Engaging Students With Texts

2.  Many students face challenges comprehending
texts.
 Students are not conscious of strategies that
assist with building reading comprehension as
well as discipline literacy.
 As a result, students are not able to develop
skills necessary for meaningful learning (Vacca,
Vacca, & Mraz).

6. Through class discussion students will be
able to interpret meaning of unknown
vocabulary terms offered in a forage resource
profile of Malawi.

7. The text was selected from an online supplementary article that covers
pasture and forage resource profiles of Sub Saharan African countries.
Secondary sources providing content specific materials through varying
forms of media assists students’ comprehension while generating
motivation and interest.
The texts’ readability is well beyond the secondary reading level
according to the Fry Readability Graph (1977 as cited in Vacca, Vacca, &
Mraz, 2011). Introduction of the text selection allows students to build
upon vocabulary previously offered in the core text, while developing
new terms as additives to their funds of knowledge repertoire.
The text aligns with the common core social studies standard which
requires students make meaning of unknown and multiple meaning
words through context of their use. Unknown vocabulary terms provide
students with the opportunity to interpret meaning through their
position and function in a sentence.

9. • Students are divided into groups after initially reading the text.
• Each team is then directed to select one word they would like to learn
more about. (The word must have some importance in the text)
• Each group’s word selection is presented to the entire class. A
representative for each group identifies the nominated word and
answers the following questions:
A. Where is the word found in the text? (The student reads the passage in
which the word is found and describes the context the word is used.)
B. What do the team members think the word means? (The team decides
on the meaning of the word using the surrounding context.)
C. Why did the team think the class should learn the word? (The team
must tell why the word was important enough to single out for
understanding.)
*The teacher facilitates the discussion, writes nominated words on the
board, and invites class members to contribute additional clarification*
(Vacca, Vacca, & Mraz, 2011)

12. The Vocabulary Self-Collection Strategy is most important as a tool to assist
student’s long term acquisition of language in an academic discipline (Vacca,
Vacca, Mraz, 2011). It proves most effective for instruction focused on word
meaning in context to students across all aptitude levels. This strategy supports
equitable access to knowledge construction of difficult text through a model that is
rigorous yet attainable. The strategy asks students to select words that are
unknown yet relevant to the text. Through group collaboration students begin to
build meaning by way of analyzing the position of the word within the text. This
interaction combines students’ meta-cognition , self-regulation, and peer evaluation.
As a result students are able to make the connection to the enduring understanding
of their role as participant in knowledge construction (Enduring Understandings in
Social Studies). The VSS strategy aligns to the common core standard which
requires students develop meaning of unknown words based on reading and
content. Students accomplish this goal by reading the text, selecting unknown
words, and developing a definition based on the surrounding context. The
Learning outcome is met by peer review of the document and analysis of the
unknown words in relation to the neighboring text. From that analysis, students
begin to synthesize gathered information to create meaningful understanding of

13. The VSS Strategy is best aligned to the socio-cultural learning
theory which emphasizes the importance of social and cultural
factors in children’s cognitive growth (Ormrod, 2011 pg. 39).
Throughout the strategy students work collaboratively to extract
unknown words and analyze meaning within the text based upon
peer construction of knowledge.
The most salient factor I would like students to develop as a
result of this lesson is the interconnectedness of word meaning
and context. As a result of reading the selection of forage profiles
students will be able to increase their funds of knowledge of
words within the social studies discipline while developing the
skills necessary to independently construct word meaning.
Informal assessments are based upon peer evaluations of
meaning during discussion.

14. Determine the central
ideas or information of a
primary or secondary
source; provide an
accurate summary of how
key events or ideas
develop over the course
of the text.

15. Learning Outcome
Students will be able to summarize
an autobiographical account of
Nelson Mandela in order to
distinguish the connection between
human survival and natural
resources.

16. The text was selected from an
autobiographical book written by Nelson
Mandela, titled Long Walk to Freedom.
Primary source documents help students
develop an understanding of cultural
significance. According to the Fry
readability graph (1977 as cited in Vacca,
Vacca, & Mraz 2011) the text reads at a
ninth grade level. The text provides
students the opportunity to make
connections between geographical
factors and culture. As a result the text
aligns to Common Core Standards which
requires students determine central ideas
and provide an accurate summary of how
key ideas develop through historical
interpretation.

