Professional Documents
Culture Documents
take
these
tests.
These
passages
can
be
intimidating
and
scary
sometimes
at
first
sight,
I
know.
But
if
you
go
into
it
searching
for
meaning
and
understanding,
then
it
might
just
be
the
key
to
getting
you
through
this
thing!
Today
we
are
going
to
look
at
some
important
things
to
look
for
in
the
text
when
trying
to
answer
questions
about
the
reading!
The
teacher
transitions
into
teaching.
Learning
Design:
I.
Teaching:
Pretend
that
we
are
on
the
set
of
a
mystery.
The
bad
guy
has
run
away
from
the
scene
and
they
need
a
detective
in
order
to
answer
questions
and
solve
the
problem.
When
you
read,
are
you
the
bad
guy
or
are
you
the
detective?
What
I
mean
by
that
is
are
you
running
away
because
you
havent
done
well
in
the
past?
Or
maybe
you
just
really
dont
like
reading?
Or
are
you
the
detective
who
looks
deep
into
the
mystery
in
order
to
answer
the
questions
correctly
to
solve
the
mystery
and
ace
the
test?
I
want
us
all
to
be
detectives
today.
We
are
going
to
put
on
our
detective
hat
and
glasses
and
explore
a
passage
together.
Before
we
do,
I
want
to
give
you
all
some
helpful
tips
to
be
the
best
detective
that
you
can
be.
Teacher
draws
a
stick
figure
student
on
the
board
that
she
will
draw
detective
traits
from.
Okay,
I
have
my
friend
Ron
up
here.
He
is
a
detective
reader,
but
right
now
we
dont
really
know
what
that
means.
When
you
all
here
detective
what
is
the
first
thing
that
you
think
of?
Okay,
good.
What
is
the
detectives
job?
To
find
out
the
answer,
good.
But
the
detective
has
to
look
at
the
question
first,
right?
Or
else
they
wont
know
what
problem
to
solve.
That
is
the
first
thing
that
they
have
to
do.
Teacher
makes
a
bubble
#1
and
writes
looks
at
the
question.
When
you
all
are
reading
the
passage
in
your
ACT
booklet,
it
is
always
important
to
know
and
understand
what
you
are
trying
to
answer!
That
is
key,
boys
and
girls.
So
first
you
have
to
know
what
the
problem
or
question
is.
That
is
the
most
important
thing
in
solving
a
question
is
knowing
what
it
is
in
the
first
place.
When
you
see
a
question
on
the
ACT
and
something
is
underlined
or
bolded
are
you
just
going
to
ignore
that
and
pretend
like
it
doesnt
mean
anything?
Heavens
NO!
People,
those
are
the
biggest
clues
that
a
detective
can
use!
Whenever
you
see
those,
circle
it
so
that
you
know
it
is
important.
That
is
going
to
help
you
answer
the
question
correctly!
By
the
way,
that
is
the
end
goal.
Its
not
just
about
circling
in
the
bubble
and
finishing
the
test,
its
about
doing
your
best
to
find
the
right
answer!
Next,
the
detective
will
look
for
main
ideas
and
key
details
in
the
case
or
story.
Have
you
all
learned
about
those
yet?
The
main
idea
is
the
main
point
of
the
story.
And
the
key
details
are
what
support
that.
For
instance,
how
many
of
you
have
read
the
book
by
Dr.
Seuss
Green
Eggs
and
Ham?
Can
anyone
tell
me
what
they
think
the
main
idea
of
the
story
is?
It
is
that
the
guy
does
not
like
green
eggs
and
ham.
And
throughout
the
story
we
find
out
key
details
that
tell
us
why
he
doesnt
like
them.
So
it
is
important
that
we
look
for
things
that
support
our
main
idea.
The
teacher
writes
main
idea
that
in
bubble
#2
by
their
friend
Ron
on
the
board.
Next,
it
is
so
so
important
that
you
can
prove
your
answer.
Evidence
is
key.
What
is
evidence,
boys
and
girls?
Teacher
waits
for
students
to
respond.
