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aCtivitY 1.3
continued
My Notes
interpret the text Using Close reading
8 The larger world isn’t peanut free. It’s important that children with peanut allergies learn to protect themselves at a young age, the same way all kids with illnesses should. Children with severe asthma may need to carry inhalers. Diabetic children need candy nearby in case their blood sugar dips too low. Children with peanut allergies should have immediate access to emergency medications to counteract an allergic reaction. School staff need to be aware of students’ medical conditions and know what to do in the event of an emergency.
9 A ban would offer little beyond a false sense of security.
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ACTiviTy 1.3 continued
DIFFErEnTIaTE Interactingin Meaningful Ways: reading and Viewing Closely
7 Keepstudentsintheirpairs.Informthe students that there may be several words in the text they may not know but that sometimes they can use the text to figure it out. Say: When we began reading this article I wondered about the meaning of the word “ban.” We found what it meant using the words around it. Those words are called context clues. Sometimes words have multiple meanings, too. For example, there are two meanings for the word “frisk.” We can use context clues
to figure out which meaning is correct.”
Instruct the students to look up the two meanings for the word “frisk” in the dictionary. Invite two volunteers to act out the meanings. Encourage the students to find the context clues to determine which meaning fit with the article. If time allows, have the students look for the meanings of other multiple-meaning words in the text such as “nut” and “safe.”
8 Directstudentstocontinuelooking for clues to figure out their circled unknown words. Encourage them to use context clues and the dictionary. Suggest they look for the roots and affixes in unknown words such as prepackaged and unenforceable. Supply extra sticky notes, and have the students write their unknown words and definitions on the notes to add to the Word Wall.
9 As students work, walk around the classroom checking for understanding and answering any questions that may arise. When students are finished, have each pair share out one of the unknown words they found. Use this opportunity to informally assess student work using the following rubric.
assess
Use the following rubric and sample student responses to formatively assess students’ ability to understand the Interacting in Meaningful Ways skill: Reading and Viewing Closely.
Emerging: Are students able to supply, with substantial support, a context clue to support a word they did not know in the text?
5 Read aloud the third paragraph, and have students annotate as you read. Once students have had a chance to complete their annotation, ask if anyone noticed that this paragraph contains the author’s claim. Ask which sentence they believe it is and to support their answers with information from the text. Put a star beside the second sentence, and encourage the students to discuss why it is the author’s claim.
6 Collaborate: Pair students (students at a higher proficiency level with students at a lower proficiency level) and have them work together to round robin read paragraphs 4–7 and annotate them. As students work, walk around the room assisting as needed. When everyone is done, have students note the supporting details, words they don’t know, and any questions they might have. Ensure each pair shares details, and encourage students to help answer the questions their peers have.
Unit 3 • Changing Perspectives • Part 1: Don’t Ban Peanuts 147
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.