First Grade Literacy Schedule



| |Monday |Tuesday |Wednesday |Thursday |

|First Independent |Students are greeted every morning with interesting books of many different genres and opportunities to talk with friends and share their thinking as readers. |

|Reading |A time to warm-up for the more rigorous reading that follows. This gives the teacher an opportunity to conference with students, take a running record, and work one-on-one. |

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|15 minutes | |

| |Introduce a place where students can | | | |

| |recommend books to classmates by writing the | | | |

| |title and their names. | | | |

|Community Share |Give a book talk (mini book commercial) on |Focus: Students can tell others about a |Focus: Students can share their thinking with a|Focus: Students can share their thinking with a|

| |one or two books from the classroom library |favorite book they have read. |partner and listen to a partner share their |partner and listen to a partner share their |

|15 minutes |to arouse students’ interest. | |thinking. |thinking. |

| |Have students name some of the ways they | | | |

| |engaged with text during the previous week. |Encourage students to give book talks. | | |

| |Explain how readers use and integrate their | |Have students share something they are learning |Have students share something they are learning |

| |background knowledge every day. Remind | |about themselves as a reader or a writer. |about themselves as a reader or a writer. |

| |students how they will use this strategy in |Have students share something they are learning | | |

| |all their reading. |about themselves as a reader or a writer. |Student book talks |Student book talks |

|Shared Reading/ |Interactive Read Aloud |Interactive Read Aloud |Interactive Read Aloud-Infer Meaning-Where the |Interactive Read Aloud-Continued-Infer |

|Interactive Read Aloud|Lesson- Infer Meaning-Poetry |Continued-Infer Meaning |Wild Things Are |Meaning-Where the Wild Things Are |

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|30 minutes |Focus: Students can understand what it means|Focus: Students can understand what it means to|Focus: Students can understand what it means to|Focus: Students can understand what it means to|

| |to infer. Students can infer the meaning of |infer. Students can infer the meaning of poems |infer. |infer. |

| |poems by merging their background knowledge |by merging their background knowledge with clues| | |

| |with clues from the text. |from the text. | | |

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| |See Shared Reading-4 day lesson plan | | | |

| |Poems and songs are a good source for shared | | | |

| |reading. | | | |

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| |Monday |Tuesday |Wednesday |Thursday |

|Independent Reading |Independent Reading | | | |

| |Lesson- Abandoning Books |Continue to conference one-on-one with students |Continue to conference one-on-one with students |Continue to conference one-on-one with students |

| | |reading independently and at their work |reading independently and at their work |reading independently and at their work |

|Independent Work |Focus: Students can understand when to |stations. Keep observational notes. |stations. Keep observational notes. |stations. Keep observational notes. |

| |abandon a book. | | | |

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| |Continue practicing routines for literacy | | | |

|Guided Reading |stations & independent reading | | | |

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|60 minutes | | | | |

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| |Students will meet in small groups for reading instruction: |

| |Work with your students at their instructional reading level (text that can be read with 93%-to 96% accuracy). |

| |We support & scaffold the reader & help the child read as independently as possible. |

| |We want each student to problem-solve & apply the strategies that have been MODELED IN WHOLE GROUP INSTRUCTION. |

| |After a book has been introduced and read in guided reading, add it to the child’s independent reading box/bag. |

| |Other students are engaged in independent reading, independent work, or literacy stations. |

|Word Work |Focus: Students can read and write quickly |Focus: Students can divide the syllables |Focus: Students can identify and read words |Focus: Students can hear each sound in a |

| |important words they see often in text. |between the consonants when a word has two |with long vowels. |consonant cluster. |

|15 minutes | |consonants in the middle to help them read a new| | |

| | |word. | | |

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| |Lesson: Week Three |Lesson: Week Three | | |

| | | |Lesson: Week Three |Lesson: Week Three |

|Independent Writing |Interactive Read Aloud |Interactive Read Aloud Lesson-Voice Continue: |Interactive Read Aloud Lesson Voice Continue: |Lesson-Have a student share a place in their |

| |Lesson-Voice |“To My Teacher” |“Frog Frog” |writing that showed their voice. |

