Readers read with a focus. They always go back to the text to find evidence for their ideas.
Copies of "On Top of the World at 13" By: Laura Leigh Davidson
Scholastic News May 31, 2010
(adapted text for lower level readers)
List of facts about Mount Everest
Whiteboard and markers
Grouping Options and Differentiation
Students will be grouped according to behavioral needs and varying levels of academic support. The text the person or group receives will also depend on the literacy levels of that group.
Last week we went to the Rubin Museum. We learned that the art there comes from a country called Tibet. Tibet is famous because the highest mountain in the world is there, Mount Everest. You guys know so much about Mt. Everest and today we are going to learn even more.
Today I want to teach you how we can read a text looking for proof or evidence for our ideas.
Watch me as I think about this statement and decide if I agree or disagree. Write on the board: Only a few people have ever made it to the top of Mt. Everest.
Model think aloud. Circle Yes.
Now, watch as I read to find the evidence. Read aloud "Facts about Mount Everest." Think aloud: Oh, wow! Here it says that 660 people have successfully climbed to the top of Mt. Everest! That's a lot of people. I didn't know that before. Fill out after reading column and write down evidence.
Did you notice how I first thought about my opinion? Then, I read the text for evidence? Lastly, I wrote down my new opinion and wrote down evidence? Write down steps on board.
Now it's your turn to try. To get our brains ready to read, I have 2 statements. I want to you to tell me yes or no. Orally discuss the beginning of the anticipation guide. Have students give responses encouraging discussion and accountable talk.
Hand out papers to students. Next, have students write down their ideas on the anticipation guide. Here are the 2 statements to which they have to respond:
- Only grown ups have climbed to the summit of
- Mt. Everest is a safe mountain to climb.
Today as we read, we are going to be reading looking for proof, or evidence for our ideas. Some of you will be reading with a partner and some of you will be reading alone. When I give you the article you may go off and find proof for your answers. When you are done, put your work in the inbox and you may start Independent Reading.
Students work in groups or independently to read the article and complete the anticipation guide.
Gather students back on the rug. Have the groups share out answers and pushing them to use text evidence. Share may be done immediately after reading the article or later in the morning depending on behavioral needs. If students are still focused, I may ask students to share why they think using this guide was helpful to reading.
Students share one fact they learned about Mt. Everest today. I will also use their anticipation guides as evidence for their learning.
Possible Extension Activities--
Watch www.brainpop.com video on Mount Everest.
Students can visit http://teacher.scholastic.com/activities/hillary/index.htm
to learn about Edward Hillary and the history of Mount Everest