Before reading engagement with vocabulary: Before reading the story, I will put up the vocabulary on Popplet for the student to see. Then together as a group, we will read and sound out the words together. Next, I would ask the student what the words means and type it out on Popplet. Once done, I will remind the student to keep those words in mind while reading the story.
During reading engagement with vocabulary: During the reading, whenever the vocabulary show up on the page we would finish reading that page. I would then pause to ask if they see a vocabulary word or not. If yes, I then would have the student use a color pencil to underline the vocabulary word before continue reading.
After reading engagement with vocabulary: Once the …show more content…
What do you see in this cover of the book? (pause) Can you tell me what you see? (Pause, allow the student to answer while pointing out what they see) Who do you think is the main character in this story? (Let the student answer). What do you think the story is about? (Allow time for student to answer). You all point out great things! Yes, the main character is Ruby Bridges. Now do you think this is a fiction book or a nonfiction book?” (Student …show more content…
It wasn’t fair. “ (pg. 10)
• Keeps the details in mind and continue reading the story to confirm the prediction. Stop reading at page 13 to confirm or deny prediction.
Confirm: “Large crowd of angry white people” and “call Ruby names and wanted to hurt her.” (pg 13)
“Now that you see how I did it. I want you to give it a try. Remember to write down any questions or predictions you have on the chart. We will stop at certain part in the story to see if we can confirm or deny any of our prediction.”
Literal
• “How old was Ruby when she was sent to Frantz elementary school?”
• Was Ruby’s parents proud of Ruby for being chosen to go to an all-white school?”
• “Did Mrs. Henry mean to Ruby at all? Give text evidence to show that Mrs. Henry isn’t mean to Ruby.”
Inferential
• “Do you think Ruby is sad or scare of what she experience every day when she goes to school even though Mrs. Henry say Ruby doesn’t look like it? Why do you think that? Give some example from the text of what Ruby experienced everyday”
• “What do you think Ruby is saying when she stopped right in the middle of the crowd like
During reading engagement with vocabulary: During the reading, whenever the vocabulary show up on the page we would finish reading that page. I would then pause to ask if they see a vocabulary word or not. If yes, I then would have the student use a color pencil to underline the vocabulary word before continue reading.
After reading engagement with vocabulary: Once the …show more content…
What do you see in this cover of the book? (pause) Can you tell me what you see? (Pause, allow the student to answer while pointing out what they see) Who do you think is the main character in this story? (Let the student answer). What do you think the story is about? (Allow time for student to answer). You all point out great things! Yes, the main character is Ruby Bridges. Now do you think this is a fiction book or a nonfiction book?” (Student …show more content…
It wasn’t fair. “ (pg. 10)
• Keeps the details in mind and continue reading the story to confirm the prediction. Stop reading at page 13 to confirm or deny prediction.
Confirm: “Large crowd of angry white people” and “call Ruby names and wanted to hurt her.” (pg 13)
“Now that you see how I did it. I want you to give it a try. Remember to write down any questions or predictions you have on the chart. We will stop at certain part in the story to see if we can confirm or deny any of our prediction.”
Literal
• “How old was Ruby when she was sent to Frantz elementary school?”
• Was Ruby’s parents proud of Ruby for being chosen to go to an all-white school?”
• “Did Mrs. Henry mean to Ruby at all? Give text evidence to show that Mrs. Henry isn’t mean to Ruby.”
Inferential
• “Do you think Ruby is sad or scare of what she experience every day when she goes to school even though Mrs. Henry say Ruby doesn’t look like it? Why do you think that? Give some example from the text of what Ruby experienced everyday”
• “What do you think Ruby is saying when she stopped right in the middle of the crowd like