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|40 minutes |Heartland | | | |

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| |Focus: Student can understand and use voice |Focus: Student can understand and use voice in |Focus: Student can understand and use voice in |Focus: Student can understand and use voice in |

| |in their writing. |their writing. |their writing. |their writing. |

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| |Confer with writers about voice in their |Allow time for some to share with the whole |Allow time for some to share with the whole |Confer with writers about voice in their |

| |writing. |group or with partners. |group or with partners. |writing. Reread completed pieces to consider |

| |Allow time for some to share with the whole | | |voice and improvements that could be made. |

| |group or with partners. |Confer with writers about voice in their |Confer with writers about voice in their | |

| | |writing. |writing. | |

|Read Aloud |Read Aloud |Read Aloud |Read Aloud |Read Aloud |

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|Dismissal | | | | |

Interactive Read Aloud – Infer

|MENTOR TEXT: Honey, I Love and other love poems by Eloise Greenfield |

|Choose a text that is worthwhile, familiar, and available-These are other wonderful books that could be used to practice inferring: Poetry Anthologies: Tomie |

|dePaola, Lee Bennett Hopkins, Jack Prelutsky, Paul Janeczko; Rosie’s Walk, Magic School Bus books, Corduroy, Where the Wild Things Are. |

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|FOCUS: |

|Students can understand what it means to infer, infer the meaning of text by merging their background knowledge with clues from the text. |

|FOCUS STRATEGY: Infer Meaning-Merge background knowledge with clues from the text. |

|Inferring is at the heart of reading and thinking. Writers don’t always spill information onto the page; often they leak it slowly, leaving clues along the way |

|to keep the reader engaged in the act of constructing meaning. Inferring involves merging what you know, your background knowledge, with clues in the text to |

|come up with information that isn’t explicitly stated. When we read or hear poetry, we understand more completely by thinking inferentially. |

|FOCUS THE LEARNING |

|Adapted From Primary Comprehension Toolkit by Stephanie Harvey & Anne Goudvis Turn & Talk: Turn to each other and talk about what you know about poetry. Tell |

|me, what are some things you already know about poetry? |

|INTERACTIVE READ-ALOUD: MODEL AND GUIDED PRACTICE |

|Read the poem aloud rhythmically. Now read the poem together with kids echoing the lines as you say them or chorally reading them together with you. |

|THINGS |

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|Went to the corner |

|Walked in the store |

|Bought me some candy |

|Ain’t got it no more |

|Aint got it no more |

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|Went to the beach |

|Played on the shore |

|Built me a sandhouse |

|Ain’t got it no more |

|Ain’t got it no more |

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|Went to the kitchen |

|Lay down on the floor |

|Made me a poem |

|Still got it |

|Still got it |

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|MODEL |

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|Explain that readers often have to infer the meaning of poetry to understand it. |

|Let’s think about this poem for a minute, and then we will read it again. Sometimes poetry doesn’t give you all of the information; you have to figure it out. |

|We call that inferring. For instance, I have a question. What happened to the candy? You may know the answer, but the poem doesn’t tell us. You have to infer.|

|Who thinks they know. |

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|Share that inferring is taking background knowledge and adding clues from the text to it in order to figure something out. Inferring is taking your background |

|knowledge and adding clues from the text to figure something out. The words in this poem are clues about…..I paid attention to the clues and then added my |

|background knowledge to figure out what was happening—to infer meaning. I’m going to write clue next to these words on the chart. |

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|Place Post-its of inferences on a chart of the poem. |

Interactive Read Aloud – Infer (cont.)

|GUIDED PRACTICE |

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|Read another section of the poem and invite kids to draw or write what they infer is going on. |

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|Turn & Talk: Invite kids to share their inferences, first with a partner and then the whole group. |

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|Let’s look at the last part of the poem and say it together. Now turn and talk about that. What do you infer? |

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|Invite kids to share their inferences, either orally or with their drawings/writings. |

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|Read the poem together one last time, “performing” the poem. |

DAY 2-Mini-Lesson

Inferring on poetry continued

➢ Reread the poem from the previous day, referring to Post-it notes and the group’s discussion around the text. Explain that the reader must work to really understand this poem. You might put up the following “formula” to share what happens when we infer.

|Inferring is… |

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|My Thinking + The Poet’s Words |

Highlight what teacher and students did to “think about text.” Remind students that they supported their inferences by finding clues in the poem.

