Page 20 - Natl Into R Program Overview Brochure 36pp

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Apply to Text Step 3 Engage and Respond • In your Teaching Pal, use the purple TARGETED CLOSE INDEPENDENT PRACTICE: Reading
Step 2
Tailor your approach to meet each student’s needs. A host of sca olds, small-group
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Resources for Easy and E ective
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Di erentiation
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di erentiation strategies, point-of-use teacher tips, and English learner supports are woven
READ prompts on pages 315 and 324 to guide students to
throughout the program to pave a path to success for every child.
apply the Central Idea skill to The History of Communication and to find evidence to support their responses. Use the CLOSE READING routine. Students may refer to the questions on Know It, Show It page 214 as you discuss them.
• Read aloud the first question on Teaching Pal page 315. Then have students reread paragraphs 9–12 in their myBook. Have them identify the central, or main, idea of the section, “The Telegraph.” (The telegraph made it possible for people to communicate quickly if they were located in two different places.)
• Then read the follow-up question on Teaching Pal page 315. Have students identify the details in the paragraphs that support the central, or main, idea. (Messages could be sent by using electric current traveling along wires. Reporters sent stories to their newspapers using the telegraph. Civil War armies relied on the telegraph to relay messages.)
• Read the question on Teaching Pal page 324 while students reread paragraphs 37–38 to identify the central, or main, idea. (One of the most important breakthroughs in the history of communication was the emergence of the Internet.)
• Refer back to the Anchor Chart to support the discussion. ENGLISH LEARNER SUPPORT:
Support Comprehension
SUBSTANTIAL
Reread pages 314–315. Have students highlight and state the central idea found in paragraph 12. Then have them underline one detail to support it.
MODERATE
Have students state the central idea of any section using the following
sentence frame: The central idea is . LIGHT
Encourage students to underline two details in paragraphs 37–38 that tell about the central idea of that section. Then have them state that idea.
Have students revisit pages 318–319 in The History of Communication. Ask students to determine the central, or main, idea in the section, “Radio,” finding details that lead them to infer the central, or main, idea. Have students note the central, or main, idea and make a list of the details that help them infer that central, or main, idea.
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Facilitate E ective Small-Group
• Have students work with a partner, swapping their lists with
one anIonthsetr.uEaccthiopanrtnaenr sdhoDuldi revriewntthieadteitoainls found and
determine if those clues help them to infer the central, or
The learning platform allows you to
main, idea decided upon by their partner.
search by genre or standard, create
• Have partners use the THINK-PAIR-SHARE routine to discuss the central, or main, idea of the section, “Radio,” and the
groups easily, and seamlessly assign
details that helped them reach the understanding of that idea.
resources and assignments to
• Call on pairs to share their central, or main, ideas and details. each group.
• You may want to have students complete this activity during daily small-group time.
• You may want to have students complete Know It, Show It page 214 during daily small-group time.
LINK TO SMALL-GROUP INSTRUCTION
See the lesson on p. T257.
and support for English learners allow for a fully equitable experience for all learners.
Embedded, point-of-use
REINFORCE CENTRAL IDEA Review and extend the skill as needed
strategies for di erentiation
during small-group time to support students’ need for differentiation.
Shared Reading
T255