If
a
detective
said
that
he
found
the
answer
to
the
mystery
but
didnt
have
any
evidence
to
support
it,
would
you
believe
him?
No
because
he
could
be
wrong!
Teacher
write
in
bubble
#3
prove
it.
You
HAVE
to
look
at
the
passage
for
evidence
to
answer
the
question.
That
is
the
only
way.
The
way
that
I
like
to
do
that
is
go
back
and
underline
the
answer
to
the
question
in
the
passage.
That
way
I
know
that
I
answered
it
correctly
because
I
found
it
in
the
passage.
I
have
a
short
passage
for
us
to
read
about
dolphins.
Who
all
has
seen
a
dolphin
before?
I
love
dolphins
and
saw
one
the
other
weekend
when
I
went
home
for
Easter.
It
was
so
pretty!
I
am
going
to
read
it
out
loud
and
you
all
will
follow
along
with
me
on
the
board.
There
are
some
questions
at
the
end
that
we
are
going
to
answer
and
good
detectives/readers
look
back
in
the
text
to
ask
and
answer
questions.
If
you
all
listen
and
behave
then
I
might
let
you
come
up
to
the
board
and
help
me
underline
the
answer
to
the
question.
The
teacher
pulls
up
the
passage
on
dolphins
on
the
Elmo
and
displays
it
on
the
Promethean
Board.
She
reads
the
passage
and
makes
sure
that
the
students
are
cooperating
and
following
along.
After
they
have
read,
the
teacher
will
ask
the
first
question
and
model
how
to
answer
it
by
underlining
it
in
the
passage.
Then,
if
the
students
are
behaving
she
will
have
some
of
them
come
up
and
underline
the
answers
to
the
following
questions.
She
will
ask
the
whole
class
each
question
and
ask
where
they
found
it.
The
teacher
will
ask
the
following
questions:
How
come
dolphins
are
not
considered
to
be
fish?
Do
dolphins
like
to
live
alone?
If
not,
how
do
they
like
to
live?
How
many
pods
do
dolphins
live
in?
What
is
the
most
famous
type
of
dolphin?
After
the
class
finishes
looking
at
this
passage,
the
teacher
will
transition
into
another
passage
for
the
students
to
practice
on
as
they
work
with
a
partner.
II.
Opportunity
for
Practice:
The
teacher
will
pass
out
small
white
boards
and
markers
and
split
them
into
partners
for
this
activity.
She
will
ask
the
students
questions
based
off
the
passage
displayed
on
the
board
and
they
will
collaborate,
writing
the
correct
letter
on
the
white
board.
The
teacher
will
formatively
assess
how
students
are
doing.
Okay
friends,
we
have
learned
how
to
be
detectives
today.
Lets
see
now
if
you
all
can
work
together
to
answer
these
questions
before
you
become
a
detective
on
your
own.
I
have
a
passage
that
I
am
going
to
display
on
the
board.
I
am
going
to
read
it
to
you
all
and
you
are
going
to
follow
along
on
your
sheet
of
paper
with
your
partner.
Now
is
not
the
time
to
talk
to
your
friend.
It
is
important
that
you
pay
attention
to
you
know
how
to
solve
the
problem,
detectives.
Our
passage
is
about
sharks!
What
do
you
all
know
about
sharks?
The
teacher
calls
on
students
to
answer.
I
am
scared
of
sharks!
I
am
from
Florida
and
so
whenever
I
go
in
the
ocean
Im
always
worried
that
they
are
going
to
surround
me!
We
are
going
to
do
something
similar
to
what
we
just
did
when
we
looked
at
the
passage
on
hermit
crabs.
You
are
going
to
work
with
the
person
next
to
you
on
this.
I
am
going
to
pass
out
the
mini
white
boards
and
a
marker
to
you
all.
You
and
your
partner
can
switch
off
writing
the
answer,
but
I
want
you
to
talk
about
it
together.
I
will
ask
the
question
and
you
will
look
up
here
at
the
article
and
answer
it
accordingly.
If
I
ask
you
what
the
title
of
the
passage
is,
how
are
you
going
to
know
how
to
answer
that?