17. Using the Guided
Reading
Procedure

18. *Teacher introduces activity by asking students what they know about
summarizing texts and how they go about developing main ideas. Use this
discussion to segue into reading strategy*
1.Have students read a text passage, then turn their books face down and try to
recall everything of importance. (The teacher records what students recall on the
board)
2.Teacher demonstrates how to delete trivial and repetitious information on the list.
3.Students are given a chance to return to the passage and double check for missing
points.
4.Teacher guides student’s organization of a graphic outline using information
gathered. (Here is where students can be shown how to collapse individual data
into conceptual categories. These categories can be used for identifying or creating
topic sentences).
5.Students individually integrate the main points into a summary. (Teacher asks for
advice on revisions to make their passages more coherent).
6.As a final point of discussion, team students and let them read their summaries to
one another. Students peer evaluate on writing in progress.
(Vacca, Vacca, & Mraz 2011)

19. Name______________Date_________________
Today we will create summaries using an autobiographical account of
Nelson Mandela’s experience and interaction with the environment as
a young boy. I would like you to take a few minutes to answer a couple
questions before we begin the exercise. Afterwards, we will discuss
some of your responses.
What is the importance in summarizing reading material?
How would you go about summarizing what you have read?

24. Name______________ Date_____________________
Read your partner’s summary. As you read answer the
following questions to assist in a polished revision:
What details of the text should be left out?
What details should be added to the summary?
Are there details that can be grouped together?
Does the summary need a topic sentence?
Were all of the categories developed in the summary?

25. The Guided Reading Procedure is aligned to both narrative and
expository texts. The strategy assists secondary students recall what they
have read, self-correct responses, develop organizational skills, and
create their own questions during the reading process. Through group
participation students are able to gather information and organize it
around important ideas as they reconstruct the author’s message (Vacca,
Vacca, and Mraz 2011).
As student’s incorporate the GRP strategy while reading a personal
narrative, they develop the enduring understanding that geography,
climate, and natural resources affect the way people live and work
(Enduring Understanding in Social Studies). In this way, both the
learning outcome and common core standard are met as students read a
primary source document to determine its central ideas and key events
through an organized summary. Another learning outcome developed
through this lesson is the cultural connection made while gathering
evidence to build an interpretation in support of the idea that human
survival is dependent upon natural resources.

26. The group reading procedure best aligns to the social cognitive theory
which focuses on how people learn by observing others and how they
eventually assume control over their own behaviors (Ormrod, 2011 pg.
323). Throughout the strategy students work collectively gathering key
details and ideas, self correcting through discussion about initial
accounts, and peer evaluating each other’s summaries for a polished
product. As student’s develop the organizational skills for proper
summarization they acquire the processes necessary to self-regulate or
monitor their own decisions (Ormrod,2011).
I would like student’s to make the connections among synthesizing
ideas, analyzing information, and identifying key concepts in the effort
to develop higher order thinking. Formal assessments are developed
through a pre-reading activity (funds of knowledge), summary
product, and peer evaluation forms. Informal assessments are based
upon group discussion as students develop the skills necessary to
organize their ideas while delineating unnecessary information in
completion of a polished summary.

27. Analyze a particular point of view or cultural
experience reflected in a work of literature from
outside the United States, drawing on a wide
reading of world literature.

28. Learning Outcome
Students will be able to explore a cultural experience reflected in an African Folktale
in creation of a visual/virtual museum project.

29. The text was selected from an African Folktale provided as an online
instructional resource. Folktales develop from oral traditions of people
who share a common history. They also provide cultural imagery
about the community from which it originated. The text’s readability is
aligned to a ninth grade reading level according to the Fry Readability
Graph (1977 as cited in Vacca, Vacca, & Mraz, 2011). Introduction of
the text provides student’s with the necessary platform to engage in
imagination, elaborating, predictions, and confirmation of this
exchange through textual clues. As a traditional African Folktale the
text supports the common core standard which requires students
analyze a cultural experience reflected in a work of literature from
outside the United States.

30.  Imagine
 Elaborate
 Predict
 Confirm

31. 1. Select a passage from the text that is appropriate for developing imagery.
(Teacher can read this selection to the class)
2. Imagine-Have students close their eyes to imagine a scene from the book
or text they are going to read. Encourage them to think about their five
senses to associate with the topic. (Have students share their images with
the class as teacher records their responses)
3. Elaborate-Once initial responses have been recorded ask students to think
about additional details associated with their imagery. (Teacher asks
questions that will prompt them to elaborate and records responses)
4. Predict-have students use their initial images and elaboration of those
images to make predictions about the text. (Teacher records students’
responses)
5. Confirm-During and after reading, encourage students to recall their
predictions. Were they able to confirm their predictions or did they have
to make modifications? (Teacher records responses)
(Vacca, Vacca, & Mraz 2011)

