4 Stories: Supplemental Guide | Introduction
Lesson Implementation
It is important to note that the interactive activities in the Supplemental
Guide count on the teacher as the “ideal reader” to lead discussions,
model proper language use, and facilitate interactions among student
partners.Student Grouping
Teachers are encouraged to assign partner pairs prior to beginning a
domain and partners should remain together for the duration of the
domain. If possible, English Language Learners should be paired with
native English speakers, and students who have limited English oral
language skills should be paired with students who have strong English
language skills. Keep in mind that in some instances, a group of three
would benefit beginning ELLs and an older student or adult volunteer
may be a better arrangement for some students with disabilities.
Partnering in this way promotes a social environment where all students
engage in collaborative talk and learn from one another.
In addition, students of the same home language should have
opportunities to work together, fostering their first-language use and
existing knowledge to construct deeper meanings about new information.Graphic Organizers and Domain-Wide Activities
Several different organizers and activity suggestions are included to aid
students in their learning of the content in the Stories domain.- Response Cards for Stories (one per story, nine total) can be used to
help students identify characters and setting of a story. Students can
hold up these Response Cards to respond to class questions. - Sequencing the Story images (a set of four per story) are illustrations
from “The Three Little Pigs,” “The Wolf and the Seven Little Kids,” and
“Momotaro, Peach Boy,” You may wish to choose three images that
represent the beginning, middle, and end of the story for students to
sequence. Students use these illustrations to help them remember
what happened in the story and sequence events from the story.
Students may also refer to them while they retell the story.