➢ Introduce a new poem and after modeling together, have students work in partners to record their inferences.

|I inferred |Clue was |

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SHARE

Ask students to think about something they have read or had read to them recently and recall what they had to infer. Prompt thinking with something like, “I was reading a story last night, and I inferred that …..”

REFLECT & ASSESS

Did your students:

• Understand what it means to infer?

• Infer the meaning of poems by merging their background knowledge with clues from the text?

Interactive Read Aloud – Infer

|MENTOR TEXT: Where The Wild Things Are by Maurice Sendak |

|Choose a text that is worthwhile, familiar, and available. These are other wonderful books that would work well: Annie and the Old One, Three Little Pigs, The |

|Polar Express, Seven Blind Mice, Mirette on the High Wire. |

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|FOCUS STRATEGY: Infer |

|Readers infer when they take what they already know, their background knowledge, and merge it with clues in the text to draw a conclusion, surface a theme, |

|predict an outcome, answer a question, and so forth. If readers don’t infer, they will not grasp the deeper essence of texts they read. |

|FOCUS THE LEARNING |

|Introduction: Inferences are something we create in our minds when we notice clues and think about what those clues might mean. For example: When my dog |

|scratches at the door, I can infer that he needs to go outside. If I see it is raining, I can infer that I will get wet if I go outside. Today as we read Where |

|the Wild Things Are, by Maurice Sendak, we will be watching for clues and making inferences. Remember, when we infer we are using clues in the book and thinking |

|about what they might mean. |

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|INTERACTIVE READ-ALOUD: MODEL AND GUIDED PRACTICE |

|Look At The Cover-Make predictions based on prior knowledge. |

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Interactive Read Aloud – Infer (cont.)

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|LINK TO ONGOING WORK |

|Link conversations about inference to small group reading instruction, helping the students to find places where they can infer in books they are reading. |

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|Look for inferences in other read alouds. Ask students to use the “I can infer…” stem to share their observations. |

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|Have students focus on characteristics of individuals in a favorite story and make inferences about the characters. |

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|ASSESS THE LEARNING |

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|Listen in as partners converse about inferences they were able to make while listening to Where the Wild Things Are. |

|Check to be sure they use the “I can infer…” stem. |

|Confer with readers during independent reading to see if they can make inferences. |

|During small group instruction, have children make inferences about the text so you can determine how effectively they are using the strategy. |

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|SHARE THE THINKING |

|Use with Handout 1 |

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|[Make a transparency of the photos] |

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|Place the photographs on an overhead projector. Expose them one at a time and guide the children in using the “I can infer…” stem to share their observations for |

|each photo. Encourage them to look closely at elements of the environment, the structure, and the person’s clothing to make inferences about weather, location, |

|kind of building, age of the building, what is happening, and so on. |

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Independent Reading – Abandoning Books

FOCUS: Abandoning Books

I can understand why readers don’t finish a book.

FOCUS THE LEARNING

Once in a while, readers choose a book to read and even after they have given it a good chance they find that they are not enjoying it; it’s no longer a just-right book. Has that happened to you?

TEACHING POINT AND MODEL/DEMONSTRATION

You may not be interested in reading it anymore and want to stop. You may decide to read it later. When a reader stops reading a book, it’s called “abandoning the book.” Today let’s talk about why readers might abandon books. Give an example of when you might abandon a book. As students give different reasons readers abandon books, create a chart.

GUIDED PRACTICE/ACTIVE ENGAGEMENT

Write student responses on a chart. Are any of you reading a book that you are really not interested in? Of course, it’s important to give a book a chance before you decide to abandon it, but readers abandon books sometimes. If you’re considering abandoning your book, why is that? Have you given it a good chance? Have students share their thinking.

