Language
Arts:
Reading Non-Fiction
Summary: Students read and view information from
various nonfiction selections within and related to the site.
Minnesota Academic Standards Information
Subject Area Focus: Language Arts/Reading
Educational Level: Teachers may adapt the activity for the
various grade levels. Intermediate, Middle, High
High (9-12) Level
The student will understand the meaning of informational, expository,
or persuasive texts, using a variety of strategies and will demonstrate
literal, interpretive, inferential and evaluative comprehension.
For the complete standard, see the Minnesota Academic Standards
web site at http://education.state.mn.us/mde/Academic_Excellence/Academic_Standards/index.html
Middle (6-8) Level
The student will understand the meaning of informational, expository
or persuasive texts, using a variety of strategies and will demonstrate
literal, interpretive, inferential and evaluative comprehension.
For the complete standard, see the Minnesota Academic Standards
web site at http://education.state.mn.us/mde/Academic_Excellence/Academic_Standards/index.html
Intermediate (4-5) Level
For the complete standard, see the Minnesota Academic Standards
web site at http://education.state.mn.us/mde/Academic_Excellence/Academic_Standards/index.html
The student will understand the meaning of texts using a variety
of strategies and will demonstrate literal, interpretive, inferential
and evaluative comprehension.
LEARNING ACTIVITY
Directions
Objectives:
- Read and view a variety of nonfiction materials related
to the project.
- Practice literal comprehension skills.
- Practice interpretation and evaluation skills.
Preparation: Preview materials to ensure that the
reading level is appropriate for your students and modify or pre-teach
as necessary.
Time Required: Varied
Description
There are many opportunities for students to practice and apply
reading skills within the Minnesota-China Connection project. Integrate
these reading experiences within your regular reading instruction
and assessment practices as much as possible. Have students read
and summarize information from various nonfiction reading selections
and identify questions for further research and study.
Explore
More Articles: These
articles are written to introduce students to a variety of
topics related to China, trade missions, and Minnesota.
Students’ Weblog Entries.
Seven high school students will travel with the Governor and
the trade mission delegation. The daily reports that they send
back to the weblog section of the site should be of high interest
to students here in Minnesota. Also included will be photos
and videos produced by the student ambassadors.
Print Resources. Consult with your media specialist
or local librarian for print resources available. Also see the bibliography which provides suggestions for books about China.
The Electronic Library of Minnesota (ELM) should be available through
your school library media center and can provide sources of on-line
full-text articles on China.
Newspapers (St.
Paul Pioneer Press, Minneapolis
Star Tribune). During
the period before, during and after the Governor’s trade mission
to China, there will undoubtedly be many articles about China,
the trade mission and Minnesota’s
connections with China. These stories may address topics and
issues beyond the scope of the Minnesota-China Connection web
site.
Radio and Television. Use a variety of radio
and television stories to support student work.
Evidence of Learning: The following product(s)
supply evidence of student learning.
- Classroom discussions on events in China, either associated
with the current trade mission, or other aspects of Chinese
government, culture, history, and society.
Special Notes
Technology Integration:
Incorporate technology tools and resources in ways that enhance
and support teaching and learning.
Accommodations
Change the activity to accommodate students with different needs,
knowledge and skills.
Entire List of Curriculum Activities
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