32. Once there was a rich man named Haptom who lived in a beautiful home and had many servants. Although he had many possessions, he was not happy. He had nothing to
interest him or keep him busy.
Haptom had a servant named Arha. Now Arha did not have riches, but he was a happy man. One day he was building a fire for Haptom. Fire is a wonderful thing, he said
to Haptom.
Yes, Haptom agreed sullenly. It is nice to have fire when it is cold. In fact I wonder how cold it would have to be before a man could freeze. I cannot imagine! Arha
responded. But it probably would not be long on a cold night in a cold place.
I wonder, Haptom said slowly, if a man would freeze to death if he stood on top of a mountain on the coldest night and he had no clothes or fire to keep him warm. Only a
very foolish man would try such a thing, said Arha. I bet no one could do it, said Haptom. I don’t know that but it does not matter because I have nothing to bet, laughed,
Arha.
Well, this amuses me. I have much that I could bet, said Haptom. In fact, Arha, if you go to the top of the mountain and stay all night without clothes or a fire to warm you,
and you do not freeze, I will give you a farm and a house and cattle.
Arha was amazed. He had always wanted to have his own farm for his wife and family and so he said, Yet, I would do anything to have my own farm. I will take the bet.
Arha then went to the home of a wise friend. Old man he began, I have done a stupid thing. I have made a bet that I could stand on top of the mountain all night with no
clothes or fire to keep me warm. If I can do this without freezing, I will win a farm of my own. If I cannot I will freeze to death and my wife and children will have nothing.
What a foolish thing I have done!
The next night Haptom called two of his servants and told them to take Arha to the top of the mountain. He told them to take Arha’s clothes and guard him all night to be
sure he had no fire to warm him. Arha went with the two servants to the top of the mountain. He took off his clothes and searched the horizon for the fire the old man had
built in the village. Once he saw the fire he did not take his eyes off of it. He thought about how warm it would be standing next to the fire. He could feel himself warming
his hands by the fire and he began to feel warm. All night he stood on the freezing mountain but he did not freeze. The next morning the servants took him to Haptom.
I stayed on the mountain all night with no fire and no clothes and I did not freeze. You owe me a farm and a home and cattle!
How did you do it, Arha? Haptom was amazed.
The old man built a fire in the village below the mountains. I watched it all night and it kept me warm, said Arha. Then do I owe you a farm said Haptom. I said there were
to be no fires! Arha could not believe what he was hearing. Haptom would not give him the farm after all. He went to a judge in the village. The judge was a fair man. He
listened to the story and thought about it. Then he gave his judgment.
Haptom said that there were to be no fires. Since you were warmed by the fire you watched in the village all night, you have not kept your part of the bet. You do not win
the farm. Arha and the old man were surprised at the verdict but they were silent. The old man took Arha aside and said I have a plan. Do not give up yet.
A few days later the old man invited everyone in the village to a feast. He invited the judge and Haptom as special guests. All day wonderful smells came from the old
man’s kitchen. When the guests arrived the aroma of delicious food filled the house. As night wore on the guests became hungry. They could smell the food being prepared
but nothing was served. They became hungrier and hungrier until finally the judge could stand no more and he spoke up for everyone.
Old man we have been invited for dinner. Everyone is hungry and we would like to eat. Do you plan to feed us soon, he inquired? Why of course not! You do not need to
eat the food. If Arha was warmed by seeing the fire in the village, you must be full from smelling the food in my kitchen. The old man smiled at the judge.
The judge listened to this and shook his head. I was wrong. Just seeing the fire was not enough just as smelling the food is not enough. I am sorry Haptom but you have lost
the bet. You must pay Arha his farm his home and cattle. The old man has proved his point.

33. Passage Read by Teacher
Haptom had a servant named Arha. Now Arha did not have riches, but he was a happy
man. One day he was building a fire for Haptom. Fire is a wonderful thing, he said to
Haptom.
Yes, Haptom agreed sullenly. It is nice to have fire when it is cold. In fact I wonder how
cold it would have to be before a man could freeze. I cannot imagine! Arha responded.
But it probably would not be long on a cold night in a cold place.
I wonder, Haptom said slowly, if a man would freeze to death if he stood on top of a
mountain on the coldest night and he had no clothes or fire to keep him warm. Only a
very foolish man would try such a thing, said Arha. I bet no one could do it, said
Haptom. I don’t know that but it does not matter because I have nothing to bet, laughed,
Arha.
Questions Prompting Elaboration
What details in the passage helped your mental image?
Who was poor?
Who was rich?
Who made the bet?

34. Imagine Elaborate Predict Confirm
Red-confirmation
Blue-modified
I’m Haptom Haptom and Haptom and Arha did
thinking wondered how Arha will place place a bet on who
of a man cold it would a bet to see could stay on the cold
standing have to be for how long they mountain with no fire
on top of a man to can stand on or clothes.
a freeze. top of a cold
Arha won the bet.
mountain mountain.
with frost
Haptom is
bite.
going to win
the bet.

