Windows on My World Letters from Rifka - Discovery Education

<strong>Windows</strong> on My WorldLetters from RifkaO NWINDOWSM YW O R L DProgram Viewing #2 Outline (cont'd.)For the Teacher Mode ScriptStudents brainstorm what they didtodayAdd to the Good Readers chartMake connectionsDetermine what is importantSome students may not have written aletter previously. In this event, you mayfind it useful to provide assistanceregarding format (date, inside address,greeting, and closing), content(mentioning Rifka’s concerns and usingresiliency factors to encourage her toremain strong).Your Time #3StudioStudio TeacherStudio TeacherStudioStudio TeacherRifka writes “I amafraid, too but not soafraid that I want tocome back.”What did we do today?Help students to reflect on what they didduring the broadcast and construct a goodreaders chart.Author’s study of how Karon Hesse cameto write Letters from Rifka.Responding Through a Letter: After readingthe letter dated November 3, 1919, havestudents pretend to be Rifka’s cousinTovah and write a letter to Rifka. Whatwould Tovah say to Rifka? How can shehelp Rifka? Ask students to stress theresiliency factors they can already see inRifka as a means to encourage her. Beprepared to share next week.Have students in your class share theirfavorite books sometime this week. Giveeach child 30 seconds to do this.TEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 33