Cat in Hat , livre ebook

Shell Education - Tracy Pearce

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74 pages

English

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Description

Dive into this classic children''s story, with engaging activities and lessons that will help students analyze the sticky situation created by the Cat in the Hat. The Cat in the Hat: An Instructional Guide for Literature will enhance students'' exploration and comprehension of this fun literary piece. With rigorous and appealing cross-curricular lessons and activities, young learners analyze story elements in multiple ways, practice close reading and text-based vocabulary, determine meaning through text-dependent questions, and more! Strengthen your students'' literacy skills by implementing this high-interest resource in your classroom!

Informations

Publié par	Shell Education
Date de parution	01 novembre 2014
Nombre de lectures	0
EAN13	9781480769120
Langue	English
Poids de l'ouvrage	2 Mo

Informations légales : prix de location à la page 0,0600€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Dr. Seuss

Great Works Literature Guides • The Cat in the Hat

A guîde for the book by Dr. Seuss Great Works Author: Tracy Pearce

Publishing Credits Owen Pearce,Contributing Author

Image Credits Shutterstock (cover; pages 12, 20, 22, 29, 31, 38, 48, 69–70); Tîmothy J. Bradley (pages 19, 46, 55)

Standards © 2007 Teachers of Englîsh to Speakers of Other Languages, Inc. (TESOL) © 2007 Board of Regents of the Unîversîty of Wîsconsîn System. World-Class Instructîonal Desîgn and Assessment (WIDA) © Copyrîght 2010. Natîonal Governors Assocîatîon Center for Best Practîces and Councîl of Chîef State School Oicers. All rîghts reserved.

The classroom teacher may reproduce copîes of materîals în thîs book for classroom use only. The reproductîon of any part for an entîre school or school system îs strîctly prohîbîted. No part of thîs publîcatîon may be transmîtted, stored, or recorded în any form wîthout wrîtten permîssîon from the publîsher.

#40011—Instructional Guide: The Cat in the Hat

TableofContents How to Use This Literature Guide4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Theme Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Vocabuary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Anayzîng the Lîterature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Reader Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Guîded Cose Readîng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Makîng Connectîons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Language Learnîng. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Story Eements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Cumînatîng Actîvîty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Comprehensîon Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Response to Lîterature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Correlation to the Standards8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purpose and Intent of Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 How to Fînd Standards Correatîons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Standards Correatîon Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 TESOL and WIDA Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 About the Author—Dr. Seuss11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Possîbe Texts for Text Comparîsons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Book Summary ofThe Cat in the Hat. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Cross-Currîcuar Connectîon Possîbe Texts for Text Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Teacher Plans and Student Pages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Pre-Readîng Theme Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Sectîon 1: Pages 1–13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Sectîon 2: Pages 14–31 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Sectîon 3: Pages 32–45 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Sectîon 4: Pages 46–61 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Sectîon 5: Whoe Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Post-Reading Activities59. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Post-Readîng Theme Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Cumînatîng Actîvîty: Fun wîth the Cat în the Hat . . . . . . . . . . . . . . . . . . . 60 Comprehensîon Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Response to Lîterature: Sensory Detaîs fromThe Cat in the Hat66. . . . . . . . Writing Paper69. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Answer Key71. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

#40011—Instructional Guide: The Cat in the Hat

Introduction

How to Use This Literature Guide Today’s standards demand rîgor and reevance în the readîng of compex texts. The unîts în thîs serîes guîde teachers în a rîch and deep exporatîon of worthwhîe works of îterature for cassroom study. The most rîgorous înstructîon can aso be înterestîng and engagîng! Many current strategîes for effectîve îteracy înstructîon have been încorporated înto these înstructîona guîdes for îterature. Throughout the unîts, text-dependent questîons are used to determîne comprehensîon of the book as we as student înterpretatîon of the vocabuary words. The books chosen for the serîes are compex and are exempars of carefuy crafted works of îterature. Cose readîng îs used throughout the unîts to guîde students toward revîsîtîng the text and usîng textua evîdence to respond to prompts oray and în wrîtîng. Students must anayze the story eements în mutîpe assîgnments for each sectîon of the book. A of these strategîes work together to rîgorousy guîde students through theîr study of îterature. The next few pages descrîbe how to use thîs guîde for a purposefu and meanîngfu îterature study. Each sectîon of thîs guîde îs set up în the same way to make ît easîer for you to împement the înstructîon în your cassroom.

