writing / Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose.
CLOSE READING WITH MNEMONICS, MEDIA AND MEANING WHY CLOSE READING? Thoughtful, Critical Analysis of Text Focus on Patterns Develops Deep, Precise Understanding.
The Magnificent Seven Reading Comprehension Strategies Richard Staton
Reciprocal Teaching Strategies for Improving Reading Comprehension.
Targeting K-1 Struggling Learners through an Ongoing, Collaborative Professional Development Model in Literacy.
Making Connections Text-to-Text Text-to-Self Text-to-WorldText-to-Media THIS IS OUR INSIGHT! THIS IS HOW WE EXTEND AND EXPAND OUR ANSWER TO CONNECT TO.
The Reading Process.
Language Arts Reading Strategies Introduction. Do Now Write the question in your journal And answer it. How do we use reading skills and strategies to.
Grade 3: Comprehension The material in this Institute has been modified from the Florida Third Grade Teacher Academy which was based upon the original.
Reading Comprehension
Section VI: Comprehension Teaching Reading Sourcebook 2 nd edition.
ELEMENTS OF LITERATURE PART ONE: GENRE & THEME ENGLISH I HONORS Mr. Popovich.
Test Taking Tips How to help yourself with multiple choice and short answer questions for reading selections A. Caldwell.
Writing Learning Objectives for your Lesson Plans.
Reading Survey Results
Make Connections while they read
Strategies for Reading Notes
What does it mean to tell stories? Why are stories so important to us? How do different media present stories? And what happens when artists, writers and.
Reading in the Content Areas
Today we will learn: Daily TEKS Objectives April 1, 2014.
First Things First ~ You will be taking notes Take out a sheet of paper Take out a pencil.
Literacy Test Reading Selections
The Bill of Rights: A PowerQuest for Grade Five By: Donna Cannon, Tricia Gallagher, Kathy Joyce, and Erin Mulhern Old Richmond Elementary School.
“Reading is the New Civil Right!”
Professional Development October 27th 2010 Roosevelt S.T.A.Y.
Teacher(s): Time: The Course Organizer Student: Course Dates: This Course: Course Progress Graph Course Questions: is a Course Outcomes: 1. How can an.
Module 5.1 Unit 1: Building Background Knowledge on Human Rights
Number the Stars Mid-Novel Review Jeopardy Jeopardy Q $100 Q $200 Q $300 Q $400 Q $500 Q $100 Q $200 Q $300 Q $400 Q $500 Final Jeopardy.
Literature Circles Mrs. Saufroy September 14 th, 2015 Class Notes.
Strategies for Readers.  Why do our students need to pass standardized tests?  How can we help our students show what they know on standardized tests?
Teacher(s): Time: The Course Organizer Student: Course Dates: This Course: Course Progress Graph Course Questions: is about Course Assessment: 1. How can.
 Reading is a tool to help you understand and function in your daily life.  Reading is a skill. It takes work to achieve proficiency. You have to practice.
Tracking Life Skills Outcomes Oral Communication/Public Speaking Ben Silliman, Youth Development Specialist NC 4-H Life Skills Research Team.
Active Reading Strategies
Introduction Literary Genres Active reading strategies
“Think about It…” Answer the following questions HONESTLY… Do you ever read something but not remember what it says? What do you do if you catch yourself.
Making Connections Text-to-Text Text-to-Self Text-to-WorldText-to-Media.
Do now: What are the different types of shoes?
Connecting Texts to Common Core ELA Standards and Practices.
Today we will learn: Daily TEKS Objectives February 26, 2014.
1.3 Reading Literature Students read and respond to works of literature—with an emphasis on comprehension, vocabulary acquisition, and making connections.
10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt Characteristic of Characters WWIIThe.
Informational Text. Standard ELA7R1. The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety.
Family Classroom Museum Suzanne Hutchins Lonna Sanderson.
Teaching English Through Stories. Share your ideas! Why do young learners like stories ? How does reading stories help with English learning ?
Melissa Horn Katie Laver Jody Shaughnessy. Proficient readers use a number of different cognitive strategies in the process of interacting with texts.
Active Reading and Annotation. Active Reading Strategies  Make Connections  Text to Self  Text to Text  Text to World  This reminds me of…  I’ve.
Reading Strategies Before you read you should: 1.Set a purpose for reading 2.Preview the text 3.Make a plan regarding which strategies could help you in.
Writing an Objective Summary.  Follow along in your textbook p. lii-liii (Roman numerals mean it’s before p.1) or on mrscthompson.com – choose “More”
Exploring the Literacy Standards: CCSS & Main Idea.
Close Reading Strategies BARRIE. 09/03/ TYPE 1 – STRATEGIES ‘What 4 things do you do while you read to help you understand the text?’ – 118 seconds.
Today’s Targets Introduction to Non-Fiction Important terms and definitions Non-Fiction a.I can identify the characteristics and understand the purpose.
Middle School English Language Arts Learning Targets: I can…
How to apply close reading to better comprehend what you read.
Reading STRATEGIES.
15 Minute Comprehension Activities
Text-to-Text Text-to-Self Text-to-World Text-to-Media
In this PowerPoint Writing Taba Walk-about
Reading Comprehension Skills by Reading Aloud to Them
Reading Strategies English 9 Honors.
2) Making Connections Power Point
Section VI: Comprehension
7 Things You Can Do To Better Understand What You Read
Text-to-Text Text-to-Self Text-to-World Text-to-Media
In this PowerPoint… TVFS Shared Inquiry and Reflection.
Literature: Key Ideas and Details
“I Can” Learning Targets
Presentation transcript:

