Guided Highlighted Reading Teacher Framework for 5th Grade

Transcription

1 Guided Highlighted Reading Teacher Framework for 5th Grade Passage Type, Text Structure: Social Studies, Compare and Contrast Passage Title, Source, Date: Nothing Left to Lose by Laura McClure, Weekly Reader 2007 Procedure Question #1 Day 1 Background & Prior Knowledge Anticipatory Set: What do you know about North and South Korea? How are they the same? How do they differ? Where are these countries located? Video: Scroll and click on Video: Korea, North vs. South Vocabulary: refugee: a person who flees for safety, especially to a foreign country fend off: to keep or ward off reunification: to become unified (one country) again after being divided dokkebi: mischievous goblins from Korean folklore pounce: swing or swoop suddenly dictator: a ruler with total power Skim/Scan/Choral Read/Echo Read With the higher reading group, I will allow them to skim and scan initially. However, we will do it whole group (calling out what they find), so I can see how well they complete the task and to help my auditory learners through the process. Teacher Led Summary for content/summary: For the initial GHR, I will provide the lead, This informational article discusses, and model the desired writing behavior. Guided Highlighted Reading Prompts for Question #1 content/summary (CCR Question #1-Close Reading): Paragraph # 1: Highlight who or what is moving through the mountains (two brothers) Paragraph # 2: Highlight who or what the boys are running from (North Korea, a country run by a dictator) Paragraph #2: Highlight why the boys are afraid of being found (authorities will send them back, they will face severe punishment, death) Paragraph #4: Highlight who or what the boys are seeking (freedom) Paragraph #5: Highlight what may have happened to the boys had they stayed behind (starved to death) Paragraph #6: Highlight where the boys live now (Seoul, South Korea) Paragraph #7: Highlight the word meaning people who flee for safety in another country (refugees) 1

2 Paragraph #9: Highlight why the boys could not leave the country directly (the two countries are enemies) Paragraph #9: Highlight the word or phrase meaning to keep away (fend off) Paragraph #15: Highlight the word meaning to become unified again and what the South Koreans hope for (reunification) Summary Word Bank: Students could use vocabulary word sort cards (reunification, refugee, North Korea, South Korea, enemies, risk, starvation, freedom, travel, etc.) to help spark/plan the response. Procedure Question #2 Day 2 Review Background & Prior Knowledge - Guided Highlighted Reading for Question #2 craft, structure, and author s purpose: After a break, discuss student responses to Question #1 and the comprehension questions. Consider new questions students may present at this time having had time to think more about the story and the video. Teacher led Summary of Text Structure: How is the text written: This informational social studies article written for a student audience communicates the story of two teens as they flee their homeland for freedom. The author compares/contrasts items throughout the story from the countries, to the family s life, to the boys themselves. The author, source, and date of information are identified for the reader. The title summarizes the refugees feelings as they risk it all for freedom giving the reader an additional feeling of the fear the young boys must have felt. Vocabulary words are presented in boldface, but the definitions are also provided at the end of the article. Throughout the article, the author provides facts to support the ideas presented as the two countries are compared. The author concludes the piece with the hope of a nation South Korea s reunification with North Korea once again contrasting the title. Guided Highlighted Reading Prompts for Question #2 craft, text structure, and author s purpose (CCR Question #2-Critical Reading) Title: Highlight the phrase that demonstrates desperation (Nothing Left to Lose) Paragraph #1: Highlight the words showing the older boy may be superstitious or a worrier (is scared of dokkebi, mischievous goblins of Korean folklore) Paragraph #2: Authors use the word like to compare unlike things. Highlight what is being compared here using the word like (brothers and mother, sister, and aunt) Paragraph #4: Highlight what is being compared here (brothers and about 2,000 of them who make it to South Korea) Paragraph #7: Authors use description words to compare/contrast - highlight the words the writer uses to compare and contrast the boys (wear long shorts, t-shirts and sneakers, taller, round, small, soft, childlike) Paragraph #9: *** Point out that the neighboring countries are enemies unlike the siblings, yet the US South Korean relationship is more like the boys Paragraph #11: Highlight the words describing life in North Korea ( lived in a hut and ate mostly corn and potatoes. was poor. Worked in a mine, pushing a heavy cart housework, including washing clothes by beating them with sticks) 2

