Jessica Calzolaio


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Jessica Calzolaio

  1. 1. Reading Workshop/ Test Prep (45-60 minutes) Goal: Making inferences about a historical persons life based on primary source documents. • Student should not have been exposed to Maritcha at this point Specific Skill: Character inference using primary sources. Teacher Goal: Students will be able to infer details about Maritcha’s life based on small amounts of information received from the book’s many primary sources. Teacher will model thinking while showing students various pages to guide the inference process. Motivation: On ELMO display grocery store receipt (I have one that is short contains dog biscuits, fruits and veggies, batteries and nail polish remover). Have students study the receipt for less than a minute. Ask and chart for observations about who this receipt might belong to. Student should be led to support their answers based on the items on the receipt. (Ex: This person is a woman who owns a dog and maybe her TV remote needs batteries). (5-7 minutes) Lesson: Select 6 poignant pictures from Maritcha. DO NOT read the captions or the text at all. Circulate room so students cannot read captions and/ or headings and subtitles of the text by Toyna Bolden. Model your thinking as you show the pictures. For example, for the family portraits lead questioning towards describing the status of the family based on clothing and poses. This part can be modified based on the individual levels of your students. Leading questions will be more suited towards struggling learners and ELL students whereas; grade level and gifted students should be forced to draw their own conclusions with little to no modeled thinking. (5 – 12 minutes) *If using Lucy Calkins Units of Study: have students “Stop and Jot” their thoughts at various points on a Post-It note. Gather students on rug with their Post-Its. Inform students that inferences are based on information the readers have. Historians have to use little bits of information like our receipts to find out more about the people who lived in the past. One of those historians is Toyna Bolden who wrote this book based on the information she received from all sorts of primary sources about a little girl named Maritcha. As we read today, let’s see if you came to some of the same conclusions that Ms. Bolden did about Maritcha’s life from the primary sources in the book. (15 – 20 minutes) As you read stop so students can “Turn and Talk” to their reading partners to monitor their Post-It Note inference. Share: After reading particular excerpts of Maritcha, have students journal whether or not they came to similar or different conclusions of Maritcha Lyons. Share 3 aloud. (5- 7 minutes)