Memories, A Connection to the Past

Summary

Students will read four or more books and use graphic organizers to demonstrate proficiency with the comprehension strategies.

Materials

• Books for students to read. (See list under bibliography.)
• Materials needed for the students to summarize, including graphic organizers.

  You can find a variety of graphic organizers in English and in Spanish.

Background for Teachers

• Familiar with Reciprocal Teaching strategies.
• Know how to use word processing software, such as Microsoft Word.

Student Prior Knowledge

• It would be helpful if the students have been introduced to text structure.
• Students also need to know how to use word processing software (such as Microsoft Word).

Intended Learning Outcomes

Students will:

• understand, interpret, and analyze grade level text using prior knowledge
• generate questions about the text
• make and confirm predictions
• make inferences
• identify topic and main idea from text
• summarize important ideas and events, supporting details in sequence

Instructional Procedures

Aunt Flossie's Hats:

1. Teacher uses guided imagery describing the characters in the book looking in their grandmother's cedar chest.
2. Students will make individual predictions about the book before it is read.
3. Teacher will do a picture walk.
4. Students will read book in partners. They will read to confirm their predictions and to find strategies to share with group.
5. Teacher and students will check prediction. They will confirm or revise it.
6. Student will choose one of the remaining strategies of reciprocal teaching to share with the group (clarify, question, summarize).
7. Students will complete the Events Map Graphic Organizer (pdf).
8. Students will work with a partner and use word processing software to write three to five sentences about their favorite memory hat and why it is their favorite.

Wilford Gordon McDonald Partridge:

1. Teacher will lead an anticipation guide on kinds of memories, have students individually make predictions on the new book, and lead a picture walk.
2. Follow the above steps for Aunt Flossie's Hats using a Semantic Map Graphic Organizer (pdf) in place of the events map.
3. Students will write and share three to five sentences about a memory connection to the story.

Knots On A Counting Rope:

1. Students individually make predictions about the book
2. Teacher does a picture walk. Follow the steps for the above book.
3. A Story Map Graphic Organizer (pdf) will be used for this book.
4. Students will prepare a report about their names and their origination. This can be done through a family member interview and then written into a report. This report will be shared in small groups or whole group.

The Bossy Gallito:

1. As a whole class, discuss the title of this story and have the students predict what the book will be about.
2. Teacher does a picture walk. (This may be listened to with the audiocassette of the book. Headphones could be used to hear the language in Spanish.)
3. Students will make a Story Board (pdf) of the book.
4. Students will use word processing software to write about and share a memory from their own culture. They may ask for help from home.
5. Print out the completed memory for sharing.

Strategies for Diverse Learners

The graphic organizers are available in English and in Spanish. Partner support can help the ELL student or the diverse learner to find success.

Extensions

The gifted child could learn it in Spanish or English.

Assessment Plan

The graphic organizers will provide an easy assessment for the teacher to determine if the child is understanding the standard and objectives set forth in the purpose of this lesson.

Bibliography

Howard, Elizabeth Fitzgerald. Aunt Flossie's Hats

Fox, Mem. Wilford Gordon McDonald Partridge

Martin,Bill. Knots On A Counting Rope

Gonzales, Lucia M. The Bossy Gallito