3 Paragraph #12: Highlight the words describing life in South Korea (live in an apartment and have plenty of food, a refrigerator, a washing machine, and a TV) Paragraph #15: Highlight the words showing what South Korea desires (long for reunification with the North Korea) Comprehension Questions T-P-S ideas to comprehension questions and list possible answers to question #5 Answers:1-d;2-c;3-c;4-a; 5-discuss Guided Highlighted Reading for Question #3 What does the text mean? (CCR Question #3- Interpretation (Message, Theme, & Concept) -Close and Critical Reading) Review the highlighting to determine what the author is trying to tell you. Through comparisons the author is telling the reader the people of North Korea are faced with a grim choice likely starvation in the homeland or freedom across the border. Due to the dire situation, many are choosing to flee, while those living and welcoming refugees in the South are still hoping for reunification. Guided Highlighted Reading for Question #4 So, what? What do the message/theme/concepts mean in your life and/or in the lives of others? (CCR Question #4- Relevancy - Close and Critical Reading) Review the previous highlighting and responses to determine how this is relevant to you. Lead a discussion/reflection for possible connections Potential Connections: Text-to-text Text-to-self Text-to-world Suggested Activities: In groups of 2-3 children, discuss What you would do in this situation? Are there similar situations right here in the US? What might some of these be? Ways of preventing individuals and/or families and young children from getting to this point Ways of controlling country s behaviors in the future. The goals for this activity are to prepare for reading a selection, to build silent reading fluency, to determine what is important in a paragraph, to make inferences, to determine the author s perspective, and to read with a larger context in mind. 3

4 Close and Critical Reading Suggested Teacher Answers Question #1 - What does the text say? (Briefly summarize the article at the literal level.) This informational article discusses two boys journey from North Korea to South Korea in search of freedom. Because the two countries are enemies, the boys took an indirect passage. They were forced to hide as they traveled through China to Thailand. They then flew to South Korea nearly a year after their trip began. The very real possibility of starvation forced them to leave, but through their travels they risked being sent back, severe punishment or death if discovered by authorities. The refugees successful arrival in South Korea and adjustment to their new lives gives hope to South Koreans for the eventual reunification. Question #2 - How does it say it? In other words, how does the author develop the text to convey his/her purpose? (What are the genre, format, organization, features, etc.?) This informational social studies article written for a student audience communicates the story of two teens as they flee their homeland for freedom. The author compares/contrasts items throughout the story from the countries, to the family s life, to the boys themselves. The author, source, and date of information are identified for the reader. The title summarizes the refugees feelings as they risk it all for freedom giving the reader an additional feeling of the fear the young boys must have felt. Vocabulary words are presented in boldface, but the definition is also provided at the end of the article. Throughout the article, the author provides facts to support the ideas presented as the two countries are compared. The author concludes the piece with the hope of a nation South Korea s reunification with North Korea. Question #3 - What does the text mean? (What message/theme/concept is the author trying to get across?) Review the highlighting to determine what the author is trying to tell you. Through comparisons the author is telling the reader the people of North Korea are faced with a grim choice likely starvation in the homeland or freedom across the border. Due to the dire situation, many are choosing to flee, while those living and welcoming refugees in the South are still hoping for reunification. Questions #4 - So what? (What does the message/theme/concept mean in your life and/or in the lives of others? Why is it worth sharing/telling? What significance does it have to your life and/or to the lives of others?) Review the previous highlighting and responses to determine how this is relevant to you. Lead a discussion/reflection for possible connections Potential Connections: Text-to-text Text-to-self Text-to-world 4

