The Burro’s Tortillas unit is built around two interactive shared readings of the text. The second interactive shared reading is a review of the entire book which focuses on analysis of the text with questions that English proficient students would be expected to answer, and on helping ELLs meet the grade-level skills embodied in the standards. Students will collaborate with the teacher to create a cooperative paragraph. Teacher notes are included in the Teacher’s Guide. Aligned to Common Core State Standards: RL.1.1, RL.1.2, RL.1.4, RL.1.7, RL.1.10, SL.1.1, W.1.3, W.1.7, L.1.2
Burro's Tortillas Lesson 5 - Review 1
Subject English Language Arts — Language, Reading Standards for Fiction, Speaking and Listening, Writing
Grade Level Grades K-2
Resource Type Activity, Lesson Plan, Presentation
Common Core State Standards
Ask and answer questions about key details in a text.
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Use illustrations and details in a story to describe its characters, setting, or events.
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
I really enjoyed your lesson. I wish I could have seen the entire writing lesson. I noticed you initially said the group for each portion (beginning, middle and end) had to agree and write the same sentence for their section of the story. However, students had different sentences. I am thinking that after sharing all the sentences you worked with the students to combine and formulate the best sentence by discussing changes. Am I correct? If so, did you do this all in one day or did you take a section of the story each day?