Shared reading mentor text
raz_lu26_morevaluablethangold_clr-2.pdf | |
File Size: | 2066 kb |
File Type: |
Story Words
biodiversity, conservation, contaminates, deforestation, illegal, mercury, mining, ore, prospecting, rainforest, sluices, toxic
biodiversity, conservation, contaminates, deforestation, illegal, mercury, mining, ore, prospecting, rainforest, sluices, toxic
Follow up activity
WALT: Complete word work (active processing) activities on text specific vocabulary so I can move further down the continuum.
WILF: Explain your understanding of the text words by using this vocabulary model activity
What is the purpose of this text?
WALT: Look for author clues in texts and use these clues to help me distinguish between the purposes of text
WILF: For you to look for sentences in texts that show the authors deliberate use of text purpose
WILF: For you to look for sentences in texts that show the authors deliberate use of text purpose
Provide evidence to support your response
Remember the 3 purposes of text are:
To entertain
To persuade
To inform
(to inform means to give someone information about something, to entertain means to amuse someone, to persuade means to try to make someone think the same way you do)
Think-aloud: To understand and remember new information in a book, I can look at how an author states ideas to determine what his or her purpose may be. I can decide if the author’s focus is to inform, to entertain, or to persuade. I know that engaged readers do this, so I’m going to identify the author’s purpose as I read the book.
Remember the 3 purposes of text are:
To entertain
To persuade
To inform
(to inform means to give someone information about something, to entertain means to amuse someone, to persuade means to try to make someone think the same way you do)
Think-aloud: To understand and remember new information in a book, I can look at how an author states ideas to determine what his or her purpose may be. I can decide if the author’s focus is to inform, to entertain, or to persuade. I know that engaged readers do this, so I’m going to identify the author’s purpose as I read the book.
During reading
Ask students to read examples of places in the text where they were persuaded
Page 14: The best solution to the problem of rainforest destruction may be for governments to improve economic opportunities
Page 15: Are the jewelry and other things we make from gold really worth damaging the health of the planet and its inhabitants?
Discuss students’ opinions and answers to the question posed by the author.
How do you feel about this topic? do you think the rainforest of more valuable than gold? yes no provide 3 reasons for your opinion!
Writing Task
Persuasive Writing Connection
Write a persuasive letter to the government of Peru. Provide facts from the book to try to convince the government to hire more officers to protect their rainforests and close down illegal mines. Encourage Include your opinions as to why this is important and to back up their opinions with facts.
Word Banks...
Reason 1
Evidence in text |
Reason 2
Evidence in text |
Reason 3
Evidence in text |
After Reading Comprehension
Grammar and punctuation
Do not use contractions in persuasive writing they are NOT strong enough!
raz_lu26_morevaluablethangold_wksh_gm.pdf | |
File Size: | 434 kb |
File Type: |
Extension
Create some of your own sentences using possessive and contraction apostrophes.
Dojo point if you can successfully use some of your spelling words in these sentences as well.