You
look
at
the
title
and
read
it!
Its
not
hard.
So
the
same
goes
for
these
questions
I
ask
you.
The
answers
are
in
the
text
you
just
have
to
look!
Before
pass
out
the
white
boards
and
ask
you
the
questions,
I
am
going
to
read
the
passage.
If
you
all
cant
listen
and
pay
attention
I
am
going
to
take
away
the
privilege
of
using
the
white
boards
and
working
with
partners,
so
please
pay
attention.
The
teacher
reads
the
passage
on
sharks.
After
she
is
finished
she
passes
out
the
white
boards
and
markers
to
the
students.
She
makes
sure
that
they
understand
the
directions
and
asks
the
students
if
they
have
any
questions.
After
they
are
settled
and
in
partners
she
will
ask
them
the
following
questions:
Since
Sharks
are
fish,
how
do
they
breath?
What
happens
if
a
shark
loses
a
tooth?
Is
it
gone
forever?
What
shark
is
the
largest?
How
big
does
it
grow?
She
will
give
them
time
to
answer
each
one
with
their
partner
and
will
formatively
assess
how
the
students
are
doing
with
using
text
evidence
to
support
the
question.
She
will
monitor
their
talking
and
make
sure
that
they
are
working
together.
III.
Assessment
The
teacher
will
evaluate
the
students
skills
to
answer
questions
using
the
text
for
support
by
giving
them
a
passage
to
read
and
questions
to
answer
from
the
text.
They
will
need
colored
pencils
and
will
be
asked
to
underline
where
they
found
their
answers.
When
they
are
finished
the
teacher
will
collect
the
sheets
and
assess
how
they
did.
We
have
talked
about
how
to
answer
questions
from
a
text
using
the
text
to
support
it
together
as
a
class,
now
it
is
your
turn
to
show
me
what
you
have
learned
on
your
own.
I
have
this
fun
little
story
about
honeybees
for
you
to
read.
I
want
you
all
to
pay
attention
though
to
what
I
am
going
to
have
you
do.
Do
you
notice
the
crayons
have
a
color
written
on
them
at
the
end?
Well
you
are
going
to
use
colored
pencils
to
show
me
where
you
found
your
answer.
Does
that
make
sense?
The
teacher
holds
up
the
paper
and
explains
it
to
them.
Does
anyone
have
any
questions?
This
shouldnt
take
you
long,
so
there
is
no
need
to
talk.
Once
you
are
finished
you
can
come
bring
the
papers
to
me.
I
will
be
walking
around
making
sure
that
you
are
doing
what
you
are
supposed
to
be
doing.
I
believe
that
yall
can
ace
this!
IV.
Closure:
For
closure,
the
students
will
be
given
an
exit
slip.
They
will
write
down
one
important
thing
to
remember
when
taking
the
reading
ACT
Aspire
that
has
been
talked
about
today
or
in
class.
The
teacher
will
collect
them
at
the
door
before
they
leave
for
lunch.
Materials
and
Resources:
White
Board
Promethean
Board
Sticky
Notes
Mini
White
Boards
White
Board
markers
Colored
pencils
Elmo
Exit
Slip
Shark
Passage
Hermit
Passage
Honeybee
Passage
Differentiation
Strategies
(including
plans
for
individual
learners):
Students
who
miss
more
than
2
questions
will
be
considered
in
the
red
range
and
need
further
support.
The
teacher
can
meet
one
on
one
with
the
student,
read
a
story
or
book
that
interests
them,
and
ask
them
questions
based
on
the
text.
She
will
have
them
hold
the
text
and
support
their
answers
with
evidence
throughout.
She
will
use
a
graphic
organizer
to
help
support
his
or
her
thinking
as
well.
Students
who
are
in
the
green
range
can
be
given
a
more
challenging
passage
and
be
given
tougher
questions
to
answer
that
are
still
supported
in
the
text
but
require
more
critical
thinking
and
understanding
of
the
text.
Data
Analysis:
The
students
were
given
15
minutes
to
do
the
assessment
piece.
