This introduction includes the necessary background information to be used in teaching the Fairy Tales and Tall Tales domain.
The Supplemental Guide for Fairy Tales and Tall Tales contains eight daily lessons, each of which is composed of two distinct parts.
Even-numbered lessons (with the exception of Lesson 4) contain Supplemental Guide activities, while odd-numbered lessons feature extension activities related to the stories read.
All lessons may be divided into smaller chunks of time and presented at different intervals during the day.
Even-Numbered Lessons Even-numbered lessons contain two parts (60 minutes total), which are to be covered at different intervals during the day.
Part A (40 minutes) includes:
• Introducing the Read-Aloud
• Presenting the Read-Aloud
• Discussing the Read-Aloud
If necessary, Part A can be divided into two sessions; fifteen minutes for Introducing the Read-Aloud up to—but not including—Purpose for Listening and twenty-five minutes for Purpose for Listening, Presenting the Read-Aloud, and Discussing the Read-Aloud.
Later in the day, Part B (20 minutes) should be covered and includes the activities unique to the Supplemental Guide:
• Multiple Meaning Word Activity
• Syntactic Awareness Activity
• Vocabulary Instructional Activity
Each activity may take up to five minutes to complete. The Multiple Meaning Word Activity helps students to determine and clarify the different meanings of words.
The Syntactic Awareness Activity calls students’ attention to sentence structure, word order, and grammar.
The Vocabulary Instructional Activity focuses on building students’ general academic, or Tier 2, vocabulary.
Part B concludes with an interim assessment opportunity called an End-of-Lesson Check-In; this is a dual Fairy Tales and Tall Tales airy Tales and Tall Tales Supplemental Guide Introduction supplemental Guide Introduction opportunity for the teacher to focus on a select group of students to directly assess the students’ language and content knowledge in a low- stress environment.
Moreover, the teacher can gauge which students may be in need of additional language or content support.
