Before reading, have students create a Circle Map identifying traditions they have in their families during a holiday.
During reading, complete the Tree Map for story elements.
Briefly summarize the story in a Flow Map using pictures and/or short phrases.
During the discussion of the plot summary, ask students to predict what caused Maria to try on her mother’s ring. There are many clues on pages 5 and 6.
To add rigorous thinking, ask students to predict what happened between Maria trying on the ring and the tamales being completed.
Maria’s feelings change throughout the story. Have students complete a Bubble Map describing her feelings in the beginning of the story. Ask them to add evidence from the text to support any inferences.
Maria’s feelings change throughout the story. Have students complete a Bubble Map describing her feelings in the middle of the story. Ask them to add evidence from the text to support any inferences.
Maria’s feelings change throughout the story. Have students complete a Bubble Map describing her feelings at the end of the story. Ask them to add evidence from the text to support any inferences.
Group Activity Group Activity: Content Application 1.Form a group of 4-6 and choose a literature book to read. 2.Identify one Thinking Maps® that best illustrates the main point of the book and enhances language development. 3.As a group draw the map you have identified. 4.Be prepared to present the map to the whole group.
LAUSD Student Data Reclassification
Increased Student Achievement Meet Title III AMAOs. Meet School CELDT & CST Goals. Increase number of ELs reclassified from LEP to RFEP. Overall increase in student achievement across the content areas. Accelerated ELD Progress Commitment to teaching ELD daily (30-50 min.) More Rigorous ELD Program (IE! + Strategies) Increased Teacher Capability (PD)
Receive Review Question Clarify Let’s R-R-Q-C!
Contact Information: Los Angeles Unified School District Language Acquisition Branch Daniel Bagby, EL Specialist Valerie Brewington, EL Specialist