Theme Thoughts The great works of îterature used throughout thîs serîes have împortant themes that have been reevant to peope for many years. Many of the themes wî be dîscussed durîng the varîous sectîons of thîs înstructîona guîde. However, ît woud aso beneit students to have îndependent tîme to thînk about the key themes of the book. Before students begîn readîng, have them compete thePreReading Theme ThoughtsThîs graphîc organîzer wî aow students to thînk about the(page 13). themes outsîde the context of the story. They’ have the opportunîty to evauate statements based on împortant themes and defend theîr opînîons. Be sure to keep students’ papers for comparîson to thePostReading Theme Thoughts(page 59). Thîs graphîc organîzer îs sîmîar to the pre-readîng actîvîty. However, thîs tîme, students wî be answerîng the questîons from the poînt of vîew of one of the characters în the book. They have to thînk about how the character woud fee about each statement and defend theîr thoughts. To concude the actîvîty, have students compare what they thought about the themes before they read the book to what the characters dîscovered durîng the story.

#40011—Instructional Guide: The Cat in the Hat

Introduction

How to Use This Literature Guide(cont.) VocabularyEach teacher reference vocabuary overvîew page has deinîtîons and sentences about how key vocabuary words are used în the sectîon. These words shoud be întroduced and dîscussed wîth students. Students wî use these words în dîfferent actîvîtîes throughout the book. On some of the vocabuary student pages, students are asked to answer text-reated questîons about vocabuary words from the sectîons. The foowîng questîon stems wî hep you create your own vocabuary questîons îf you’d îke to extend the dîscussîon. • How does thîs word descrîbe _____’s character? • How does thîs word connect to the probem în thîs story? • How does thîs word hep you understand the settîng? • Te me how thîs word connects to the maîn îdea of thîs story. • What vîsua pîctures does thîs word brîng to your mînd? • Why do you thînk the author used thîs word? At tîmes, you may ind that more work wîth the words wî hep students understand theîr meanîngs and împortance. These quîck vocabuary actîvîtîes are a good way to further study the words. • Students can pay vocabuary concentratîon. Make one set of cards that has the words on them and another set wîth the deinîtîons. Then, have students ay them out on the tabe and pay concentratîon. The goa of the game îs to match vocabuary words wîth theîr deinîtîons. For eary readers or Engîsh anguage earners, the two sets of cards coud be the words and pîctures of the words. • Students can create word journa entrîes about the words. Students choose words they thînk are împortant and then descrîbe why they thînk each word îs împortant wîthîn the book. Eary readers or Engîsh anguage earners coud înstead draw pîctures about the words în a journa. • Students can create puppets and use them to act out the vocabuary words from the storîes. Students may aso enjoy teîng theîr own character-drîven storîes usîng vocabuary words from the orîgîna storîes.

#40011—Instructional Guide: The Cat in the Hat

Introduction

How to Use This Literature Guide(cont.) Analyzing the Literature After you have read each sectîon wîth students, hod a sma-group or whoe-cass dîscussîon. Provîded on the teacher reference page for each sectîon are eveed questîons. The questîons are wrîtten at two eves of compexîty to aow you to decîde whîch questîons best meet the needs of your students. The Leve 1 questîons are typîcay ess abstract than the Leve 2 questîons. These questîons are focused on the varîous story eements, such as character, settîng, and pot. Be sure to add further questîons as your students dîscuss what they’ve read. For each questîon, a few key poînts are provîded for your reference as you dîscuss the book wîth students.

Reader Response In today’s cassrooms, there are often great readers who are beow average wrîters. So much tîme and energy îs spent în cassrooms gettîng students to read on grade eve that îtte tîme îs eft to focus on wrîtîng skîs. To hep teachers încude more wrîtîng în theîr daîy îteracy înstructîon, each sectîon of thîs guîde has a îterature-based reader response prompt. Each of the three genres of wrîtîng îs used în the reader responses wîthîn thîs guîde: narratîve, înformatîve/expanatory, and opînîon. Before students wrîte, you may want to aow them tîme to draw pîctures reated to the topîc. Book-themed wrîtîng paper îs provîded on pages 69–70 îf your students need more space to wrîte.

Guided Close Reading

Wîthîn each sectîon of thîs guîde, ît îs suggested that you cosey reread a portîon of the text wîth your students. Page numbers are gîven, but sînce some versîons of the books may have dîfferent page numbers, the sectîons to be reread are descrîbed by ocatîon as we. After rereadîng the sectîon, there are a few text-dependent questîons to be answered by students.

Workîng space has been provîded to hep students prepare for the group dîscussîon. They shoud record theîr thoughts and îdeas on the actîvîty page and refer to ît durîng your dîscussîon. Rather than just takîng notes, you may want to requîre students to wrîte compete responses to the questîons before dîscussîng them wîth you.

Encourage students to read one questîon at a tîme and then go back to the text and dîscover the answer. Work wîth students to ensure that they use the text to determîne theîr answers rather than makîng unsupported înferences. Suggested answers are provîded în the answer key.

#40011—Instructional Guide: The Cat in the Hat