Professional Documents
Culture Documents
intended including age of students, phase of word learning (Ehri & McCormick, 1998) of
comprehension issues). The goal is to create a book that these students could read on their
own. These e-books are not intended to be books appropriate for reading aloud. As you
know, books designed for reading aloud would be different for the same population of
readers.
This electronic book is intended from students in 2nd or 3rd grade, ranging from ages
7-10 (if students have been retained). I embedded a lot of sight words that students should
have learned prior to second grade. I also embedded 3rd grade high frequency words for
second grade students that may be reading above grade level. To better ensure we are
teaching fluent readers, the text has a lot of sentence interrupters, different punctuation,
and longer phrases. To better promote language development, students are introduced to
tier 2 words (domain specific vocabulary terms). This text is specifically crafted for
students with a malnourished vocabulary schema. This text is for students who can
proficiently read sight words and Fry phases prior to reading this text. Students are taught
through reading coaches in the e book, how to use context clues to decode an unknown
word. I have included many thinking points and check in questions so students can monitor
their comprehension while reading the text. I included reciprocal teaching strategies as well
as having students activate their prior knowledge to better ensure comprehension of the
text.
The topic I chose is animals in the desert and their adaptations. I chose this because in
second grade students are introduced to different habitats. I also know that in third grade
in science students learn about animal adaptations to different seasons. I had the
opportunity to focus on this topic during the summer and I just became so engaged with
animals in the desert. Commonly, when students think about animals in the desert the one
and only animal they think of is the camel. For this reason, I purposely did not include
camels in this text. Furthermore, in fourth grade in science students learn about inherited
physical traits and learned behavior. I also know that boys and girls are interested in
animals. This topic can also spill over into other contents areas such as math and art.
Common Core State Standards addressed in this book for each reading component as
noted below.
CCSS.ELA-Literacy.RI.2.4
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject
area.
CCSS.ELA-Literacy.RI.2.5
Know and use various text features (e.g., captions, bold print, subheadings, glossaries,
indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
CCSS.ELA-Literacy.RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain, or
describe
CCSS.ELA-Literacy.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
CCSS.ELA-Literacy.RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the
main idea.
CCSS.ELA-Literacy.RI.3.4
Determine the meaning of general academic and domain-specific words and phrases in a
text relevant to a grade 3 topic or subject area.
CCSS.ELA-Literacy.RI.3.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently.
The ebook has reading coaches in place to encourage and motivate students while they are
reading. I thought that students will be able to remain engaged without the supervision of
Provide a brief explanation of what you did to address the following. Provide at least one
front of the computer screen to see the words. For the layout I chose to do all text on page
and have the photograph to correspond with the text on the following page on the right.
For example, the page about foxes was in page 8 and the photograph of the fox was on page
nine.
Word recognition address decisions related to both sight words and decodable
words given the phase of word learning (Ehri & McCormick, 1998) of the students
Many of the words I used in this text, besides the domain specific vocabulary, were 1st and
2nd grade sight words. The words selected had spelling patterns students should already be
familiar with.
Vocabulary (What words did you include to stretch the vocabulary knowledge of
your students on this topic and what did you do to support them thinking about
what you learned in the Vocabulary module and professional readings and using the
features of CAST Book Builder? (boldface print, use of context, elements of the e-
glossary)
Adaptation, venom, poisonous, constriction, environment, and desert. I put these words in
professional readings. Be sure to address what you did to address the following. (See
Students first response to reading upon seeing the title page is writing a list of things
Students are asked to compare and contrast a king snake and rattlesnake.
Students are asked about new learning once they learn that a desert is not based on
temperature.
Students are encouraged to take their learning to create a brochure and teach
others about desert animals adaptation which would focus on common core
captions, etc.)
References
read-alouds to promote comprehension and vocabulary. The Reading Teacher, 61(5), 396-408.
developing young children's science concepts: Using informational text read-alouds. The
Applegate, M. D., Applegate, A. J., & Modla, V. B. (2009). Shes my best reader; She just cant
comprehend: Studying the relationship between fluency and comprehension. The Reading
Brabham, E., Buskist, C., Henderson, S. C., Paleologos, T., & Baugh, N. (2012). Flooding
vocabulary gaps to accelerate word learning. The Reading Teacher, 65(8), 523-533.
Harvey, S., & Goudvis, A. (2013). Comprehension at the core. The Reading Teacher, 66(6), 432-
439.
Matloch, B., & Horsey, M. (2013). Living inquiry: Learning from and about informational texts
http://bookbuilder.cast.org/view.php?op=view&book=115499&page=1 (Links to an
external site.)Links to an external site.