Sample Chart

|Why Readers Abandon Books |

|Too easy |

|Boring |

|Too long |

|Too confusing |

|Found another book that looked better |

LINK TO ONGOING WORK

Today when we gather to share, we’ll check in to see whether any readers abandoned the books they were reading and they can explain why.

ASSESS THE LEARNING

Continue to conference with students making sure students are making good book choices.

Word Study – High Frequency Words

Learning High Frequency Words

I can:

• see some words many times when I read

• understand that words I see a lot are important because they help me read and write.

Materials: Magnetic letters, pocket chart, whiteboard

Activity 1-You may want to continue this lesson every few days to teach students the high frequency words they need. Choose words from their writing and guided reading that they are still having trouble with.

1. Explain that they are going to learn some important words that will help them read and write.

2. Place a high frequency word card (about, for example) on the pocket chart, or write the word on a chart or whiteboard.

3. Next, make the word with magnetic letters on a cookie sheet, magnetic board, or in the pocket chart. Have the students check it letter by letter.

4. Ask children what they notice about the word.

5. Then write the word quickly from beginning to end without stopping. Explain that once they have made a word and looked carefully at all the parts of it, they can write it quickly.

6. Repeat for each high frequency word you have chosen for this lesson (about 5 a lesson).

7. Students who need extra help could practice these 3 steps for each word during independent work time.

8. All new words should go up on the word wall for the children to reference. Hold students accountable for reading and writing words correctly.

Word Study – Word Structure

Recognizing Syllables in Words with Double Consonants

I can divide the syllables between the consonants when a word has two consonants in the middle. Materials: Chart paper, magnetic letters, pocket chart

Activity 2

1. Explain to the children that they are going to learn more about dividing words into syllables.

2. Say four or five words with double consonants in the middle, such as ladder, dollar, saddest, and muffin, and have the children clap the parts with you. You may want to add a few words with two different consonants, such as helmet, pencil, or mistake.

3. After clapping each word, make the word with magnetic letters on a board. Then divide the word between the consonants and point out the two syllables.

4. Invite the children up to the easel to make a few more two-syllable words with double consonants in the middle. Ask them to divide the words by moving the magnetic letters.

5. Tell the children they are going to put together two word parts to make a whole word (for example, dol - lar=dollar). (Give them a set of words divided in half. Have students put the two parts together.)

Word Study – Letter/Sound Relationships

Identifying Words with Long Vowel Sounds

I can:

• Identify in some words that a sounds like the a in name.

• Identify in some words that e sounds like the e in eat.

• Identify in some words that I sounds like the i in ice and kite.

• Identify in some words that o sounds like the o in go and boat.

• Identify in some words that u sound like the u in use.

Materials: Pocket chart, word cards

Activity 3

1. Tell the children that you are going to teach them more about the vowel sounds and letters in words. Begin with a pocket chart that has the word cards name, seat, kite, boat, and cute at the top of five columns.

2. Ask the children to listen to the vowel sound they hear as you read each word and then have them say each word with you.

3. Give several children a word card (with a long vowel sound in the middle; for example, gave, gate, meat, seal, line, like, vote, coat, huge). In turn, have each child come to the front of the group, hold the card up, and read it. Then have the group tell him where to place it—for example, line would go under kite. Repeat until all the word cards are placed in the correct columns.

4. Once the word cards are all sorted, invite the class to read each column as you point to the words. Invite the children to tell what they notice about the words. Help them see that the long vowel sounds sound like their names and can be represented by more than one letter. Help them generalize the different principles for making the long vowel sound, such as two vowels together usually means…, and CVCe,

5. Explain that today they will use the onset and rime to make their own words. Give students the rime (eat, ate, etc.) and ask them to make as many words as they can.

6. You can work with students in small groups or pairs have students sort the words.

Word Study – Letter/Sound Relationships (cont.)

Making Words-Consonant Clusters

I can hear each sound in a consonant cluster.

Materials: Magnetic letters

Activity 4

Work with two or three consonant clusters in this lesson, (cr, dr, fl, sp, sl, sc, etc.)

1. Explain to children that they are going to learn something new about consonants.

2. Suggested language: You have been learning a lot about consonants and the sounds that go with them. There are some consonants that go together in many words, and they are called consonant clusters.