The
students
have
some
behavior
issues,
so
directions
had
to
be
reiterated
a
few
times
in
order
to
make
sure
everyone
understood.
They
are
third
graders
and
the
level
of
work
that
this
worksheet
was
should
have
been
able
to
be
finished
within
15
minutes.
Some
students
did
not
finish
due
to
talking
and
distracting
themselves.
I
walked
around
to
see
how
some
students
were
doing
and
one
student
was
very
overwhelmed
and
felt
that
he
could
not
do
it.
He
did
not
complete
any
of
the
assignment
even
though
he
sat
quietly.
This
was
only
my
third
day
in
the
classroom
but
it
made
me
wonder
what
kind
of
extra
support
he
might
have
needed
within
my
instruction
or
explanation
in
order
to
help
him
move
past
the
question.
Other
students
really
seemed
to
get
it.
Most
students
who
finished
scored
at
least
4/5
on
the
assessment
but
more
scored
5/5.
They
not
only
answered
correctly,
but
underlined
the
evidence
in
the
passage
like
the
directions
told
them
to.
That
was
the
point
of
the
whole
lesson
helping
them
become
detectives
when
reading
and
using
the
passage
to
support
the
answer
to
the
question.
I
was
pleased
with
the
results,
but
I
wish
that
the
students
would
apply
themselves
more,
because
if
they
did
they
would
do
even
better
than
they
had.
The
purpose
of
this
lesson
was
to
remind
them
of
what
to
do
when
taking
the
reading
portion
of
the
ACT
Aspire.
I
hope
that
this
lesson
gave
them
good
tools
and
encouraged
them
to
be
better
readers
and
evidence
givers
when
answering
questions.
Reflection:
This
lesson
was
given
my
third
day
being
in
the
class,
so
it
was
hard
not
even
knowing
everyones
names.
This
class
has
been
unlike
any
other
that
I
have
been
in
before,
but
I
feel
like
Ive
really
been
able
to
step
up
and
take
ownership
of
all
that
I
have
learned
and
the
skills
that
I
have.
My
teacher
told
me
from
day
one
that
these
students
have
behavioral
issues
and
so
I
took
that
as
a
challenge
to
have
them
cooperate
with
me
during
this
lesson.
I
had
to
use
a
loud,
firm
voice
while
still
being
excited
and
enthusiastic
about
their
learning
and
I
feel
like
I
did
that
well
and
that
it
worked!
They
were
as
engaged
as
they
could
have
been
and
participated
in
the
instruction.
The
desks
were
all
spread
out
facing
the
board
which
I
usually
not
the
style
that
I
prefer,
but
I
think
that
it
was
actually
a
better
layout
than
sitting
on
the
carpet
or
in
circles
with
this
group
of
students.
I
planned
to
do
every
section
of
the
lesson
but
I
was
not
able
to
do
the
practice
with
them.
I
did
not
know
how
this
lesson
was
going
to
go
because
I
have
not
seen
my
teacher
teach
yet
so
I
didnt
know
exactly
how
to
teach
or
what
to
teach.
She
gave
me
free
reign,
and
I
am
pleased
with
how
this
lesson
and
topic
panned
out.
In
the
few
days
Ive
been
at
the
placement
I
have
become
passionate
about
encouraging
these
students
to
do
the
best
that
they
can
on
the
standardized
tests
so
that
is
why
I
chose
to
focus
on
this
skill.
I
knew
that
it
could
help
them
when
they
take
their
test
next
week.
I
personally
think
this
was
my
best
lesson
yet.
I
was
confident
and
had
control
of
the
class
and
saw
the
light
bulb
go
off
in
many
of
their
heads.
Next
time
I
teach
a
lesson
I
want
to
ask
more
engaging
questions
and
foster
discussion
and
work
more
on
how
to
best
manage
this
class
behavior-wise.
Samford University
Design for Learning
TEACHING
PRACTICE
Dolphin passage:
How come dolphins are not considered to be fish?
Do dolphins like to live alone? If not, how do
they
like to live?