5 Nothing Left to Lose Laura McClure Copyright 2007 Weekly Reader Corporation. 1. Feeling their way through the Chinese mountains, two brothers creep carefully through the dark hills. The older brother is scared of dokkebi, mischievous goblins from Korean folklore. He is sure the ugly, horned creatures are hidden around every corner, waiting to pounce. 2. Dokkebi are not the teens' biggest fear. The brothers have, like their mother, sister, and aunt, fled North Korea, a country run by a dictator. If the Chinese police find the boys, the authorities will send them back to North Korea, where they will face severe punishment and maybe even death. 3. The brothers arrive in Thailand after about 12 months. From there, they fly in a plane to South Korea, their new home. 4. The brothers are lucky. Although about 200,000 to 300,000 North Koreans are hiding in China, only about 2,000 of them make it to South Korea--and freedom--each year. 5. Why were the boys and their family willing to risk their lives? If they had stayed in North Korea, they might have starved to death. Since the mid-1990s, an estimated 2 million North Koreans have died from starvation, aid workers say. The situation is getting worse, says Byung-ho Chung, a South Korean professor. Worlds Apart 6. Nearly a year after their arrival, the brothers seem content in Seoul, South Korea's capital city. 7. Both boys wear long shorts, T-shirts, and sneakers. Young Hoon, 18, is taller and has a round face. Young Jun, 15, has small features and a soft, childlike voice. The brothers spend most of their time at the Hannuri School, an after-school program to help 13- to 18-year-old North Korean refugees with their schoolwork. 8. Chung, who founded Hannuri, says it's a place where the teens can talk about their emotions as they adjust to their new lives. 9. Although North and South Korea are neighbors, they are enemies. Communist-led North Korea invaded South Korea, starting the Korean War ( ). The United States and other countries helped fend off the North Korean soldiers. Afterward, a heavily guarded border, called the Demilitarized Zone, was set up to divide the two countries. 5

6 10. Ever since, North Korea's communist leaders have isolated their country from the rest of the world. South Korea, on the other hand, has struggled to become a democracy. 11. The boys experienced the dramatic differences between the two countries firsthand. In North Korea, Young Hoon and Young Jun lived in a hut and ate mostly corn and potatoes. Their family was poor. Their father, who is still in North Korea, worked in a mine, pushing a heavy cart. Their mother spent long days doing housework, including washing clothes by beating them with sticks. 12. In South Korea, the brothers live with their mother and others in an apartment and have plenty of food, a refrigerator, a washing machine, and a TV. 13. In North Korea, only Young Jun attended school. Now the brothers have plenty of time to concentrate on their schoolwork. "You can eat well. You can study a lot," Young Jun says of life in South Korea. 14. Like other Hannuri students, the brothers love movies and video games--things they didn't have in North Korea. Hope for the Future 15. Chung said many of the children are doing well despite being far from their homeland. Their success is a good indicator for the eventual outcome of what South Koreans long for--reunification with the North Korea. 16. Chung says reunification won't be easy, but watching the teens helps him believe the two countries will be one again. refugee: a person who flees for safety, especially to a foreign country fend off: to keep or ward off reunification: to become unified (one country) again after being divided 6

7 Question Directions: Review these questions before doing the highlighting with your teacher. Answer the questions by writing the letter in front of the correct response on the line after highlighting. 1. The major difference(s) between North Korea and South Korea is/are a. North Korea is communist while South Korea is democratic. b. people are starving in North Korea but there is plenty to eat in South Korea. c. life is more comfortable and work easier in South than in North. d. all of the above. 2. The order of countries which the brothers go through while fleeing communism is a. North Korea, Thailand, China, South Korea b. China, Thailand, North Korea, South Korea c. North Korea, China, Thailand, South Korea d. China, North Korea, Thailand, South Korea 3. The contrast in lifestyles before and after the family members fled their homeland is most explicitly shown in a. the demilitarized zone. b. the after school programs. c. the washing of laundry. d. the lack of goblins in the south. 4. Surprisingly, the older brother Hoon is, compared to the younger Jun, more a. superstitious. b. short. c. soft-spoken. d. poor. 5. Compare and contrast the United States to North Korea and South Korea. List your ideas here. 7

8 Close and Critical Reading Student Copy Question #1 - What does the text say? (Briefly summarize - 1 sentence- the article at the literal level.) Question #2 - How does it say it? In other words, how does the author develop the text to convey his/her purpose? (What are the genre, format, organization, features, etc.?) Question #3 - What does the text mean? (What message/theme/concept is the author trying to get across?) Questions #4 - So what? (What does the message/theme/concept mean in your life and/or in the lives of others? Why is it worth sharing/telling? What significance does it have to your life and/or to the lives of others?) 8