3. Show a picture of a tree and have the children say the word with you.

4. Make tree with magnetic letters and ask the children to read it.

5. Explain that tree starts with t and the next letter is r. You can ask the children to name the letters.)

6. Suggested language: T and r go together in many words. Tr is called a consonant cluster. Say tree.

7. Work with the children to help them understand and hear both the t and r in tree. It will be tricky because tr is very close to the sound of ch.

8. Show pictures and make several more examples of words that begin with the consonant cluster tr, for example, truck, train, triangle.

9. It will also be effective to simply say words clearly, write them on the board or make them with magnetic letters, and have children thing about the first two or three letters that make the consonant cluster (for example, try, tray, trick, treat, trash, trail, trip).

Making Words-Consonant Clusters

I can hear each sound in a consonant cluster.

Materials: Magnetic letters or blank chart

Activity 5-Word Sort

1. Let the children know that today you’re going to help them notice more about the letters in words.

2. Starting with a blank chart, write seven words or make them with magnetic letter (brown, tree, green, frog, crayon, pray, draw) at the top of seven columns. Ask the children what they notice about the words. They will notice that all words begin with two consonants and the second one is r.

3. Explain to the children that there are several consonant clusters that have r as a second letter and that together you are going to make a chart with words for each pattern. Invite the children to give two or three additional examples to create a reference chart.

4. Write the title “Consonant Cluster with r” at the head of the columns. Suggested language: you know a lot of words that have consonant clusters with r. Add to the chart as students find more words.

5. Using word cards with br, tr, gr, fr, cr, pr, and dr, have students sort the words (using a pocket chart) according to consonant clusters. Help them read the words, using the parts they know.

Interactive Read Aloud – Writing-Voice

|MENTOR TEXT: Heartland by Diane Siebert |

|Choose a text that is worthwhile, familiar, and available. Other texts that might be used for voice include Gleam and Glow, Diary of a Worm, If I Were in Charge |

|of the World, I’m in Charge of Celebrations. |

|FOCUS STRATEGY: Voice |

|FOCUS THE LEARNING |

|Introduction: [Hang a chart near your reading area.] |

|In Heartland by Diane Siebert, the author helps us to understand what it is like to live and work in farm country. She helps us to understand how very hard |

|people work so that there will be food for us to eat. One of the many things I love about this book is the way Diane Siebert’s voice comes through. As I read |

|this book, I always feel that she cares deeply for this topic and that she wants us to understand how important it is. Authors who communicate their feelings and|

|their passion through their writing are using “voice.” |

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|INTERACTIVE READ-ALOUD: MODEL AND GUIDED PRACTICE |

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Interactive Read Aloud – Writing-Voice (cont.)

|EXTEND THE LEARNING |

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|During independent writing, confer with writers about voice in their writing. Reread completed pieces to consider voice and improvements that could be made. |

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|During independent reading, confer with learners about voice in their selections. |

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|ASSESS THE LEARNING |

|Confer with individuals during independent reading to assess their ability to recognize voice and describe its attributes. |

|Listen as partners discuss voice to assess their understanding. |

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|Mini-Lessons |

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|Use with Handout 1 |

|Place the poem “To My Teacher” on the overhead and read it expressively to the students. Guide a conversation about the voice of the writer. What do the students|

|notice? What did the writer do that gave this piece strong voice? Are there any attributes of voice that they want to add to the chart they started earlier? |

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|Use with Handout 2 |

|“Frog Frog” |

|Explain that the two sections of “Frog, Frog” represent two different points of view. Read the selection to the students and ask them to talk with partners to |

|consider the voice of each section. Have students read the selection in teams, dramatizing and reading as expressively as possible. After presenting the script, |

|have the students review the chart on voice and ask if there are any attributes they would like to add. |

To My Teacher

By Linda Hoyt

You knew there was a flower waiting inside

Bursting to grow, to know and to learn.

Your caring heart and loving way

Helped me to bloom.

When things were hard,

You smiled and encouraged.

When I did well,

You shared my joy and helped me see why.

I can do it now.