35. • Students will work in preselected groups of five.
• Projects should include images that represent your
interpretation of African society (work, community, culture,
and traditions).
• Any form of media (PowerPoint, voice thread, YouTube,
etc.) may be used as well as hand drawn pictures.
• Each group must present visual/virtual museums with
explanations for each image selected in relation to culture
and its significance to the past.
• A rubric will be provided to peer evaluate your classmates’
presentations.
• *As you develop your projects refer back to the IEPC chart
as a guide for your image selections and explanations*

36. Level
4 3 2 1 Insufficient/
Criteria Excellent Proficient Adequate Limited* Blank*
Identifies cultural Identifies Identifies Identifies Identifies
characteristics significant cultural significant cultural significant cultural significant cultural
(languages and characteristics characteristics characteristics characteristics
celebrations) and provides and provides and provides and provides only
(2.1.3.1) comprehensive detailed partial sketchy
information about information about information about information about
characteristic characteristics characteristics characteristics
using words and using words and using words and using words and
pictures pictures pictures pictures
Identifies events Identifies a Identifies a Identifies a Identifies a
from the past significant significant significant significant
(2.1.3.3) tradition and tradition and tradition and tradition and
provides provides detailed provides partial provides only
comprehensive information about information about sketchy
information about it using words and it using words and information about
it using words and pictures pictures it using words and
pictures pictures
Uses technology Uses technology Uses technology Uses technology Uses technology
to support a skillfully to create to create a visual to create a visual to create a visual
presentation a visual that that effectively that generally that does little to
(2.S.8.6) informs and informs and informs and informs and
interests the interests the interests the interests the
audience audience audience audience
Presents Orally Presents orally to Presents orally to Presents orally to Presents orally in
(2.S.8.1) enhance audience support audience partially support a way that does
understanding understanding audience little to assist
and holds the and maintains understanding audience
interest of the audience interest. but does not understanding
audience sustain audience and does not
interest sustain audience
interest

37. The imagine, elaborate, predict, and confirm strategy assists many students,
especially those who struggle with reading and have difficulty creating mental
images as they read (Vacca, Vacca, & Mraz 2011 pg.184). This strategy supports
assignments that require students create a visual representation of cultural
experiences. Students are guided through an imaginative exercise using a
folktale from Africa while creating predictions and confirming their responses
during and after reading. The IEPC strategy aligns to the enduring
understanding that students are a part of the human story and they are
capable of viewing it from multiple perspectives while using past lessons to
shape the future (Enduring Understanding in Social Studies). The strategy
supports the learning outcome and common core standard through
incorporation of a cultural experience provided in an African folktale in
preparation for a visual/virtual museum project. In this way, students are
provided with the scaffold necessary to develop skills of mental images while
making predictions and analyzing the text in confirmation of their predictions.

38. The IEPC strategy best supports the social constructivist theory
which emphasizes people’s collective efforts to impose meaning
on the world (Ormrod, 2011 pg. 221). Throughout the strategy
student’s worked collectively in the imaginative process while
predicting and confirming textual clues in an African folktale. As
a result of this interaction students were able to analyze a
cultural experience provided in a work of literature from outside
the United States. I would like students’ to make the connection
between thinking critically and creatively about what they are
learning and apply that learning to authentic situations (NCSS).
Informal assessments are provided through group creation of
the IEPC chart while reading. Development of the visual/virtual
museum with adjoining rubric provide a diagnostic assessment
of the learning activity.

39. As students engage with varied text
aligned to the core chapter covering
Sub Saharan African Landforms; I
want them to make the connection
among multiple perspectives regarding
analysis of a subject. I also want them
to understand the link between land
and human history. As they participate
collectively toward a common goal of
knowledge acquisition through textual
strategies, students begin to evolve as
learners using the art of analysis,
synthesis, and argumentation.

40. Boehm, Richard G. (2012). World Geography and Cultures. Ohio: McGraw-Hill.
Common Core Standards Retrieved on 10/24/2012
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
Enduring Understanding In Social Studies Retrieved on 10/24/12
www.hopedale.K12.ma.us/page/136
Grassland and Pasture Crops Retrieved on 10/24/12
www.fao.org/ag/AGP/doc/counprof/Malawi.htm#2_CLIMATE,LANDFORMSAND
Lesson Plan for Sub Saharan Africa Retrieved on 10/21/12
www.docstoc.com/docs/37866254/Lesson-Plan-for-Sub-Saharan-Africa-Courtesy-of
-Martha-Turnipseed
Mandela, N. (1995) Long walk to freedom: The autobiography of Nelson Mandela. Back Bay
Books.
NCSS Retrieved on 10/29/12
http://www.socialstudies.org/positions/powerful
Ormrod, J.E. (2011). Educational Psychology: Developing Learners (7th Ed.). Upper Saddle
River, N.J. Pearson.
Vacca, Richard T., Vacca, Jo Anne L., and Mraz, MaryAnn. Content Area Reading: Literacy
and learning across the curriculum. Boston: Pearson Education, Inc. 10th Edition 2011