Text: Making a Bird Feeder. Materials: one two-foot piece of string, one pinecone, honey, seeds, two bowls, one coat hanger Instructions:
Step 1: Get the materials together.
Step 2: Tie the string to the top and bottom of the pinecone.(Pausing) Hmm, I wonder why the instructions say to tie the string at each end? I'm going to keep reading and see.
Step 3: Pour honey in one bowl and seeds into the other bowl.
4: Hold the string at each end, dip the pinecone in the honey, and then dip it in the seeds.(Pausing) Oh! Now I know why the instructions say to tie the string to each end! If I didn't, I think I would get honey all over my hands, and they would become sticky.
Step 5: Tie each pinecone birdfeeder to a coat hanger until you are ready to hang them outside to attract bird friends. Which of the following text analysis skills does the teacher model during this think-aloud?
Which of the following sets of words would be most appropriate to categorize as tier two words?
Which list of words would best be described as tier one vocabulary words? D. car, chair, boat [Why?: These are examples of tier one vocabulary words because they are ubiquitous, occurring across content areas and situations.]
which of the following strategies would be most appropriate to use to promote second-grade students' ability to analyze key ideas and details in a literary text? Helping students crate a story map of the main characters in a story and the events with which they are involved.
Which of the following strategies would be most effective in promoting second graders' decoding of multisyllable words? prompting students to sound out the individual phonemes that compose multisyllable words.
Which of the following texts would be the best choice to accurately assess a third grade ELL student's reading comprehension? A story set in school would be a good choice because it is a context with which most students would be familiar.