Thank you for believing.

Frog, Frog

Readers Theater by Linda Hoyt

Voice I Voice 2

I am a frog.

Oh, yuck!—Not a frog.

I slide deeply into the mud to protect

my sensitive skin. Mud. Who wants to wallow in

mud?

My disk-shaped eyes roll patiently

from side to side. Have you ever seen eyes like

that? Big, bulging, and slimy!

My long sticky tongue is poised . . .

Ready . . . Sticky? Why would anyone want

a sticky tongue?

Snap! My wonderful tongue flashes

out, catching an unsuspecting fly.

Oh, I am good.

How gross! The frog just ate a

fly! This is disgusting!

There’s a worm over there. This could

be my lucky day. That frog’s looking at a worm.

He can’t be thinking of eating it!

Shh. Just one big leap of these

powerful hind legs and . . .

Got it! That’s it! No more frogs for me.

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Read to The Page Where The Farmer Is Driving The Tractor. I am noticing some of the things Diane Siebert has done to add voice to her writing. She says the farms are “like treasures in my fertile hand.” If she calls a farm a treasure, she is showing us how much she cares about the farms. I think word choice helps a writer to show voice so I am going to write “word choice” on this chart. I am also noticing that Diane Siebert has made the “heartland” come alive by having the heartland be the speaker in the poem. She says, “I am the heartland.” This makes the farmland seem like it is alive. This helps us to connect. I think that voice is also about helping readers connect to the writing. I am going to write “uses I” and “help readers connect” as ideas for voice.

Turn & Talk: Thinking partners, do you have any other ideas to add to our chart? What do you think about the author’s voice?

Read To Where The Farmer Is Looking At His Field. I am thinking that the illustrations are helping the author’s voice come alive.

Turn & Talk: Thinking partners, what do you notice in the illustration? How does it help the author’s voice to come through? What should we add to our chart?

Continue To The End. Pause to point out personification and point of view as additional tools in bringing voice to the selection.

END OF STORY REFLECTION

The voice of the author was really clear in this poem, wasn’t it? Look for a moment at the chart we created. Can you think of anything else we can add that would help us think about voice and using voice in writing?

Read To The End.

Turn & Talk: His supper is waiting for him in his room. What can we infer about his mother? Is she still unhappy with him?

END OF STORY REFLECTION:

We have been able to make so many inferences with this book. Max had quite an adventure, but was it real or a dream? What can we infer? What clues can we find?

Turn & Talk: Turn and talk to your partner. What was your favorite inference in this book?

Identify stopping points that make sense. For each stopping point, plan an explicit think aloud about the text and the strategy.

Read The First Page; Then Close The Book So It Is Clear You Are Not Reading.

Teacher think-aloud: I am going to stop reading for a minute and think about clues that might help me to infer. I remember that Max is wearing a wolf suit and chasing his dog. I can infer that Max is pretending to be a wolf. I can also infer that Max likes to dress up and pretend things. Inferring helps me understand what is happening.

Open The Book and Read The Next Page; Then Close It.

On the second page, the book said that Max was sent to bed without eating anything. I know that parents sometimes send their children to their bedrooms when they are naughty. I can infer that he was sent to his bedroom because he was being naughty.

Turn & Talk: Think together. What can you and your partner infer? Why would his mother have sent him to his room?

Read To Where The Wild Things Make Max King. Close The Book.

Hmmm…Max is king of the wild things. I can infer that means he gets to tell the wild things what to do.

Turn & Talk: Turn to your thinking partner. What can you infer here?

Looking At The Pages With The Wild Rumpus…

Turn & Talk: What can you infer about the rumpus? What might be happening? If they made Max king, what can we infer the wild things think of him?

Read To Where Max Sends The Wild Things To Bed Without Supper And Smells Something Good To Eat.

I can infer he is acting like his mom since he sent the wild things to bed. It says that Max wanted to be where someone loved him best of all. I could infer that he was sad and didn’t want to be with the wild things anymore. I also see that it says he smelled good things to eat. I could infer that he is hungry because he didn’t have any dinner.

Turn & Talk: Think of an inference you can make together.

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