This lesson is based on a short informational text. Students are further prompted to read closely in order to understand vocabulary in context.
With this first use of informational text, students are prompted to write annotations to the text on the copy of the article itself. This practice replaces the use of Reader’s Notes, which students will continue to use for “getting the gist” of the novel, A Long Walk to Water. This means that the structure for “getting the gist” for informational texts will be text annotation, while the structure for “getting the gist” of chapters in A Long Walk to Water will continue to be the Reader’s Notes. For students who found getting the gist of the novel rather simple, they may need reinforcement with this skill now that they are tackling a much more complex text.
There may be cases when our downloadable resources contain hyperlinks to other websites. These hyperlinks lead to websites published or operated by third parties. UnboundEd and EngageNY are not responsible for the content, availability, or privacy policies of these websites.
These resources, developed by the New York State Education Department, provide standard-level scaffolding suggestions for English Language Learners (ELLs) to help them meet grade-level demands. Each resource contains scaffolds at multiple levels of language acquisition and describes the linguistic demands of the standards to help ELA teachers as well as ESL/bilingual teachers scaffold content for their English learning students.