Developed by Juli Kendall, Whittier School, Long Beach Unified School District, 9/2003
Curriculum Map for Content Literacy
Essential Question –“How do I read informational texts about science with understanding?”
Reading Informational TextsMini lessons
(Based on assessments)
Assessment (5 days)
Purpose – obtain baselineunderstanding of what studentsknow and are able to dohttp://www.nwrel.org/nwedu/fall_98/article7.html
Day 1 - draft
Day 2 - revise
Day 3 - edit and publish
Day 4 – spelling assessment
Day 5 – running record andretelling
Features of Informational Text
Scaffolding Language,Scaffolding Learning, TeachingSecond Language Learners in the Mainstream Classroom
by PaulineGibbons“Scaffolding Learning”http://www.myread.org/scaffolding.htmAdapted from
Strategic Reading:Guiding Students to Lifelong Literacy
by Jeffrey Wilhelm,Tanya Baker, and Julie Dube
Scaffolding Young Writers, AWriters’ Workshop Approach
byDorn and Soffoshttp://www.stenhouse.com
Teach kids about the differentfeatures of text usingexamples in different types of informational text includingscience textbook.
Kids work in pairs to explore avariety of sources looking forcertain text features.
Everyone makes his or herown “Nonfiction ConventionsBook.”
Qualitative Reading Inventory, 3
“Retelling Rubric forInformational Text”“Thinking Maps” – flow mapsTeach rules for retelling.
Read the text. --Think aboutwhat you want to say.
Read the text again.
Turn the paper over and writethe retelling.
If you need to check someinformation, you may turn thepaper back over to find it.
Never copy!Score retellings.Teach retellings using flow maps.
Exploring Informational Texts,From Theory to Practice
Teach kids about the sixstructures of text using