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Includes a book snapshot (free verse poetry, perseverance theme, Lexile 650L) and classroom routines for building background knowledge. 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The guide emphasizes that knowing these details helps students retell the poem more accurately.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What classroom activities support teaching perseverance in this guide?",{"text":117,"@type":113},"Teachers introduce perseverance as not giving up and brainstorm student experiences that required persistence. Students also sort picture cards showing ways students do and do not show perseverance and draw themselves showing perseverance to share with classmates.",{"name":119,"@type":110,"acceptedAnswer":120},"What word-work skill is highlighted, and how is it practiced?",{"text":121,"@type":113},"The guide focuses on decoding words with consonant blends. It models blending sounds using the word \"drum\" and provides guided practice with words such as flag, clock, truck, and drop, including examples of l-blends and r-blends from the text.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},426302,1790800655,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},1374391975076,"https://ap-avatar.wpscdn.com/avatar/14000253ca4ec9f6853?x-image-process=image/resize,m_fixed,w_180,h_180&k=1783305029341752051","1st Grade  \nTEACHER READING GUIDE  \nDrum Dream Girl:  \nHow One Girl’s Courage Changed Music  \nwritten by Margarita Engle illustrated by Rafael López  \nEssential Question: How does knowing important information about characters and events help you retell the poem? How did the character in Drum Dream Girl: How One Girl’s Courage Changed Music show perseverance?  \nBOOK SNAPSHOT    \nSelected from Florida’s ELA B. E.S.T.  \nStandards Sample Text List Text Type: Poetry  \nGenre: Free Verse Poem, Nonfiction Themes/Topics: Perseverance  \nLexile: 650L  \nBUILDING BACKGROUND  \n• Introduce the concept of perseverance to students. Explain that someone who shows perseverance doesn’t give up. They keep trying, even when something is hard.  \n• Brainstorm and discuss a list of experiences students have had to persevere with to be successful. (ex: learning to read, riding a bike)  \n• Use the picture cards on the last page of this guide to complete a picture sort of ways that students DO and DO NOT show perseverance and discuss with students.  \n• Ask students to draw a picture of themselves showing perseverance, and allow them to share with classmates.  \nSKILLS ALIGNED WITH FLORIDA’SELA  \nB.E.S.T. STANDARDS  \nWord Work  \nVocabulary  \nComprehension  \nELA.1.F.1.3 (a)  \nDecode words with consonant blends.  \nELA.1.V.1.1  \nUse grade-level academic vocabulary. (Tier 2)  \nELA.1.F.1.3 (e)  \nBreak words into syllables.  \nELA.1.R.3.2  \nUse main story elements toretell a text.  \nSTUDENT LEARNING TARGETS  \nToday I am:  \ngathering important information about the character and events in Drum Dream Girl: How One Girl’s Courage Changed Music.  \nSothat I can:  \nretell the poem using main story elements.  \n© 2023 University of Florida. All rights reserved.  \n| \u003Cbr>\u003Cbr>WORD WORK –CONSONANT BLENDS |  |\n| --- | --- |\n| A consonant blend is when two or more consecutive consonants retain their individual sounds (e.g., /bl/ in block; /str/ in strong). In the poem Drum Dream Girl:\u003Cbr>How One Girls Courage Changed Music, there are many opportunities to practice decoding words with consonant blends. Review the concept of consonant blends with students using modeled and guided practice. | \u003Cbr>ELA.1.F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately.\u003Cbr>a. Decode words using knowledge of spellingsound correspondences for common consonant digraphs, trigraphs, and blends. |\n| Model:\u003Cbr>• Display the word drum.\u003Cbr>• Say,“A consonant blend is when two consonants are together, and you can still hear each sound; /dr/ is a consonant blend. You can hear the sounds /d/ and /r/ when the letters are read together. The word drum starts with the blend dr.”\u003Cbr>• Say,“Now I will read the word.” Cover up the um to isolate the blend dr.\u003Cbr>• Say,“ I will read the blend dr—/dr/.”\u003Cbr>• Uncover the rest of the word.\u003Cbr>• Say,“I will say the word drum.”\u003Cbr>Guided Practice:\u003Cbr>• Repeat the steps above using these words: flag, clock, truck, drop.\u003Cbr>• Continue to practice decoding words with consonant blends using examples from the text.\u003Cbr>• Verify that students are saying the correct sounds.\u003Cbr>• Repeat the steps by explaining and modeling as needed.\u003Cbr>• Blends in the text:\u003Cbr>• l-blends: play, closed, clack, clang, fly, flower\u003Cbr>• r-blends: drum, dream, dragon, brave, bright, practiced, free |  |\n\n| \u003Cbr>\u003Cbr>TALK ABOUT NEW AND INTERESTING WORDS |  |  |\n| --- | --- | --- |\n| \u003Cbr>• ELA.1.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.\u003Cbr>• ELA.1.F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately.\u003Cbr>e. Decode two-syllable words with regular patterns by breaking the words into syllables.\u003Cbr>Tier 2 vocabulary words, paired with student-friendly definitions, can be used for explicit vocabulary instruction. It is important to provide background information and learning opportunities to help students make connections to the words. Examples of Tier 2 vocabulary words f","cbCaijAZRIM3HeQi","https://ap.wps.com/l/cbCaijAZRIM3HeQi","pdf",1187669,"English","# Essential Question\n# Book Snapshot\n# Building Background\n# Skills Aligned with Florida B.E.S.T. Standards\n## Word Work\n## Vocabulary\n## Comprehension\n# Student Learning Targets\n# Word Work – Consonant Blends\n# Talk About New and Interesting Words\n# Read for Meaning – Summarizing Using Somebody, Wanted, But, So, Then","[{\"question\":\"How does the guide connect important character and event information to retelling?\",\"answer\":\"Students gather information about the character and events and then retell the poem using main story elements. The guide emphasizes that knowing these details helps students retell the poem more accurately.\"},{\"question\":\"What classroom activities support teaching perseverance in this guide?\",\"answer\":\"Teachers introduce perseverance as not giving up and brainstorm student experiences that required persistence. Students also sort picture cards showing ways students do and do not show perseverance and draw themselves showing perseverance to share with classmates.\"},{\"question\":\"What word-work skill is highlighted, and how is it practiced?\",\"answer\":\"The guide focuses on decoding words with consonant blends. It models blending sounds using the word \\\"drum\\\" and provides guided practice with words such as flag, clock, truck, and drop, including examples of l-blends and r-blends from the text.\"}]","Drum Dream Girl: How One Girl’s Courage Changed Music - 1st Grade Teacher Reading Guide | PDF",1790640132,13]