Number the Stars By Lois Lowry By Lois Lowry Presented by Diana Ford

North Carolina Standard Course of Study Goals and Objectives Competency Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. –2.01: Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary (e.g., skim, scan, reread the text, consult other sources, ask for help, summarize, paraphrase, question). –2.02: Interact with the text before, during, and after reading, listening, and viewing by: Making predictions. Formulating questions. Supporting answers from textual information, previous experience, and/or other sources. Drawing on personal, literary, and cultural understandings. Seeking additional information. Making connections with previous experiences, information, and ideas. –2.03: Read a variety of texts, such as: Fiction (tall tales, myths). Nonfiction (books of true experience, newspaper and magazine articles, schedules). Poetry (narrative, lyric, and cinquains). Drama (plays and skits). –2.05: Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the text(s). –2.07: Evaluate the usefulness and quality of information and ideas based on purpose, experiences, text(s), and graphics. –2.09: Listen actively and critically by: Asking questions. Delving deeper into the topic. Elaborating on the information and ideas presented. Evaluating information and ideas. Making inferences and drawing conclusions. Making judgements. Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. –3.01: Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: Analyzing word choice and content Examining reasons for a character’s actions, taking into account the situation and basic motivation of the character. Creating and presenting a product that effectively demonstrates a personal response to a selection or experience. Examining alternative perspectives. Evaluating the differences among genres. Examining relationships among characters. Making and evaluating inferences and conclusions about characters, events, and themes.

Chapters 1 and 2 Introduction: Examine the cover of the book and title. Why do you think Lois Lowry chose that title? Read the summary on the back of the book and make a prediction about the story. Vocabulary Discussion Questions Writing Topic Go to Chapters 3 and 4

Discussion Questions (1 and 2) Why did the girls stop running? What does Resistance mean? How had the war effected the people of Denmark? Who was Christian X’s bodyguard? What happened when the Norwegians tried to stop the Germans from invading their country? What happened to Lise?

Writing Topic (1 and 2) Write in your journals on the following topic: –What do you think of the book so far? Why did Mrs. Rosen say, “Be sure that they never have a reason to remember your face.”?

Vocabulary (1 and 2) rucksack civilized sulking prodded sabotage

Chapters 3 and 4 Discuss Chapters 3 and 4 in your literature circles. Use the following vocabulary and discussion questions as a guide. Vocabulary Discussion Questions Writing Topic

Vocabulary (3 and 4) solemn shivered fiercely crocheting lingered

Discussion Questions (3 and 4) What time of year was it? What errand did Mama send Annemarie and Kirsti on? How did Mama react to the news that the Hirsch’s button shop was closed? What present did Peter bring Annemarie? Why did the Nazi’s make the Hirsch’s close their shop? What concern did Annemarie have after learning the Germans were closing shops that belonged to the Jews? Why did Kirsti not want to wear her new shoes?

Writing Topic (3 and 4) Write in your journals on the following topic: –What do you think of Peter, this new and mysterious character? Why does he only come in secret? Have you ever had to leave your parents…not knowing when you will see them next? How did it make you feel? What do you think Ellen is feeling right now?

Activity Click the picture below to “Number the Stars: The History Behind the Story” Read through the information carefully. Pay attention to the underlined words. At the end, complete the vocabulary and comprehension questions in your groups.

References languagearts/scos/2004/21grade5http:// languagearts/scos/2004/21grade5 Number the Stars by Lois Lowry