Pearson Assessments



075565Reading Unit of Study: Launching Reading with FictionCypress-Fairbanks Independent School DistrictElementary Language Arts Department, Grade 2f Lessons Included in the Launching Reading with Fiction Unit of StudyThe following is a list of lessons that are included in the Launching Reading with Fiction unit. Each lesson has been assigned a number that correlates to a number found in the upper right corner of each lesson card, which signifies a suggested sequence or progression of the lessons.After analyzing the grade level expectations, district curriculum, and student needs, teachers should customize the mini-lessons for their students. The mini-lessons are based upon the grade-level expectations found in the English Language Arts and Reading TEKS objectives. Lesson TitlePurposeTEKS1Growing ReadersThoughtful readers will notice the reading behaviors of people and will identify themselves as readers.2.3C2Minilesson Parts & Procedures Thoughtful readers will understand the structure and the roles of the teacher and student during different parts of a minilesson.2.3C3Choosing Just Right Books Readers select just right books that they can understand and read with accuracy and smoothness.2.3C4Shopping from the Classroom Library Thoughtful readers take care of their classroom books by following classroom procedures.2.3C5 Readers Build Good HabitsThoughtful readers read every day and stay engaged during reading time. 2.3C6Readers Stay EngagedThoughtful readers stay engaged in their book when they are reading independently. 2.3C7Reading Log Procedures Thoughtful readers keep track of their reading using a log.?19A8Readers Set GoalsThoughtful readers set goals to read with engagement for longer periods of time.19A9What to do when the Teacher is Pulling a Small Group Readers respect the reading time of others by becoming problem solvers.2.3 10Getting to Know Your Reading PartnerThoughtful readers enhance their reading experience by sharing it with a reading partner.2.3 11Choosing What To Share With Your Partner/Using Sticky Notes Thoughtful readers determine what they are going to discuss with their partner prior to meeting with them.2.3 12Genre Connections/Introduction to Fiction Thoughtful readers identify the genre of fiction.2.9A2.9B 13Parts of a Fiction Story Thoughtful readers rely on a pattern in fiction books to make predictions and better understand the plot.2.9A, 2.9B, 14Using Schema to Understand a Story Thoughtful readers use schema to help understand their story.2.7A15Visualizing the StoryThoughtful readers visualize sounds and smells to help them understand the characters in the story.19C16Noticing what Characters “Do” Tells About Their Feelings Thoughtful readers develop theories about characters by noticing what the characters do.2.9B, 19D 17Noticing What Characters “Do” Tells About Their Traits Thoughtful readers learn how characters act (traits) by paying attention to what they do in the story.2.9B, 19D18Partner Share/Characters/ Using Sticky Notes to Write Long Thoughtful readers stop to record their thoughts as they are reading to help determine what they are going to discuss with their partner prior to meeting with them.2.319Setting: Visualizing the Story’s Time and Place Thoughtful readers identify and utilize character and setting details to envision the story in the reader’s mind.2.3B20Setting: Understanding the Passage of Time in Fictional Stories Thoughtful readers use details related to time to monitor the passage of time and sequence events.2.3B, 19E21Partner Share/Setting / Using Sticky Notes to Write Long Thoughtful readers stop to record their thoughts as they are reading to help determine what they are going to discuss with their partner prior to meeting with them.2.322Test Talk- Characters/SettingThoughtful readers will be assessed on their understanding of characters and setting.2.323Chunk, Sum, Picture Part 1Thoughtful readers put together all of their thoughts about their reading when sharing what they’ve read.19 2A, 2C, 2E24Chunk, Sum, Picture Part 2Thoughtful readers put together all of their thoughts about their reading when sharing what they’ve read.19 2A, 2C, 2E25SequenceThoughtful readers use knowledge of story elements to help sequence events in a fictional story.2.9, 19E26Sequence Test TalkThoughtful readers understand the unique language of formal assessments and respond to mulitple-choice and short-answer questions.2.327Getting “Hooked In “ to the Story’s ProblemThoughtful readers identify the conflict/problem in a story to aid in understanding and comprehension.2.928Predictions Using Schema and Text EvidenceThoughtful readers make predictions about what will happen next by using schema and text evidence.19 C, D29Changing PredictionsThoughtful readers continue to make and revise predictions as they read based on schema and text evidence.19.C, D30ResolutionThoughtful readers relate the story problem to its solution to aid in understanding and comprehension.2.931Test Talk- Story Elements (Problem, Predictions, & Resolution)Thoughtful readers interpret the unique language of formal assessments and respond to mulitple-choice and short-answer questions.2.332Context Clues Thoughtful readers will use context clues to decode unfamiliar words. 2.3C33Taking Endings off Longer, Tricky Words Thoughtful readers solve words by taking off the suffixes.2.3C34Readers Retell their Story When They are Finished with a Book (Character’s Name) Thoughtful readers name the characters when they retell their book.19 E 35Retelling in Order so the Retelling Makes Sense Thoughtful readers retell their stories in order so the retelling makes sense. 19 E 36Retelling after Finishing a Book (Main Events)Thoughtful readers include the main events in their retelling after they finish a book19 E37Celebrating and Growing My Reading Life Thoughtful readers write to make sense of and reflect upon meaningful reading experiences that helped them grow new insights about themselves as readers and the world.2.12 A Essential Understandings and Guiding QuestionsUnderstanding the Structure and Elements of Launching Reading Workshop Essential Understandings Readers are able to notice their reading behaviors and know strategies for sustained reading. Readers learn procedures for shopping in the classroom.Readers choose a just right book to be able to monitor their comprehension. Readers actively read independently for sustained periods of time and interact with their text. Readers analyze and discuss their text with partners. Readers work in partnerships to further their understanding of what they read.Readers provide evidence of their reading through critical writing, peer discussions, and evidence of visualization. Guiding Questions What are you noticing about yourself as a reader? Which students get started right away and which have trouble with independent reading? How do you know that book is a “just right” book?How long are the students engaged in reading? What are some ways that can help you stay engaged? What do you do if you are not able to understand what is going on in the book so far? What strategies help you with comprehending the text? What did you and your partner share today? .Understanding the Structure and Elements of Fiction Reading Essential Understandings Readers analyze, make inferences and draw conclusions about the structure of fiction and provide evidence from the text to support their understanding. Readers use their schema to make inferences and draw conclusions about the structure of fiction and provide evidence from the text to support their understanding. Readers understand their characters through sound, visualization, and character traits. Readers understand the plot of a story by identifying the characters, setting, problem, resolution and sequence of the story. Guiding Questions What evidence in the text lead you to make that inference? Did you have any schema knowledge on this topic? What trait does the main character display? How does knowing the plot of a story help with comprehension? Genre and Comprehension VocabularyStructure and Elements of FictionCharacters: main characters & supporting charactersSetting: when and where the story takes placeProblem or?Conflict: usually introduced early on; can be external or internalPlot or Text Structure: the rise and fall of actionSolution or Resolution: how the problem or?conflict?is solvedPoint of View: 1st?person?(main character telling story; use of “I” and “me”) or 3rd?person?(narrator telling story; use of “he/she”, “him/her”)Theme: More than the topic of the story, the “message” the author is trying to send through the use of the storyComprehension Skills and Process Story ElementsCharactersSettingProblemEventsResolutionsContext CluesInferenceRetelling Mentor Texts for Launching Reading with FictionPicture BooksThe Empty Pot by Demi (1996)It is one of those books that just touches your heart! Ping loves flowers and has such a green thumb. He is summoned by the Emperor as are all the other children in the kingdom. The Emperor needs a successor and whoever can grow the most beautiful flower will be chosen. The children all have one year to grow the most beautiful flower in the kingdom. But Ping’s seed will not even sprout, despite his best attempts to care for it. When the year is up, he is the only one with an empty pot. What will Ping do? Will he even go the Emperor? Oh, what a great life lesson this book teaches.?Ira Sleeps Over by Bernard Waber (1975)This book is a wonderful little bedtime book that even 2nd graders can?relate with. Ira becomes anxious about what his friend, Reggie, will think of him if he brings his teddy bear over to spend the night. This is a GREAT book to teach text-to-self connections, an important?comprehension strategy?for readers.?Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Voist (1987)Alexander knew it was going to be a terrible day when he woke up with gum in this hair.And it got worse...His best friend deserted him. There was no dessert in his lunch bag. And, on top of all that, there were lima beans for dinner and kissing on TV!?A Bad Case of the Stripes by David Shannon (2004)While this is not a new book, it is one of the favorites in the classroom. Camilla Cream loves lima beans, but she never eats them. Why? Because the other kids in her school don't like them. And Camilla Cream is very, very worried about what other people think of her. In fact, she's so worried that she's about to break out in... a bad case of stripes! It is a great theme. Be yourself. You are unique and you don’t have to be like everyone else. My Lucky Day by Keiko KaszaThis book is hilarious! It is the perfect text for predicting AND helping kids infer what is happening based on facial expressions. And boy, does Mr. Fox have some. It’s also a GREAT book for working on reading with expression.??Enemy Pie by Derek MunsonThis is SUCH a fantastic book that has a GREAT story line and a great meaning underneath. When a bully (Jeremy Ross) moves into the neighborhood, the young boy’s summer is ruined. That is until the young boy’s father says he can help get rid of the bully (enemy)?by making him some enemy pie.???The Adventures of Taxi Dog by Debra & Sal Barracca (2000)Maxi, a homeless mutt in New York City, has always fended for himself. Then one day a kind taxi driver named Jim offers him friendship, a home, and a place in the front seat! From that moment on, Maxi and Jim revel in the sights and sounds of the city, and share all sorts of wild adventures-from rushing two clowns and a chimp to the circus, to singing duets with an opera diva! We Are Best Friends by Aliki (1982)?In this story, Robert and Peter struggle with how they can remain best friends after Peter moves away. Aliki's simple illustrations and text capture the boys' loneliness while sending a reassuring message that your child will appreciate. Mr. George Baker by Amy Hest (2004)?Mr.George Baker is one hundred years old! Monday through Friday, he sits on his porch with his 6-year-old neighbor, Harry, awaiting the arrival of the big yellow school bus that will take them off to learn to read. Once Upon a Time by Niki Daly (2003).?This is the triumphant story of Sarie, a South African girl who loves to learn but hates to be called on to read aloud in class. She is frequently made fun of because she reads so slowly and cautiously. With the support of her auntie, a fairytale book and a kind classmate, Sarie develops the confidence she needs.? Get Ready for Second Grade, Amber Brown by Paula Danziger (2003)?Like all students, Amber is nervous about starting a new school year with a new teacher. Is it true that her new teacher, Mrs. Light, thinks second graders are "knee biters"? Will Amber survive the year with a bully named Hannah? Luckily, Amber's best friend Justin is also in her class and together they can handle anything.? It's Test Day, Tiger Turcotte by Pansie Hart Flood (2004)Tiger Turcotte is nervous about taking a standardized test. His biggest problem, though, is filling out the racial identification section of the test because he is multiracial. Themes of racial or ethnic identity and pride are incorporated in the plot.?Sam and the Lucky Money by Karen Chinn (1997)?For Chinese New Year, Sam receives the traditional token of a red envelope with money. While out with his family, with the money burning a hole in his pocket, he sees a homeless man with no socks on his feet and no food to eat. Sam realizes that the right, lucky thing to do is to use his money to buy the man some socks. ?Chapter BooksDear Max by Sally Grindley (2006)Max develops a friendship with his favorite author through the lost art of letter writing. The two give each other advice about writing, friendship and life in this touching story. Frog and Toad Together by Arnold Lobel (1972)?Frog and Toad are best friends who will do anything for each other. Your child will enjoy finding out about their escapades in five short chapters as the amphibious duo bake cookies, test their bravery and plant a garden together. The Chocolate Touch by Patrick Skene Catlin (2006)?Ah, my fantasy... Everything our hero John Midas touches turns into chocolate! However, he soon finds out you can certainly have too much of anything, even chocolate. Ivy + Bean: No News is Good News?by?Annie BarrowsIvy and Bean try to make money editing a newspaper about Pancake Court but neighbors?are unhappy reading about themselves.?The Ivy + Bean series gently presents issues of friendship mixed with sweet little adventures that appeal to little girls. Horrible Harry?series by?Suzy KlineTeacher turned author Suzy Kline uses her years in the classroom as the basis for her Horrible Harry?series. Song Lee is an actual student that she adored. Other characters including Horrible Harry (who isn’t that bad of a kid) are compilations of kids she taught. As an author who visits schools,?Suzy talks about story seeds, a word or a two that she jots down in an ever present notebook that become the basis of her books. Pencil stub, yellow scarf, purple hanger, June Box are all actual story seeds that are now books in her popular Horrible Harry series which is now published in several languages. See if you can discover each of her story seeds as you read her books.Draper, Sharon Sassy, Dazzle Disaster Dinner Party (2010)Sassy’s fancy dinner turns into a disaster, but with the help of the items in her handy sack and a little ingenuity, Sassy manages to make the meal memorable.Minilesson:Growing ReadersL/F1Objective(s):Thoughtful readers will notice the reading behaviors of people and will identify themselves as readersTEKS:2.3CNotes:Teachers may use a gardening theme to describe the goal of “growing readers” who love reading. Lesson ideas are adapted from Serravallo’s Reading Strategies Book, pg. 66Materials:(Optional) Seeds, soil, plastic gardening tools & waterChart paper, markers, book baskets at each tableComposition books or white paper for reader’s notebooks Connect:connect today’s work with ongoing workstate teaching pointReaders, guess what? I love to teach kids all about reading, so this is a perfect way to start our year together. Today, we will share what we know about people who love to read and identify ourselves as readers. Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeI’m so glad that you’re part of my classroom this year. I have many important things to teach you about the work of thoughtful readers. Share with students how your love of reading was cultivated through a personal story. Describe a person who positively influenced your attitude towards books. Discuss some of the qualities that this individual displayed as a reader that conveyed the love of reading. Discuss your love of reading. Model the first activity in your reader’s notebook. Title the first page “Who am I as a Reader?” Make a list while thinking out loud of books you remember reading that you like and a list of books you may have disliked. Look across the lists and ask, “What do my favorites have in common? What helps me love a book?”Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedHave students picture someone they know who loves to read. Discuss some characteristics that person models. After you all have discusses behaviors of readers. Pass out reading notebooks and talk about how we will use this notebook to put all our thinking and ideas in it about the books we are reading. Link:restate teaching pointtell how learning can be used in futureToday you will make a list of books you remember reading and loving. Then, make another list of books you remember disliking. While making the list, you may browse through some books that are at your table for you to read. Independent Reading:Students will go back to their desks and begin their lists. They will also explore a variety of books at their table to help them identify themselves as readers. Teacher will walk around and confer with students to get to know them as a reader. Share:Class discussion of some “must reads” that the students have shared. Minilesson:Minilesson Parts & Procedurals L/F2Objective(s):Thoughtful readers will understand the structure and the roles of the teacher and student during different parts of a minilesson. TEKS:2.3CNotes:Think about the meeting location for the whole class and any materials needed. Today’s lesson will set the tone for the remainder of the year and will help students clearly understand the expectations for all parts of the minilesson. Materials:3 “No Talking” sign and 1 “Time to Talk” sign (Appendix) “Connections, Teach, Active Engagement, & Link” signs (Appendix) Anchor chart and book baskets at each tableConnect:connect today’s work with ongoing workstate teaching pointReaders, each and everyday we will begin reading workshop with a class meeting called a minilesson. Today you will learn about the different parts of the minilesson and the kind of work that the teacher and students do in each part.Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeExplain to students that a minilesson consists of four different parts. Post the parts up or write on chart paper. Go over each part and the student’s role. Parts of a minilessonDefinitionStudent RoleConnectionClass learns how today’s learning is related to current work. No talking, Voices offTeachTeacher will tell students exactly what they will learn. Listen, Voices off, Ask questions in the endActive EngagementStudents try out what teacher had taught. Time to TalkLinkTeacher will tell students what they need to do when they go read independently. Listen closely Ask for clarification Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedThis is the time to go over your turn and talk expecations. Turn and Talk TipsLOOK at your partner.LISTEN to your partner.Be ready to SPEAK when it’s your turn. Speak so that only your partner can hear you. TURN and face the front when you and your partner are finished sharing. WAIT quietly.Explain to students that it is now time for them to turn to the person sitting next to them and tell them what the four parts of a minilesson are and what a student’s job is during each part. Link:restate teaching pointtell how learning can be used in futureToday and every day, Readers, we will meet and you will play an important role during our teaching and learning time together. During reading time, continue to add to the list from yesterday and begin choosing books from you table that seem interesting to you.Independent Reading:Students will go back to their desks and choose from a variety of books at their table. Teacher will walk around and confer with students to get to know them as a reader. Share:Students may share their reading notebook page.Minilesson:Choosing Just Right Books L/F3Objective(s):Thoughtful readers select just right books that they can understand and read with accuracy and smoothness. TEKS:2.3 CNotes:Teacher should put books that are too easy, too hard, and books of high interest in the book baskets. Materials:Variety of leveled books in baskets at tablesConnect:connect today’s work with ongoing workstate teaching pointReaders, in order for you to grow as a reader, you must choose books that are just right for you to read. If your book is too hard, it is hard to grow as a reader. Choosing a just right book is a strategy that will hep you stay engaged in your reading. Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeMake an anchor chart of the characteristics of too hard, too easy, and just right books. Model reading an excerpt from a book that is challenging for you. Stumble through words, and skip words. Make your reading sound choppy. Tell students that you are unable to retell the story because you don’t know what happened. When you finish reading, ask the students if this sounded like an easy, just right, or challenging book. Students should note that the book was too hard. Have the students turn and tell their partner what made the book challenging. Next, read an easy book and have students pay attention to your reading. Read this book fluently and expressively, without making any errors. Students should notice that the book appears effortless for you to read. Therefore, it is an easy book. Explain that easy books are all right to read every once in a while. However, these kinds of books don’t require much effort on your part, so they won’t help you grow stronger as a reader if you read them all the time.Finally, model reading a just right book. Read it smoothly, but slow down to figure out a word or two. Retell the story with good comprehension. Have students turn and tell their partner what they noticed when you were reading a book that was just right for you. Explain that just right books will help them grow stronger as a reader. They are not too hard to understand, but they still require you to do a little work, which will help us grow stronger as readers.Active Engagement:ask partners to turn & talk, listen, observe, & coachHave students turn and tell their talk partner how they will know that they have found a just right book. Link:restate teaching pointtell how learning can be used in futureToday and every day, Readers, you need to make sure you have a book that is a good fit for you. Read a bit. Notice if your mind is wondering, if the words are too challenging, or if you can picture what the author was describing. If you feel like you aren’t getting it, you will need to try another book. Independent Reading:Teacher should confer with students to make sure they have a just right book. Share:Have the class share their experiences in finding a just right book.Minilesson:Shopping from the Classroom Library L/F4Objective(s):Thoughtful readers take care of their classroom books by following classroom library procedures. TEKS:2.3 CNotes:This lesson may need to be revisited throughout the year. Think about having the students shop for books in the mornings or during transitions. Reading time is very valuable and students should spend every minute reading. Before this lesson, consider the procedures that you want in place before you teach your students. Things to consider: How will students sign books out if you have a checkout system? Will students be shopping only on Friday or will each table have a day to shop? How many books will they be able to check out at a time?Materials:Books organized in class library. Some books will be leveled and others will be organized by genre or subject, such as friendship or animals.Gallon or 2 gallon Ziploc baggies, or bag/basket for each childA bookmark card with the child’s independent reading level so he/she will know which books to shop for. Use the end of year level from the previous school year for now. This may change once current reading levels are determined for each student.Teachers may want to assign students to serve as the classroom librarian. Their job can be to check the library each day to make sure it is in order.Connect:connect today’s work with ongoing workstate teaching pointReaders, yesterday we talked about how to choose a just right book. Today you are going to choose a just right book from our classroom library. I am going to show you our classroom library procedures. Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeExplain how the books in your library are organized. Tell students that you are going to pretend that you are shopping for a book from your classroom library. Think out loud as you select a book, read the title, part of the first page, and decide that this book too difficult. Make and anchor chart of library procedures. Address any other procedures that you want to put in place in your classroom. Active Engagement:ask partners to turn & talk listen, observe, & coachHave the students turn and tell their partner what they should do when they are choosing a book from the classroom library. Make sure they are addressing the key points that you modeled.Link:restate teaching pointtell how learning can be used in futureToday and every day, Readers, when you shop from the classroom library, remember to put books back neatly and take care of the books. During independent reading today make sure your book is just right.Independent Reading:Students will go to the classroom library and shop for a book to read. Have students shop in small groups or split the classroom library into two or three different areas of the classroom for today only. Teacher will confer with students to make sure they are choosing appropriate books. Share:Discuss with the class how shopping for books went today and identify some changes if needed. Minilesson:Readers Build Good Habits L/F5Objective(s):Thoughtful readers read every day and stay engaged during reading time. TEKS:2.3CNotes:Review with students the expectations during reading workshop. Lesson ideas are adapted from Serravallo’s Reading Strategies Book, pg. 60Materials:Book baskets at each table A favorite teacher book Connect:connect today’s work with ongoing workstate teaching pointI am so excited that everyone has had a chance to shop for a just right book from our classroom library. Today, we will learn a strategy to help you stay engaged with your reading during independent reading time. Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeExplain to students that becoming a stronger engaged reader is similar to an athlete training in a sport. They must strengthen their reading muscles (eyes) by using them every day. One strategy to become a stronger reader is to “choose” to be engaged. For example, when we read, the kind of attitude we approach the reading with can change how much we understand and are able to focus on it. If you approach a book thinking “This isn’t for me,” then it’s like you are switching your brain off before you even start. Instead, try to read like the words are beautiful or what you are learning is interesting. Notice how your attention changes. Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedTurn and talk with your partner ways to get your mind ready. Read it like it is interesting Keep my attention on the bookPicture what you are readingLink:restate teaching pointtell how learning can be used in futureToday and every day, Readers, you will strengthen your reading muscles by choosing to stay engaged the whole time. Think about your attitude as you approach reading today. Deciding to be engaged in your reading will help you with comprehension. Independent Reading:Students will continue to library shop and choose a just right book. Teacher will walk around and confer with students to get to know them as a reader. Teacher should make note of the behaviors that they have observed from students and level of engagement. Teacher should also confer with students about the books they have chosen to get to know them as a reader. Suggestion: Continue setting up reader’s notebook.Share:After independent reading time, teacher may share certain reading behaviors noticed. Students may share books of interest from their reading notebook. Minilesson:Readers Stay Engaged L/F6Objective(s):Thoughtful readers stay engaged in their book when they are reading independently. TEKS:2.3CNotes:Follow-up minilessons will be necessary throughout the year as students encounter new genres, reading challenges, varied grouping arrangements, reading purposes, or seasons of the year that interfere with a student’s ability to remain focused and engaged during independent reading. Materials:Engagement inventory (Appendix) for teacher to record observation Things that Cause Readers to Lose Focus During Reading anchor chart (generated as a class) Chart paper and markersConnect:connect today’s work with ongoing workstate teaching pointReaders, I observed many good things happening during reading workshop. List some of the specific behaviors. Discuss how sometimes our reading may get interrupted and makes it hard for us to focus and stay engaged. Yesterday we talked about how our attitude towards reading can help us stay engaged. Unfortunelty there will be times when we do lose focus of what we are reading. Today, we will learn strategies to help us stay engaged while reading. Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeExplain to students that we want to stay engaged and focused on our task when we are reading independently.? In order for us to do this, we have to notice what gets us off-track, or “disengaged.” Share the disengagement anchor chart. Tell them about a time when you were reading and became distracted and how difficult it was to focus on your reading. Record what distracted you onto the chart.? Things that Cause Readers to Lose Focus During ReadingProblemTry ThisTalking & other noisesMove to quiet place or focus on bookBook is too hard or boringRead another bookUnfamiliar GenreMake connections Finsih book too earlyReread a familiar bookLose track of meaningReread a part you remember Other things on your mindPush those thoughts aside for laterGet stuck on new wordsFix up strategiesActive Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedAsk students to choose one of the distracters listed on the chart and brainstorm a solution with their partner. Again, listen in on the conversations, and then recap some of the ideas that you heard students share with one another. Record those ideas on the “Try This” column next to the problem. Link:restate teaching pointtell how learning can be used in futureToday and every day, Readers, it is your responsibility to remain engaged while reading. If you become “disengaged” in reading today, stop and write on a sticky note what has caused you to stop reading. We will come back to the floor and discuss some solutions. Independent Reading:Teacher should confer with students when they have lost focus and have a discussion. Students may also write on a sticky note or their reader’s notebook when they become distracted and what caused them to be distracted during their independent reading. Share:At the end of reading workshop, follow up with a share time in which students turn and talk to their partners about any distractions they experienced and what strategies they tried out to re-engage themselves in their reading. Teacher may chart distractions and solutions with the class.Minilesson:Reading Log Procedures L/F7Objective(s):Thoughtful readers keep track of their reading by using a log.?TEKS:19ANotes:There are different kinds of reading logs. Find one that works best for your kids and your class. If students will be keeping track of their at home reading as well, stress the importance of bringing the log and book back and forth each day. Explain to parents that this is an expectation as well. ?Provide a daily incentive to those who bring their log and book back to school. Make this a big deal, and they will see the importance. Research shows that students who read 40 minutes or more a day have an achievement percentage of 90% or better. (Anderson, Wilson & Fielding 1988)Materials:Reading Log (See Appendix) Teacher and student notebooks, chart paper and markersConnect:connect today’s work with ongoing workstate teaching pointDiscuss the strategies they have been using to stay engaged in their reading. Introduce a reading log and talk about how it is another tool to help them stay engaged during reading. Readers, we have been learn strategies on ways we can stay engaged in reading. Today I am going to show you how to keep track of your reading. Having a reading log is a tool that you and I can use to reflect on your reading. Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeExplain that during independent reading time, students will be keeping track of their reading with a Weekly Reading Log. Show the sample reading log. Explain that this will be a good way for you to get to know them as a reader and see what they have accomplished during reading time so you can help them become a stronger reader.?Tell students that you will look at their reading logs weekly. If you plan on taking a grade explain this as well. Have the rubric ready to show them.Model how to fill out the log. Active Engagement:ask partners to turn & talk, listen, observe, & coachHave students fill out their log for today. Go over reading workshop expectations again. Link:restate teaching pointtell how learning can be used in futureToday and every day, Readers you will complete a reading log after reading time. Today I will stop you a few minutes before reading time is over. We will come back down to the floor and fill out our reading log. Independent Reading:Students will go back to their desks and begin reading their “just right” books. Teacher will confer with students making sure they are choosing appropriate books. Share:At the end of workshop time, look at the clock and let them know how long they read. Have students bring their reading log and book to the floor to fill out the amount of time read and the ending page. If students read more than one book, show them how to write the number of pages of that book and start recording a new book.Minilesson:Readers Set Goals L/F8Objective(s):Thoughtful readers set goals to read with engagement for longer periods of time.TEKS:19ANotes:Starting today, teachers will track the number of minutes that the class reads simultaneously without interruption. When one student becomes disengaged, teachers will make note of the time. When several students become disengaged, the teacher should call the students together for the mid-workshop teaching point. Teachers should focus on behaviors that signify disengagement and provide students with suggestions for problem solving the key areas that are making it difficult for students to remain focused. Continue to monitor the amount of time that students read independently over the new few weeks. As students build stamina, gradually reduce the frequency of progress monitoring to 1-2 times each week. Materials:Things that Cause Readers to Lose Focus During Reading anchor chart from previous lessonClass Engagement Graph Connect:connect today’s work with ongoing workstate teaching pointReaders, I am ready to prepare you for your next challenge – to read longer and stronger during independent reading without losing focus on your book. One strategy for reading longer and stronger is by making a personal goal for yourself. Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeTell students that as a class, they are going to continue to make note of anything that causes them to become disengaged while reading. Refer back to the disengagement chart. Show the students the Class Engagement Graph. Explain to them that you will monitor their engagement as a class. For each period of time that the class is reading independently, the teacher will make note of whether all students are reading without distraction.I know you are capable of reading for longer periods of time. At different times, all readers – even strong readers – lose focus when they are reading. Let’s take a look at the list of things that cause us to lose focus when we are reading. Next, explain that to improve stamina readers set goals to read for longer periods of time. After you model making your goal, have the students write their reading goal in their readers’ notebook. Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedAsk students to turn and share with their partner the amount of time in minutes that they think the class will read without interruption. Listen in on their conversations, making a mental note of who has realistic predictions and who does not. Link:restate teaching pointtell how learning can be used in futureToday and every day, stay focused on yourbook so that we can reach our goal together of reading longer and stronger. If you become “disengaged” in reading today, stop and write on a sticky note what has caused you from reaching your goal. We will come back to the floor and discuss some solutions. On the Class Engagement Graph, record the date followed by IR1 (independent reading 1). Independent Reading:Remind students that each and every day as they are reading that it is important for them to build stamina, so that they are reading long and strong. Teacher will observe students stamina and take notes. Share:At the end of reading workshop, compare students’ actual time they were able to read with engagement with the new goal. Minilesson:What to do when the Teacher is Pulling a Small Group L/F9Objective(s):Thoughtful readers respect the reading time of others by becoming problem solvers.TEKS:2.3Notes:Before this lesson, consider the procedures that you want in place when you are meeting with small groups, and a student needs your attention.Materials:Chart paper and markersConnect:connect today’s work with ongoing workstate teaching pointReaders, we have been talking about how reading lots of books and practicing your reading can help you become a stronger reader. During our reading time, I will meet with you individually or in small groups. It is really important that when I am meeting with a student or a small group, these conferences don’t get interrupted, so you can learn and I can coach you. Today, I am going to teach you what you can do to solve your problem so that learning is not interrupted.Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeBefore we start talking about ways to solve our problems, I would like to show you what a small group conference looks like.Choose a few students to help you demonstrate what a small group conference looks like. Pull those students to your small group teaching area and act out a lesson. Have students tell you what they noticed. {The teacher was teaching students to ____. The students were learning about____.}We are going to create a list of things we can do to not interrupt a conference. We can post this chart in the room. Create a chart as a class of what to do when the teacher is pulling a small group and you have one of these questions or concerns.Suggestions: Bathroon use, someone is bothering you during reading time, need to go to the nurse, and so on. This chart will be ongoing.Active Engagement:ask partners to turn & talk Have students turn to their partner and talk about why it is important to not interrupt a conference and what they can do to solve their problems.Link:restate teaching pointtell how learning can be used in futureToday and every day, Readers, I will be coaching students in a small group. The expectation is that there will be no interruptions when I am meeting with a group. You will continue to stay focused on your book so that we can reach our goal we talked about yesterday together of reading longer and stronger. If you become “disengaged” in reading today, stop and write on a sticky note what has caused you from reaching your goal and come up with a solution. Independent Reading:Teacher will pull a small group of students and make note of the behaviors that are observed from students, both in the small group and independently reading to determine issues that may need to be addressed. Share:Gather students to the floor. Discuss problems that you noticed as well. Have students come up with solutions to these problems so they feel that they are a community of learners. Add any ideas to your chart.Minilesson:Getting To Know Your Reading PartnerL/F10Objective(s):Thoughtful readers enhance their reading experience by sharing it with a reading partner.TEKS:2.3Notes:Prior to teaching this lesson, you will need to choose partners for each of the students. When picking partners, be sure to consider reading levels and interests. ** This lesson is a modified version of Reading in the Company of Partners from Lucy Calkins “Building A Reading Life”.You could partner up with another teacher to model for the classes how the interview should go. Materials:Questions We Ask to Get to Know a Reading Partner chart (Appendix)Tips for Interviewing a Reader chart (Appendix)Connect:connect today’s work with ongoing workstate teaching pointReaders, another way to grow as readers is to talk about your reading with a partner. I have chosen a reading partner just for you. You may or may not know your partner well, but I am certain that as time progresses, you and your partner will become strong readers together.Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeYou will be meeting with your reading partner every day. Before you can begin this exciting adventure, you need to get to know your partner a little better. Today, partners will be interviewing each other by asking questions about their reading life. Let’s discuss how to interview someone.Share the “Questions We Ask to Get to Know a reading Partner” chart. Share the “Tips for Interviewing a Reader” chart with the students. Explain that when you start an interview, you follow the person’s lead. You might start by asking your partner if you can look at their reading log. When looking at their reading log, look for books that you enjoy reading, because these will be interesting to both of you. Model for the students what this might look like, as you and your colleague have a conversation. Model jotting down notes and being an intent listener. Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedHave the students discuss what they noticed when they watched you and your partner teacher do an interview. (Suggestion) Make an anchor chart of what partner share sounds like and looks like. Link:restate teaching pointtell how learning can be used in futureStudents will interview each other during reading time. If time permits, they may read independently after the interview. Today you will meet with your reading partner and get to know him/her by using the interview questions. Independent Reading:Teacher will monitor noise level during partner time and review expectations if needed. Share:Once both members have had a chance to interview each other, call them back to the carpet. Bring to light one or two aspects that caught your attention. Minilesson:Choosing What To Share With Your Partner/Using Sticky NotesL/F11Objective(s):Thoughtful readers determine what they are going to discuss with their partner prior to meeting with them. TEKS:2.3CNotes:Sometimes you may assign the partners something they need to look for and share, but often times, it will be their choice. This will be the 1st of 4 lessons specifically focusing on using sticky notes to help plan what they will share with their partners. Materials: Sticky Notes Anchor chart, “Things We Can Share With Our Partner” A book that you have read in the past, or a portion of a book you want to share that has a funny partConnect:connect today’s work with ongoing workstate teaching pointReaders, one of the neat things about this partnership is that you get to meet almost every day to discuss what you’ve read. You will only have a few minutes each day to share. It will be very important that you come to the meeting prepared with what you are going to share. Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeShare a story about a time you had exciting news to share with a friend. Discuss how it will be very confusing to your friend if you shared a bunch of little things out of order. Make the connection of how readers think about and plan what they want to share. Show the students your anchor chart, “Things We Can Share with Our Partner.” Explain that one thing you might choose to share is a funny part of your book. Jokes and funny situations are always better when shared with a friend. Add “a funny part” to the anchor chart. Read to the students from a preselected text that has a funny part, or remind students of a book you have read in the past. Choose a funny part you are going to tell your partner. Model how you will use a sticky note to write the part down, page down, or a funny signal on the sticky note and mark it on the page. Discuss how these sticky notes are ways to keep track of our thinking, monitor our comprehension, and make our sharing easier. . Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedAsk students what other things they might choose to share with their partners. Have them turn and talk to their partner. Listen in on their conversations. Some things students might mention could be:scary parts, confusing parts, or interesting partsparts that make you angry, excited, make you think, or parts that remind you of somethingLink:restate teaching pointtell how learning can be used in futureToday and every day, Readers, while you are reading, you will be marking a part of your text that you want to share with your partner. It will be important that the part that you pick be a part that you can talk a lot about. Remember, being able to stop and write your thoughts down is a way to monitor your comprehension and stay engaged.Share:Compliment partners who did a great job sharing.Minilesson:Genre Connections/Introduction to Fiction L/F12Objective(s):Thoughtful readers will identify the genre of fiction. TEKS:2.9CNotes:Don’t tell them the genre in the connection part of the minilesson. Materials:Teacher and student notebooksChart paper and markersBundle of fiction and non-fiction books at each tableConnect:connect today’s work with ongoing workstate teaching pointReaders, we have been choosing from a variety books. Share with me some of your favorite types of books. Today we will learn about a certain kind of genre in reading. Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticePlace a variety of books in your shopping bag. Choose cerrtain books to flip through pages and discuss with students what they notice, how they are alike, how they are different, etc.After a discussion about the books, make one pile of non-fiction books and one pile of fiction books. Introduce the word “genre” as meaning “type” or “kind” of book an author has written. Review the definitions of fiction (author uses his or her imagination to create a story) and nonfiction (author writes a true and factual text) and the purposes of reading each genre. Tell them that we are going to learn about the characterisitcs of fiction. (Suggestion) Begin an anchor chart to use throughout the year when introducing new genres. GenreDescriptionTitleAuthor’s Purpose?Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedPass out some books to the students and have them turn and talk about what are things they are noticing about fiction stories. Link:restate teaching pointtell how learning can be used in futureToday, during independent reading time, you will choose a fiction book to read. Great readers understand the story better when they are aware of the genre. You will continue to monitor your reading behavior and level of engagement. Independent Reading:Students will go through their book bags to make sure they have a fiction book to read for the rest of the unit. Students will continue to stay focused and engaged during reading time. Teacher will confer with students to make sure they have a just right book and a fiction book. Share:With their reading partner, they will share their fiction book.Minilesson:Parts of a Fiction Story L/F13Objective(s):Thoughtful readers understand the plot of a fiction book to help with comprehension. TEKS:Notes:2.9A, 2.9B, 19E Note: At this point in the year, second graders are typically reading I/J/K books. This initial fiction unit is based on this idea. Even if readers are not yet to these levels, they need to be exposed to the on grade-level expectations and concepts. Materials:A piece of chart paper to record the elements of a plotA picture book that you have previously read to the class that has a simple plot Connect:connect today’s work with ongoing workstate teaching pointYesterday, we learned about the genre of fiction books and the author’s purpose. Today we are going to learn how fiction books follow a pattern. Thoughtful readers are aware of this pattern, and use it to better understand their books. Today I will be sharing with you the PLOT of fiction stories. Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeI want to share with you some important words that you will need to know and understand when reading fiction – not just in second grade, but for the rest of your life. You may have heard of some of these words in first grade. Fiction stories have what is called a PLOT. A plot consists of CHARACTERS, SETTING, a PROBLEM, EVENTS, and a RESOLUTION. Thoughtful readers think about these things as they are reading. Let me show you what I mean. Show students a fiction picture book that you have read before. On your chart paper, record the following: Discuss how understanding the plot of the book helps you understand the story.Story Elements (Name of Book)Character Problem Events Resolution SettingActive Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedTurn and talk to your partner about a fiction story you are reading, or have read before. Tell your partner about one part of the plot – either the character, setting, problem, or solution in your story. Listen in on student conversations. This will be a good opportunity for you to gauge their level of understanding and prior knowledge of story elements. Link:restate teaching pointtell how learning can be used in futureReaders, I want you to think about the plot of your story and how understanding it helps you stay engaged. After reading a few pages, do a comprehension check. Ask yourself, “Who are the charatcers? What is the problem?” and so on.Independent Reading:Students will read their just right books and write on a sticky note a part of the plot. Teacher will observe and record students’ behaviors during independent reading in a monitoring notebook to learn more about each student. Share:Call the students back to the meeting area. Take this time to share with the class specific things that you observed working well during the independent reading time.Using Schema to Understand a Story L/F14Objective(s):Thoughtful readers use schema to help understand their story.TEKS:7ANotes:Lesson ideas are adapted from Comprehension Connections Chapter 3 Lesson ideas are adapted from Serravallo’s Reading Strategies Book, pg. 60Materials:New Read AloudTeacher and student notebooksConnect:connect today’s work with ongoing workstate teaching pointStart a T-Chart with one side with something they are very familiar with: (Chuckee Cheese, Playground outside, etc) and the other topic with a place that would be unknown to them. Start with the familiar place and have them call out their thoughts, emotions, and opinions. Fill out the chart as they are calling out. Now look at the other side of the chart. Students will call out thoughts, emotions, and opinions. This side should not have as much response. On the familiar side write going up and down in capital letters “SCHEMA”. Students, schema makes all the difference in reading. It is your feelings, experiences, thoughts, and opinions all wrapped up into one. It is everything you have ever seen, tasted, smelled, felt, or heard. Your schema is you! Schema will help you understand the stories you are reading and make them more meaningful.Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeRead a new book and model thinking about the title, thinking about the genre, the topic, if it is a series, and how it is organized. Discuss how using your schema is helping you get ready for reading. Yesterday we talked about parts of a fiction book. Knowing this will really help me get an understanding of how the book may begin. Active Engagement:ask partners to turn & talk listen, observe, & coachTurn and talk about ways to activate their schema before reading and why it is important. Discuss how one way to activate schema is to identify the genre of the book. Link:restate teaching pointtell how learning can be used in futureReaders, sometimes setting ourselves up for success helps us to stay focused and engaged. Today and every day, before beginning to read, think about how your book will go.Independent Reading:Students will continue to read their fiction book. Teacher will confer with students discussing their schema and their thinking about the text. Share:How does schema help with comprehension? Minilesson:Visualizing the storyL/F15Objective(s):Thoughtful readers visualize sounds and smells to help them understand the characters in the story.TEKS:19CNotes:If your students are mostly reading levels J/K, model how to use the picture that is already in the book to create a picture in your mind. Show students how to add what they smell and hear to the picture in their head.This is a skill to be modeled and discussed all year. Stress the importance of how great readers visualize their stories. Materials:Any familiar realistic fiction book rich in sensory details like Enemy Pie or Cloudy with a Chance of Meatballs. Connect:connect today’s work with ongoing workstate teaching pointShare with students how you noticed that they are doing a great job of thinking as they read. Remind them of how much more interesting a book is when we are actively engaged in what is going on in it. One way to be engaged and monitor our own comprhenesion is to visualize every word of the story. Readers, today, I am going to teach you how readers add what they hear, smell and feel to what you are already visualizing in your mind. Earlier this week, we talked about how great readers understand the genre and activate their schema. Those are great strategies to help you stay engaged. Today we will focus on how to visualize the characters in the story. Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeSelect a realistic fiction book. Start reading the book. Stop after a few sentences. Place a Post it under the spot where you stopped. Write ‘Stop and Think’ on the Post it note. Remind students that good readers think while they read. Visualizing is part of thinking. Show students what you visualized as you read. Add what you heard, smelled, and felt. As you model, look away from the book so students can tell you are not reading but thinking about what you just read.After reading these first two lines, I want to make sure to start my movie in my mind. I added what I felt that day to help me visualize more of the story. Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedRead a few more lines to them and remind students to think about what they hear, smell and feel and add that to their mind movie. Have students turn and talk to their partner what they see/hear/smell/feel. Link:restate teaching pointtell how learning can be used in futureToday and every day, Readers, when you are reading add what you smell, hear and feel to the movie in your mind about your character. Visualizing the characters is a strategy a great reader uses. Great readers think about their reading!If you are reading and are not able to make a movie in your mind, then you have to stop and ask yourself “Is this book too hard? Is there something distracting me?” Independent Reading:Students will read their just right books. Teacher will confer with students about what they are visualizing. Share:Highlight students who are doing a great job of talking with their partners. Minilesson:Noticing what Characters “Do” Tells About Their Feelings L/F16Objective(s):Thoughtful readers understand how their characters feel by paying attention to their character’s actions. TEKS:2.9B, Fig. 19D Notes:Prior to this lesson, start a character traits word wall to build up their vocabulary. This can be done during read aloud. When you talk about how a character is feeling, use words other that happy, sad, or mad. (Suggestion) You may want to introduce a story map as they learn the parts of a fictional story.Materials:Any familiar read aloud that has places for inferring characters feelings. Connect:connect today’s work with ongoing workstate teaching pointTell a story about a time you inferred how your best friend felt one day without her telling you. Discuss how you inferred her feelings by using your schema nd the evidence from her actions. Readers can make inferences about the characters in their books. One way that readers make inferences about the characters is by spying on the things that the characters do in their books. Today, I am going to show you how readers make inferences about how the characters are feeling by noticing what the characters do. Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeExplain to students that authors don’t tell their readers everything that they want them to know about a story because that would be very boring for the reader. Tell students to watch as you model “noticing what the characters does” to help you infer how they are feeling. Show students a list of feelings and explain how feelings can change throughout the story. Choose a familiar read aloud to model your thinking.Record your thinking on an inference character chart.My character does…My schema tells me… This makes me think that my character is feeling…Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedContinue to read from your read aloud or recap what happens up to the place you want your students to infer. After you have read the place that you want them to do some inferring, stop and tell students to think of what the character has just done, and use their schema to think about how the character might feel. Have students turn and talk with a partner. Link:restate teaching pointtell how learning can be used in futureToday and every day, Readers, I want you to pay attention to the characters and notice what they “do” to figure out how they are feeling. In your reader’s notebook, you will do a chart like the one I modeled. Independent Reading:Students will read their just right books and pay attention to the character’s feelings along with what causes the character’s feelings to change. Pull students who are struggling inferring their characters. Share:A few minutes before partner share, have students look over the places in their books where they inferred how the character was feeling. Add any unique character feeling words to your word wall. Minilesson:Noticing What Characters “Do” Tells About Their Traits L/F17Objective(s):Thoughtful readers understand their character’s personality (traits) by paying attention to their actions over a period of time. TEKS:2.9B, 19DNotes:(Suggestion) You may want to introduce a story map as they learn the parts of a fictional story.Materials:Any familiar read aloud that has places for inferring character feelings and traits.Anchor chart for making inferencesChart paper to list feeling/traitsConnect:connect today’s work with ongoing workstate teaching pointReaders, yesterday we talked about how we can infer what a character is feeling by noticing what they do. Today, I am going to show you how readers pay attention to what the character does throughout the story to help make an inference about their personality, not an emotional feeling like yesterday..Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeReview with students the list of feelings and go over what traits mean. Feelings- Character’s emotional response to the actions around them.Traits – It’s who the character is on the inside- their personality.ExcitedDisappointedUpsetAngryGenerousResponsible DeterminedMean KindTell students to watch as you model “noticing what the characters does throughout the book” to help you infer their personality. Use an example from your read aloud book to model filling out the chart. My character does…My schema tell me…This makes me think that my character is…Did you see how I paid attention to what the character did throughout the story to make an inference that he or she is a kind person?Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedTurn and talk to your partner about the importance of paying attention to our character’s actions. Link:restate teaching pointtell how learning can be used in futureToday and every day, Readers, I want you to pay attention to what the character does throught the story to make an inference about their personality. In your reader’s notebook, you will do a chart like the one I modeled.Stop and do a comprehension check and ask yourself “Do I understand the character’s personality?” If you realize you are not understanding the character, then you have to ask yourself “What caused me to lose focus?” Independent Reading:Students will read their just right books and pay attention to how the character acts to determine the traits of the character. Teacher will observe and record students’ behaviors during independent reading in a monitoring notebook to learn more about each student.Pull students who are struggling with inferring the character’s personality traits. Begin teaching “fix up” strategies in small group. Share:Highlight students who have done a great job of inferring character traits. Add new traits/feelings to your word wall and discuss.Minilesson:Partner Share/Characters/ Using Sticky Notes to Write Long L/F18Objective(s):Thoughtful readers stop to record their thoughts as they are reading to help determine what they are going to discuss with their partner prior to meeting with them.TEKS:2.3Notes:This is a 2nd lesson on the importance of using sticky notes. Last time the teacher modeled sharing a funny part. Today you will model sharing something about your character. Materials:Sticky NotesAnchor chart, “Things We Can Share With Our Partner”A book that you have read in the past, or a portion of a book you want to share that has a funny part.Connect:connect today’s work with ongoing workstate teaching pointReaders, we have been focusing on the characters in our books. Today we will be very specific and think about what we want to share with our partner about our character.Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeWhen you are reading your book, you have to pick one part that you are going to share about your character. Refer to the chart made last week, “Things We Can Share with Our Partner.” Read to the students from a preselected text that has a part were you can use your schema and text evidence to make an inference about the character. You can model your character’s feelings or traits. Model using a sticky note to show your thinking. After you have modeled your thinking, go through your notebook to choose one idea about your character that you would like to share. Talk about your character and then model writing long about it. Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedNow give students a try. Have them go through their sticky notes and choose one to talk long about. Practice talking long about their idea on that sticky note to their partner. This may or may not be the sticky note thay want to write long about. They need to practice talking before writing. Link:restate teaching pointtell how learning can be used in futureToday while you are reading think about your character’s feelings or traits and what you want to share with your partner. You will take a little bit more time writing out your thoughts in your notebook/ sticky notes on what you want to share. This is another way for you to monitor your own comprehension. If you are having a difficult time identifying how your character is feeling then you need to stop and ask yourself, “Is this a just right book? Is there a better reading spot to help me stay engaged?” Independent Reading:Students will read their just right books and pay attention to something they would like to share with their partner. Teacher will be conferring and checking their sticky notes on characters.Share:Remind the students that we need to be prepared to have a conversation with our partners every day. This helps us make the most of our partner sharing time.Minilesson:Setting: Visualizing the Story’s Time and Place L/F19Objective(s):Thoughtful readers visualize the setting in their story to help with comprehension. TEKS:2.3BNotes:Have the students continue writing in their readers’ notebook, sticky notes, or story map that they did with characters. Materials:Familiar realistic fiction textThree-Column Chart: Text/What I Envision (External)/ What I Envision (Internal)Connect:connect today’s work with ongoing workstate teaching pointDisucss all the great strategies you have taught them that readers do to help with engagement and comprehension. Choose to be engagedMake a goal Reading log Understand the genreActivating Schema Sticky Notes VisualizePartner ShareReaders, remember stories have a particular setting, usually introduced at the beginning of the story. Today we will learn the importance of being able to visualize these settings to help with comprehension. Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeRead a small portion of realistic fiction aloud to students in which there are some details provided regarding the setting. Stop and think aloud about the details that deal with setting. Write these on your anchor chart. Then using your five physical senses, think aloud about what you would envision experiencing. Record what you might hear, smell, touch, taste, and smell (as appropriate) on your anchor chart.Text evidence My Shema…Setting (Inferred)waves splashingwaves are at the beachbeachActive Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedRead another small portion of the text that deals with the setting in some way. Have students listen and then turn and talk about details that they notice and what they envision both physically (5 senses) and emotionally (thoughts and feelings).Link:restate teaching pointtell how learning can be used in futureToday and every day, we are learning how great readers stay engaged and monitor their own comprehension. One way is to visualize the setting in the story. This will help you make a movie in your head. During reading today, you will takes notes on the setting of your story. Independent Reading:Students will read their just right books and continue the strategy of envisioning various settings in which the story takes place and take notes. Teacher will pull students in a group who may be struggling with visualizng the setting. Teach “fix up” strategies in small group.Share:Share students’ work who visualized more than what the text stated. Minilesson:Setting: Understanding the Passage of Time in Fictional Stories L/F20Objective(s):Thoughtful readers visualize the details of the setting related to time to help with comprehension. TEKS: 2.3B, 19ENotes:Have the students continue writing in their readers’ notebook, sticky notes, or story map that they did with characters.Materials:Familiar realistic fiction textThree-Column Chart: Time Detail/ Story Event/ How Much Time Has Passed?Connect:connect today’s work with ongoing workstate teaching pointReaders, authors include details in the story that help the reader understand the time in which the story events taking place. Today you will learn how to monitor these details throughout the story and notice passage of time, which can help to understand both the order and the time in-between story events. Paying attention to these details will help you make a movie in your mind about your story.Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeExplain to students that the entire story can happen over the course of a day or over the course of a week, or even an entire year! Inform them that readers can often determine the amount of time that has passed by carefully monitoring the details that the author provides regarding time. This also helps readers to better understand the order of actual events in the story.Read a short portion of a familiar piece of realistic fiction aloud to students, noting details that indicate time in which the story is taking place. As you come to a detail that shows passage of time, record it on an anchor chart along with a key story event that happens along with it (e.g. sun rising over the horizon – waking up). Discuss where the event happens in relation to the structure of a story (e.g. beginning/exposition). Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedRead a bit more from the same text, having students listen and then turn and talk about details that they notice that indicate the passage of time and the key story events that correspond with each. Ask them to consider the significance of these events to the story at large.Link:restate teaching pointtell how learning can be used in futureReaders know the importance of monitoring the passage of time in a story. Today you will take notes of the details in the setting while you are reading. You can continue to fill out your chart. Independent Reading:Students will read their just right books and try this strategy of visualizing various settings in which the story takes place. Students will take notes as they read. Teacher will pull students in a group who may be struggling with visualizng the setting.Share:Discuss some questions: How does the author of your story show passage of time? How does noticing how time passes in a story help you as a reader?Minilesson:Partner Share/Setting / Using Sticky Notes to Write Long L/F21Objective(s):Thoughtful readers stop to record their thoughts as they are reading to help determine what they are going to discuss with their partner prior to meeting with them.TEKS:2.3Notes:This is the 3rd lesson on the importance of using sticky notes. Last time the teacher modeled sharing a funny part and characters. Today you will model sharing something about your setting. Materials:Sticky NotesAnchor chart, “Things We Can Share With Our Partner”A book that you have read in the past, or a portion of a book you want to share that has a good description of the setting.Connect:connect today’s work with ongoing workstate teaching pointReaders, we have been focusing on characters and setting in our books. Today we will be very specific and think about what we want to share with our partner about the setting. Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeWhen you are reading your book, you have to pick one part that you are going to share about your character. Refer to the chart made last week, “Things We Can Share with Our Partner.” Read to the students from a preselected text that has a part were you can use your schema and text evidence to make an inference about the setting or infer why it is important. Model using a sticky note to show your thinking. After you have modeled your thinking, go through your notebook to choose one idea about the setting that you would like to share. Talk about the setting and then model writing long about it. Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedNow give students a try. Have them go through their sticky notes and choose one to talk long about. Practice talking long about their idea on that sticky note to their partner. This may or may not be the sticky note thay want to write long about. They need to practice talking before writing. Link:restate teaching pointtell how learning can be used in futureToday while you are reading think about the setting and what you want to share with your partner. You will take a little bit more time writing out your thoughts in your notebook/ sticky notes on what you want to share. This is another way for you to monitor your own comprehension. If you are having a difficult time identifying the setting then you need to stop and ask yourself, “Is this a just right book? Is there a better reading spot to help me stay engaged?” Independent Reading:Students will read their just right books and pay attention to something they would like to share with their partner. Teacher will be conferring and checking their sticky notes on characters.Share:Remind the students that we need to be prepared to have a conversation with our partners every day. This helps us make the most of our partner sharing time.Minilesson:Test Talk- Characters/SettingL/F22Objective(s):Thoughtful readers will be assessed on their understanding of characters and setting.TEKS:2.3Notes:As a team or campus, you may create test taking strategies or an acronym for students to use as they become test takers. This lesson is a combination of students understanding the test talk language for characters and setting and modeling your school’s strategies for test taking. Materials:Practice CheckpointConnect:connect today’s work with ongoing workstate teaching pointReaders, we have been getting inside our stories as we are reading by visualizing the setting along with character’s feelings and traits based on their actions. Today we are going to learn how charaters and setting questions will look like on a test. Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeEvery three weeks you will practice reading strategies by reading a passage, or story, and answering questions. Today’s focus will be character and setting questions.Taking the time to read the title is important in giving you an idea of what the story is about. Scan the text and look at pictures to build schema. Today, I am going to read the passage with you. As I read, I want you to visualize the setting and think about the characters within the story. Begin reading and modeling the process of stopping and thinking about the setting and characters especially as characters change. Model jotting out to the side in the margins and refer to how students use sticky notes to record their thinking as they read independently. Tell them that they will learn more detail strategies of test taking skills as the year goes on. Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observed Have partners at table discuss thinking as teacher stops and asks questions during modeling of reading and thinking. Teacher will read question and highlight or circle key words in question. Model thinking about the answer and finding text evidence BEFORE looking at answer choices. Students will turn and talk about their thinking and text evidence as choose an answer choice. Teacher will explain why each answer choice is correct.Link:restate teaching pointtell how learning can be used in futureToday, it is important to think about what you are reading whether it is an independent reading, a passage with questions to answer, or for enjoyment. I want you to notice how the characters and setting parts of a fictional story questioned in this passage. Independent Reading:You can do the checkpoint as whole group or small group while the others read independently. Share:What strategies did you use during the checkpoint? How did they help you as a test taker?Minilesson:Chunk, Sum, Picture Part 1 L/F23Objective(s):Thoughtful readers make a plan to stop and think about their reading. TEKS:19 2A, 2C, 2ENotes:This is a 2 day lesson.Students will use this same technique on passages to help them pace their reading, monitor their comprehension, as well as go back and locate proof to answers more easily.Materials:Book that you read earlier in the week with the sticky notes still in-tact.Connect:connect today’s work with ongoing workstate teaching pointHold out a piece of construction paper and tell them this is a representation of your brain. Place one thing light on it. Make sure the paper does not collapse. Continue to add items on the paper. Once it collapse talk about how your brain is the same. It can go on overload when too much information is added. Make the connection to reading. Readers stop and think about what has been read throughout the book and not wait until the end of the book. Getting to the end of the book would be too much information to remember. Readers, today, you will learn how to make a plan to pace your reading to stop and think. It is called chunk, sum, and picture.Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeBegin with the CHUNK portion of the strategy. Explain to students that you are going to predetermine how often you will stop and think while you are reading. Place the sticky notes a good distance apart throughout the book. Once you have placed your sticky notes begin reading. As you read, you will be stopping to think about what you’ve read. Read to the first sticky note and stop and summarize what you just read. Explain to the students that this is the SUM portion of the lesson. *** This might be a good time to model a fix up strategy. Model how you are unable to summarize because your brain was elsewhere. Model how you are going to get engaged and back up and reread. *****After you have summarized what you just read, sketch a quick picture to represent what you just read. The picture can be a connection, a question, or a representation of someone or something that happened in the story. This is the PICTURE part.Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedHave a discussion about the importance of this strategy. Discuss and review with the students the strategies to use when they may have a difficult time during the summarizing part. Have a discussion about making sure their book is just right. Link:restate teaching pointToday and every day, Readers, you will be monitoring your own comprehension by chunking your reading, summarizing it, and picturing it during reading time.Independent Reading:Students will read their just right books and use this strategy. Teacher will confer or pull small groups. Share: Get with a partner and go over their chunk, sum, and picture from their book.Minilesson:Chunk, Sum, Picture Part 2L/F24Objective(s):Thoughtful readers make a plan to stop and think about their reading. 19 2A, 2C, 2ETEKS:Notes:Today’s lesson is a continuation of the lesson Chunk, Sum, and Picture, Part 1. Materials:Sticky notesContinue the book from yesterday. Have predetermined places to stop and think about what you have read. Connect:connect today’s work with ongoing workstate teaching pointGood readers stop and think frequently when reading and are able to retell what they have just read. This is another way to monitor your own comprehension.If you are able to retell your story to your partner, then you know, you are enaged in your book. Today, you are going to revisit the same strategy – Chunk, Sum, and Picture. I am going to model for you again this strategy.Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeBegin with the CHUNK portion of the strategy. Explain to students that you are going to predetermine how often you will stop and think while you are reading. Place the sticky notes a good distance apart throughout the book. Once you have placed your sticky notes begin reading. As you read, you will be stopping to think about what you’ve read. Read to the first sticky note and stop and summarize what you just read. Explain to the students that this is the SUM portion of the lesson. *** This might be a good time to model a fix up strategy. Model how you are unable to summarize because your brain was elsewhere. Model how you are going to get engaged and visualize the story. *****After you have summarized what you just read, sketch a quick picture to represent what you just read. The picture can be a connection, a question, or a representation of someone or something that happened in the story. This is the PICTURE part.Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedHave a discussion about the importance of this strategy. Discuss and review with the students the strategies to use when they may have a difficult time during the summarizing part. Have a discussion about making sure their book is just right.Link:restate teaching pointtell how learning can be used in futureToday and every day, Readers, you will be monitoring your own comprehension by chunking your reading, summarizing it, and picturing it. When independent reading time is over, you will give them a few minutes to transfer their sticky notes to their story window page. They will then use this page to help with their quick retelling of their story to their partner.Independent Reading:Students will read their just right books and practice this strategy. Teacher will observe and record students’ behaviors during independent reading in a monitoring notebook to learn more about each student.Share:Bring the students together to share some things that you saw going well. Minilesson:SequenceL/F25Objective(s):Thoughtful readers use knowledge of story elements to help sequence events in a fiction story.TEKS:2.9, Fig. 19ENotes:Have the students continue writing in their readers’ notebook, sticky notes, or story map that they did with characters and setting.Materials:Familiar fictional text Jack and Jill or Three Little Pigs sentence strips (see resources)Crafty Fox Story from Sequence PowerPoint (slides 1-4) Sentence Strips - one set for each student partnership (see resources)Story Map Organizer for Crafty Fox and one for your read aloud. Story Map Organizer for each studentConnect:connect today’s work with ongoing workstate teaching pointReaders, fiction stories are typically arranged in a sequential fashion in which one action typically has to happen before another can take place. Today you will be exploring the sequence of a story and how it provides organization for the story that you are reading.Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeDisplay the “Jack and Jill” sentence strips and model placing these in order for students, thinking aloud about what you know about the plot elements and how they appear in fictional stories, as well as your thoughts about the events that must happen before others for the story to make sense.Sequencing is another strategy that will help with your comprehension. Sequencing puts events in order from first to last. This order is what makes a story make sense. It allows you to chronologically visualize what is happening in the story.Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedLocate The Crafty Fox story (slides 1-4 in the Sequence PowerPoint) or another short, traditional tale and read aloud to students. Then, have turn to one another and discuss the correct order of events from the story, arranging sentence strips from the story in the correct order. Encourage them to discuss why certain events had to come before/after others. Walk around the partnerships as they are discussing, listening in and noticing student observations. Story Map Graphic Organizer for The Crafty Fox.Link:restate teaching pointtell how learning can be used in futureToday you will notice the sequence of events in your just right book. You will work in your reader’s notebook, continue the story map, or start a new story map. Return to the familiar text that you’ve been reading and the story map you have been using or a new one. Fill in the characters, setting, and now events in sequence. Independent Reading:Students will read their just right books and record their thinking on sticky notes. Teacher will pull groups or confer with students about sequence.Share:Bring the students together to share some things that you saw going well. Minilesson:Sequence Test TalkL/F26Objective(s):Thoughtful readers understand the unique language of formal assessments and respond to mulitple-choice and short-answer questions.TEKS:2.3Notes:As a team or campus, you may create test taking strategies or an acronym for students to use as they become test takers. Materials:Short fictional passage with sequence type questions. One for modeling and one for them to practice with partners. Connect:connect today’s work with ongoing workstate teaching pointReaders, tests are sometimes written in language that is different from the way that we speak to one another. Today you will learn how good readers and good test takers think about the language of tests to answer sequence questions.Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeRead a short fictional story. Share your thinking while reading the text. Explain that good readers and good test takers have smart ways of thinking about questions that relate to sequence. Read the questions. Explain that good readers and good test takers must first recognize what the question is asking. Think aloud, pointing to key words and clues within the question that help you determine that the question is asking about the sequence of events. Circle key words and discuss how these clues help you know what the question is about. Look over the answer choices and discuss the language of the each of answer choices. ?What happened in the end? What happened next? What happened before/after _____? When did (event) happen? What were the first (two, three) things that happened? What happened right after? Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedDisplay another sequence question. Have students turn and talk with their partners about key words within the question. ?Discuss how they are about to look at a passage with questions. Have them tell you the strategies they have learned to help monitoring their reading. Link:restate teaching pointtell how learning can be used in futureToday it is important to think about what you are reading whether it is an independent reading, a passage with questions to answer, or for enjoyment. It is important to use your strategies we have learned. We have just learn chunk, sum, and picture strategy. Let’s look at the passage. Now, instead of sticky notes for the chunk part, we will draw a line at the places to where we should stop to do the sum and picture part. Today you will work on answering comprehension and sequence type questions. Distribute copies of the independent practice. Allow students to work in pairs (or independently) to answer the questions. Independent Reading:Fiction passage with comprehension and sequence type questions. Then read independently. Share:Share specific strategies you saw tudents using while reading the passage. Minilesson:Getting “Hooked In “ to the Story’s ProblemL/F27Objective(s):Thoughtful readers identify the conflict/problem in a story to help with comprehension.TEKS:2.9Notes:Continue using Story Map Organizer Materials:NEW fictional textNote: If conducting a multi-day study of story elements, you may want to return to the same story that you’ve been analyzing on previous days.Story Problem/Conflict slides from Story Elements/Plot PowerPoint (slides 6 & 7).Story Map Graphic Organizer Connect:connect today’s work with ongoing workstate teaching pointWe have been learning about the characters, setting, and events in fiction stories. Today we will focus on the conflict or problem in the story.Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeDisplay the Story Problem/Conflict slide from the PowerPoint (slide 6). Tell the students that conflicts are the difficulties or challenges characters face and work to solve in a story. Conflicts or problems are introduced towards the beginning of a story because this is what grabs the readers’ attention and makes them want to continue reading the story. The problem (or conflict) hooks the reader and keeps them reading until the problem is resolved. Refer to the example from the PowerPoint of The Three Little Pigs (slide 7) to illustrate the concept of “hooking” the reader.Read the beginning of a new book where the problem/conflict is first introduced. Have the students listen for the problem/conflict as you read aloud. Discuss how the main character is the one who will most likely have the main problem. Model your thinking by discussing when you think the problem is introduced.Do not read past the problem.Fill out your Story Map Organizer or anchor chart. Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedHave the students turn and talk abut the importance of determining the problem in the story. Identifying the problem helps them determine importance of the story. Link:restate teaching pointtell how learning can be used in futureToday and every day, Readers, you will need to understand what the conflict/problem is in your story. You may have already identified it, or you may be reading about it this week. Either way, you will need to be able to discuss it this week with your reading partner, so please make sure you have marked it in your book or reader’s notebook. Independent Reading:Students will read their just right books and record their thinking on sticky notes. Teacher will confer or pull small groups about their reading.Share:How does understanding the problem help you with your comprehension? Minilesson:Predictions Using Schema and Text EvidenceL/F28Objective(s):Toughtful readers make predictions about what will happen next by using schema and text evidence.TEKS:Figure 19 C, DNotes:If conducting a multi-day study of story elements, you may want to return to the same story that you’ve been analyzing on previous days.Materials:Familiar fictional textConnect:connect today’s work with ongoing workstate teaching pointReaders, yesterday we identified the problem in the new book I began reading to you. One of the most important things we will learn this year has to do with predictions. We make predictions every day. Today we will make a prediction about our story from yesterday. Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeModel going back to what you read yesterday about your characters and the problem. Read out loud your sticky notes and share with them what you are thinking about what you think might happen. Good readers make predictions while they are reading. Yesterday, we started a book, and discovered that the character was faced with a problem. If we want to make predictions, we have to use our schema, what we know about the character, and what we know about the problem from text evidence.When we make this type of prediction, we want to say something like, “I think ___ will happen, because __ (in the book it says, when this happened to me, the character seems like he or she might decide to, etc.)Model writing a sentence in your notebook by using one of the sentence starters about your prediction. Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedClass, I want you to turn and talk about what you notice I did as a reader before I made the prediction. Share a couple of ideas you heard. Be sure to include “I think ___ will happen, because___.”Link:restate teaching pointtell how learning can be used in futureToday and every day, great readers make predictions based on schema and text evidence. This is another way to monitor your own comprehension because great readers stay engaged in reading. Making predictions while you read is another strategy to keep you engaged in reading.Today as you read, you should stop and make your prediction of how the problem is solved or what you think will happen next if you have already read past the problem. (Story Map Organizer, reading notebook, sticky notes)Independent Reading:Students will read their just right books and record their thinking on sticky notes. Teacher will confer about predictions and focus on text evidence.Share:Bring the students together to share some things that you saw going well. Minilesson:Changing PredictionsL/F29Objective(s):Readers continue to make and revise predictions as they read based on schema and text evidence.TEKS:Figure 19.C, DNotes:Continue using Story Map OrganizerMaterials:The same text you used in the previous lesson about making predictions.Connect:connect today’s work with ongoing workstate teaching pointToday I am excited to continue reading my book. Yesterday we made some very good predictions about what would happen next, and I can’t wait to find out!!But, we may need to change our predictions based on a few more pages I read. Thoughtful readers change their predictions as they read!Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeRead a page or two in the book you have been sharing with the class. Model changing your prediction about what will happen next based on the new information you have just read. Explain to students that predictions can constantly change as they are reading. The important part is that the predictions still have to be reasonable. They still have to be based on schema and text evidence.Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedRead a couple of more pages. Ask the students to turn and talk to their partner about their predicitons based on their schema and text evidence. Listen in on their conversations. After a couple of minutes, share a few of the predictions you overheard.Link:restate teaching pointtell how learning can be used in futureReaders make and revise predictions the entire time they read. Making predictions is another way of thinking about your text. It shows that you are engaged in your reading. These predictions should always come from your own experiences as well as text evidence.(Story Map Organizer, reading notebook, sticky notes)Independent Reading:Students will read their just right books and record their thinking on sticky notes. Teacher will observe and record students’ behaviors during independent reading in a monitoring notebook to learn more about each student.Share:Bring the students together to share some things that you saw going well. Remind them that they will be using their sticky notes to help them with their retellings, as well as to help them share important parts with their partners.Minilesson:ResolutionL/F30Objective(s):Readers relate the story problem to its solution to aid in comprehension.TEKS:2.9Notes:Not all students will know the solution to their stories. Please let them know that they will continue to think about all the plot elements even if it is not the same day as your teaching. They will need to have some type of finished story map organizer when they finish their book. Materials:Analyzing Story Elements Graphic Organizer (see resources)Story Map (see resources)Connect:connect today’s work with ongoing workstate teaching pointWe have learned about the characters, setting, events, and problems in fiction stories. Today you will focus on how the main problem in the story is solved, or the solution (resolution).Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeRevisit the text and reread the portion where the main problem is first introduced. This will help the students prepare to find the resolution. Then, skip ahead to the portion of the story where the main problem is resolved. Read this portion of text aloud. Have the students listen for how the problem is solved. Share your own reflections about whether this solution surprised you or whether it was what you predicted would happen when you first came to the problem in the story. Reflect upon whether you thought the author did a good job in resolving the story or whether the resolution needs more work.Model writing the resolution on your story map, sticky note, or reader’s notebook.Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedHave the students turn and talk about the importance of understanding how the problem was solved. Have students use these sentence starters: ____________ (problem) is solved when _______________. I like/dislike this solution because _______________.Link:restate teaching pointToday and every day, Readers, you will examine how the problem is resolved in your story. Students should take some type of notes as they read.(Story Map Organizer, reading notebook, sticky notes)Independent Reading:Students will read their just right books and record their thinking on sticky notes. Teacher will pull groups according to needs. Share:Bring the students together to share some things that you saw going well. Remind them that they will be using their sticky notes to help them with their retellings, as well as to help them share important parts with their partners.Minilesson:Test Talk- Story Elements (Problem, Predictions, & Resolution)L/F31Objective(s):Thoughtful readers interpret the unique language of formal assessments and respond to mulitple-choice and short-answer questions.TEKS:2.3Notes:Please discuss how today they will focus on problem and prediction, but it will also be a review of all the story elements in a fictional story. Materials:Short fictional passage with story element questions. One for modeling and one for them to practice with partners or independent. Chart paper and markers for anchor chart.Connect:connect today’s work with ongoing workstate teaching pointReaders, tests are sometimes written in language that is different from the way that we speak to one another. Today I will demonstrate how good readers and good test takers think about the language of tests to answer story element questions. .Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeRead a short fictional story. Share your thinking while reading the text. Display two questions that are not present in the students' independent practice-- one representing an example of a story element question and one representing a non-example. Do a couple problem, resolution, and prediction questions. EX: Where does the story take place? What does the word frenzy mean? Explain that good test takers must first recognize what the question is asking. Think aloud by differentiating between the two questions, pointing to key words and clues that help you recognize when a question is asking about things related to story elements.Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedHave students turn and talk with their partners to come up with another story element type question. Create a Story Elements Test Talk anchor chart by recording the question stems on chart paper.Review with them the strategies they have learned about monitoring their own comprehension. Review the chunk, sum, and picture strategy and have them draw the lines under the paragraphs for the chunk part. Link:restate teaching pointtell how learning can be used in futureToday you will work on answering story element comprehension questions. Distribute copies of the independent practice. Allow students to work in pairs (or individually) to answer the questions. Let’s read each question and discuss the type of question it is. Independent Reading:Fiction passage with comprehension questions. Then read independently. Share:Share specific strategies you saw students using to help with their passage. Minilesson:Context Clues L/F32Objective(s):Thoughtful readers use context clues to comprehend unfamiliar words. TEKS:2.3CNotes:This may need to be 2 days. Materials:Reader’s Notebook or Sticky NotesChart paper and markersConnect:connect today’s work with ongoing workstate teaching pointReaders, if you can hear me, please raise your snooble. Students will likely giggle, but simply repeat the instruction until one or two students begin raising their hands. Once other students begin to catch on, confirm that the nonsense word “snooble” meant hand. Ask a volunteer to explain how she guessed the correct meaning of the nonsense word. Today, you will learn how good readers use context clues to figure out the meaning of unfamiliar words. Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeExplain that good readers often use context clues to decode unfamiliar vocabulary words. Point out that other words in the text may give them hints about the meaning of words they do not know.Display a few example sentences on the board to demonstrate the use of context clues in decoding word meanings, such as:The angry dog barked?ferociously, scaring the young kitten.After studying, Tom is?optimistic?he will do well on the test.The?courageous?explorer climbed the dangerous mountain.Remind the students that the other words in the sentence, or context clues, will give them an idea of what the words mean.Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedInvite volunteers to try to decode the meaning of the underlined words. Then have them come up to the board and circle other words in the sentence that served as context clues. (For example, in the first sentence, they might circle the word “angry” or “scaring” because these words indicate that the dog’s bark was ferocious.)Link:restate teaching pointtell how learning can be used in futureToday and every day, Readers, when you come across an unfamiliar word stop and think about the clues around that word to help you figure out the meaning. Write the word on a sticky note so you can share with your partner. Independent Reading:Students will read their just right books and record their thinking on sticky notes. Teacher will confer or pull small groups.Share:Discuss the importance of stopping to try and context clues to learn the meaning of an unfamiliar word.Minilesson:Taking Endings off Longer, Tricky L/F33Objective(s):Thoughtful readers solve words by taking off the suffixes.TEKS:2.3CNotes:Substitute this lesson for another word solving work if needed. If you have been doing this in small group, then use this day as a need based minilesson. Materials:Enlarged text that has several multisyllabic words that have endings as well, such as chatteringA handout with a few sentences that have multisyllabic words with endings. –ed, -ing, -er, -s, and - lyExample sentence: I suddenly saw my brother jump off the bed. Connect:connect today’s work with ongoing workstate teaching pointYesterday we learned how to use context clues with unfamialir words. Today we are going to learn another strategy you can do when you come across a word you are not sure about. Today, I am going to teach you when you come to a longer, tricky word to ask yourself, “Is there an ending I can take off?”Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should notice Start reading a page and stop when you get to the multisyllabic word that has an ending. Show how to take off the ending with your thumb. If the ending is “ly”, “er” or “est”, briefly explain what the ending means. Add an example to your anchor chart. Discuss the importance of trying to figure out what the words means and how this is just another strategy good readers use. Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedShow the kids a few sentences that have an ending. Ask them to turn and talk if there is an ending that can be taken off to help figure out what the word means. Link:restate teaching pointtell how learning can be used in futureToday and every day, during reading workshop or anytime you pick up a book, if you see a longer, tricky word, ask yourself, “Is there an ending I can take off?” Taking off the ending may help you understand what the word means. If that does not work, don’t forget to try using context clues to help with comprehension. Independent Reading:Students can record difficult words in their readers’ notebook. Share:Have students share what they did to figure out the tricky word. Minilesson:?Readers Retell their Story When They are Finished with a Book (Character’s Name) L/F34Objective(s):Thoughtful readers name the characters when they retell their book. TEKS:19 E Notes:Note: The following three mini lessons are meant to be just a review of retelling.? You may choose to do these lessons before the checkpoint.If your students are doing a good job with this, you may not need to teach these lessons.? Materials:A short familiar big book that has a clear plot line Any familiar read aloud that your students know well Connect:connect today’s work with ongoing workstate teaching pointReaders have to think about what the story is about so they can retell the story when they are finished.? We will spend time talking about what needs to go in a retelling.? Today you will talk about how important it is to name the character in your retelling. Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeI am going to show you how to pay attention to the characters’ names and name them in your retelling, but first I want to tell you why it’s so important.? It helps make your retelling clear when you use the characters’ names.? Watch me as I retell (a familiar text) without using the character’s names.? Did you see how hard it was to understand who was in the story?? Readers, I am going to retell this story again.? This time, I am going to stop and pay attention to who the characters are in my story and tell their name in my retelling.? Watch me closely. Retell the story as you flip through the pages in the book.? Use the character’s names.? When you come to a new character, pause and pay close attention to the character’s name.? Retell the story using the characters name. Discuss how it makes more sense using characters names. Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedSelect another familiar story for students to practice or you can have them retell the same story that you modeled.?? Link:restate teaching pointtell how learning can be used in futureToday and every day, pay attention to the main character while reading. You will get the opportunity to retell the story you read today to your reading partner during partner time. A few minutes before partner time have students choose the book they will be retelling to their partner.? Then give them a few minutes to rehearse their retelling. Independent Reading:Students will read their just right books and record their thinking on sticky notes. Teacher will observe and record students’ behaviors during independent reading in a monitoring notebook to learn more about each student.Share:Choose a partnership that did an exceptional job retelling.? Have them retell in front of the class and note what they did well. Minilesson:Retelling in Order so the Retelling Makes L/F35Objective(s): Thoughtful readers retell their stories in order so the retelling makes sense. TEKS:TEKS: Figure 19 E Before this lesson begins, tell students to bring a book that they have read recently to the floor. This book can be from the basket on the table or their individual book bag.?Notes:Materials:A short familiar big book that has a clear plot line Any familiar read aloud that your students know well A book from their basket or book bag that they have already read Connect:connect today’s work with ongoing workstate teaching pointReaders, yesterday we learned how important it is to name the characters in our retelling so our retelling is not so confusing!? We also need to tell the events that happened in the story in order so our retelling makes sense. Today I am going to teach you to touch the page and retell what happened so your retelling is in order.Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeReaders, I am going to show you what I mean when I say to touch the page and tell what happened.? Watch closely.? Select a familiar read aloud or big book and model how you touch each page and tell what happened. Use time order words such as next, then, after that as you retell.? Ask students to notice if your retelling made sense and was in order.Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedTell students that they are going to have a try.? Have students take out their familiar book and practice retelling the book to their partner.? Remind them to name the characters and touch each page as they retell the story.? Switch partners after a few minutes.? Observe what they do and compliment them on what you noticed. Link:restate teaching pointtell how learning can be used in futureToday and every day, pay attention to the main character and events while reading. You will get the opportunity to retell the story you read today to your reading partner during partner time. Remind them to pay close attention to the names of the characters and the order of events that happen in the story.? Independent Reading:Make note of students who struggle with retelling during the active involvement part of your minilesson.? Pull those students together for a strategy lesson before they go off to read during workshop time.? Have students practice in their independent book while you coach them. Then send students off to practice on their own.?? Go over “fix up” strategies for those struggling with comprehension. Share:Highlight students who did an exceptional job of naming the characters and retelling the story in order. Minilesson:Retelling After Finishing a Book (main events) L/F36Objective(s):Thoughtful readers include the main events in their retelling after they finish a book TEKS:TEKS:? Figure 19 E Notes:Note: This is the final retelling lesson before the benchmark assessment.? Replace this lesson with a retelling skill that you notice your students could use if needed. The book that you choose should have some unimportant events so you can model skipping over them. Materials:Familiar big book or read aloud? Connect:connect today’s work with ongoing workstate teaching pointThe past couple of days, we have talked about how important it is to name the characters and retell our story in order so it makes sense. Today I am going to teach you how to retell your events by taking big steps and skipping over some of the unimportant things that happen in your story. Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should notice Are you ready to watch me pretend to be a second grader retelling this story? Retell a story from the beginning.? Include the main character’s name.? Continue with the events including only the important events that happened in the story.? Model how you take big steps and skip over unimportant things that happen in the story. Show students how to skip over unimportant events and tell the important thing that has happened.? Discuss how your chose what events were important. Readers, did you notice how I retold my events by taking big steps and skipped over the little unimportant things that happened in the story? I decided those events were unimportant because if I took it out of the story, it would not make a difference to the plot. Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedTell students that they are going to have a try.? Read another page and have them turn and talk about the important thing that happened on the page.? Continue to practice as needed.? Allow both partners to have a chance at retelling. Link:restate teaching pointtell how learning can be used in futureToday when you are reading your book at your seat, remember to think about the important parts of your story.? You will be retelling your story to your partner during partner time today. A few minutes before partner reading, have students stop and find a story that they have read recently to retell to their partner during partner time.? Give them a few minutes to rehearse their retelling.? During partner time, listen in to a few partners. Independent Reading:Note students who are having a difficult time telling only the important events.? Pull students together.? Share:Spotlight a partnership that was doing an exceptional job of retelling.? Have them model their retelling in front of the class. Minilesson:Celebrate and Growing My Reading Life L/F37Objective(s):Thoughtful readers write about their meaningful reading experiences that helped them grow as readers. TEKS:?2.12 A Notes:During this lesson, students will reflect upon the work they have done as readers by composing a written response about an insight they have gained about their reading lives. Materials:Teacher-developed reading response? Teacher and student reading notebooks Chart paper and markersConnect:connect today’s work with ongoing workstate teaching pointReaders, we are the authors of our own reading lives. Every now and then readers need to pause and reflect upon what they have learned about themselvesas readers. We need to take a moment to celebrate the growth we have made. Today, we will celebrate and write about the wonderful discoveries we have made about ourselves as readers. Teach:restate teaching pointtell story related to teaching point model & think aloudpoint out things students should noticeJust think about how the books in your reader’s bag have taken you to faraway places. They have introduced you to interesting characters and start you off on fantastic action adventures. Your bag also contains your reader’s notebook, which holds the ideas and thoughts you have about books and the things you have learned. Your notebook is your own way of writing special notes to yourself. Explain to students that readers respond to books in different ways, including through written responses. Briefly share one way that you have grown as a reader. Connect it to the different reading strategies and self-monitoring processes that students have been working on during independent reading and small group. Jot those ideas down on chart?paper, similar to the one below. Areas I Am Working on as a Reader thinking while I am reading? using fix-up strategies choosing “just-right” books reading with fluency? collecting new words activating schema making a movie in my mind reading for a longer time? staying engaged / focused while reading checking for understanding when I read writing my ideas about texts on sticky notes sharing with / listening to my reading partner using chunk, sum, and picture retelling a story Model how to create a response paragraph about an insight you have gained about your reading life. You may wish to provide them with one of these conversational prompts: 1) One thing I am working on is …, 2) One way I am growing is …., or 3) Something I have learned is… Active Engagement:ask partners to turn & talk listen, observe, & coachshare example of what you heard or observedAsk students to look back through their notebooks, and think about what they have learned about themselves as a reader these past few weeks. Provide time for thinking, and then ask them to turn and talk to a partner about an insight they have learned about themselves as a reader. Link:restate teaching pointtell how learning can be used in futureToday I want you to be excited about the important work that you have been during in reading workshop. I want you to notice how you are growing as a reader. You will write a paragraph that shares how you have grown as a reader. (Suggestion) Look around the room and discuss all the anchor charts on the walls and all the concepts they have learned. Independent Reading:Have students compose a written response about themselves as a reader during independent reading. Once finished they can read independently. Share:Share some of their reading responses. ................
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