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Lesson Planning Resources

IS4 Close Reading Lesson Planning Guide

Close_Rding_IS4_Less_Plan_Guide_Sm.JPG   

Summary of ELA CCCSS by Grade Level

Merced County Office of Education

Overview of ELA CCCSS with significant changes (from CA ELA Standards) noted in bold font.

Grade K Grade 1 Grade 2 Grade 3
Grade 4 Grade 5 Grade 6 Grade 7
Grade 8 Grades 9 & 10 Grades 11 & 12  

ELA CCCSS Templates

Tulare County Office of Education
3rd edition (6/30/2012)

This full-page, per standard, resource provides all of the information found on the ELA CCSS Bookmarks (essential skill and concepts, academic vocabulary, question stems), and references the related College and Career Readiness Anchor Standard along with both the previous and following grade level standard in order to highlight the continuum of learning. When applicable, Appendix B Sample Performance Tasks and Appendix C Writing Samples are referenced. Smarter Balance Assessment Consortium (SBAC) Claims are also referenced. Finally, space is provided for note taking and planning use.

Grade K Grade 1 Grade 2 Grade 3
Grade 4 Grade 5 Grade 6 Grade 7
Grade 8 Grades 9 & 10 Grades 11 & 12  

Vocabulary Journal

Vocabulary Journal 200.jpgTeachers can use this Vocabulary Journal as a pre-reading strategy or during a close read in order to help their students better access academic and subject-specific vocabulary. Either the teacher can choose the key words to use in the journal or the students can choose words with which they struggle. These words should be written in Column 1 (Vocabulary Word). In the second column (What I think It Means), the students can make guesses about the definition. From here, teachers have two options: they can complete columns four and five and then go back to column 3, or they can have the students work in order from column one to column five.

If the first option is chosen, teachers can have their students skip the third column (The Real Definition) and just right to the fourth  column (Clues), where they can explain how they came to think that the guessed definition is the right one. What did they notice that help them understood the meaning? Students should jot down where they found the info in the article in the fifth column.

The second option is to have the students move from the second column directly to the third column where they can either look up in an outside resource or negotiate the correct definition with a partner. The students can then proceed to the fourth column, where they can draw a picture, or give themselves some written clue to help them remember the real definition. Finally, they can proceed to the fifth column, where they can record where they found this real definition (a dictionary, Dictionary.com, context clues in the article, etc.).