3rd grade english language arts/reading pacing calendar · 3rd grade english language arts/reading...

Humble ISD 2011-2012

3rd Grade English Language Arts/Reading Pacing Calendar

Humble ISD 2011-2012 3rd Grade Reading Calendar

Revised 7/11 1

Independent Reading Lesson Guides are a separate document. Please access through ELAR Department’s website.

Unit Weeks Dates Comprehension Strategy

1 August 22-26

2 August 29 – September 2 1

3 September 6 – 9

Monitor/Self – Correct

4 September 12 – 16

5 September 19 – 23 2

6 September 26 – 30

Schema/Activate & Connect

7 October 3 – 7

8 October 11 – 14 3

9 October 17 – 21*

Questioning

10 October 24 – 28

11 October 31 – November 4 4

12 November 7 – 11

Visualizing

13 November 14 – 18

14 November 28 – December 2 5

15 December 5 – 9

Inferring

16 December 12 – 16*

17 January 3 – 6 6

18 January 9 – 13

Inferring

19 January 17 – 20

20 January 23 – 27 7

21 January 30 – February 3

Inferring

22 February 6 – 10



25 February 27 – March 2

8

26 March 5 – 9*

Determining Importance/Synthesize

27 March 19 – 23

28 March 26 – 30 (STAAR)

29 April 2 – 5

30 April 10 – 13

9

31 April 16 – 20

Testing as a Genre

(Summary, Author’s Purpose, Organization, Graphic Organizers)

Reteach/Review

32 April 23 – 27 (STAAR)

33 April 30 – May 4

34 May 7 – 11 10

35 May 14 – 18

Research Unit

36 May 21 – 25

37 May 29 – June 1* Flex Weeks

*End of Nine Week Grading Period

3rd

Grade – Unit 1; Weeks 1-3

Humble ISD 2011-2012 3rd Grade Unit 1, Weeks 1-3

Revised 8/11 2

LEARNING OUTCOMES (I CAN…)

Comprehension Strategy: Monitor/Self-Correct

Week 1

8/22-8/26

Week 2

8/29-9/2

Week 3

9/6-9/9

Get

tin

g t

he

Mea

nin

g

• Self-Monitor my reading to check

understanding (stop, think, react), making

corrections and adjustments when

understanding breaks down. (Fig. 19C)

• Monitor my comprehension by paying

attention to my thinking as I read. (Fig.19C)

• Leave tracks of my thinking as I read.

(20C/4K, 5B,F,G)

• Establish a purpose for reading and preview

text. (Fig.19A, 2C/4I)

• Predict outcomes, events, or actions that are

confirmed or contradicted. (2A/4D,J)




understanding breaks down (fix-up

strategies). (Fig.19C)

• Use strategies to refocus when meaning

breaks down. (Fig. 19C)

• Notice when meaning breaks down and stop

and repair it before reading on. (Fig. 19C)



• Predict outcomes, events, or actions that are

confirmed or contradicted. (2A/4D,J)




understanding breaks down. (Fig.19C)

• Become aware of my thinking and focus on

both the content and the process to deepen

understanding. (Fig.19C)



• Explain how monitoring helps me as a

reader. (Fig. 19)

Rea

din

g H

ab

its

• Listen to and participate in teacher-led

discussions by providing suggestions that

build upon the ideas of others. (30A,

31A/1D, 2C, 3B-D,G-J)

• Make appropriate choices for independent

reading and articulate why I made my

choice. (11A/4E,H,I)

• Demonstrate the expectations for

independent reading workshop time. (3A,

11A/4E,H,I)

• Read for increasing periods of time

(Humble ISD EOY expectation is 30

minutes of purposeful continuous reading).

(3A/4E,H)

• Produce evidence of the texts read. (e.g.,

generate a reading log or journal). (11A,

20C/4E,H,I, 4K, 5B,F,G)

Word

Stu

dy

• Use known words to monitor reading.

(1E/1B)

• Use and apply knowledge of letter sounds,

word parts, word segmentation, and

syllabication to read and spell words

(extend from 2nd

grade) (closed syllable,

vowel digraphs/diphthongs). (24A,

1Bi,v/5A, 4A)

• Spell high-frequency and compound words

from a commonly used list. (24C/5C)

• Identify, read and write contractions

(extend from 2nd

grade). (1D/1H, 4C)

(TEKS/ELPS)

Interactive Read-Aloud – 3rd

Grade – Unit 1, Week 1


Revised 8/11 3

Target(s) for the Week: Self-monitor my reading to check understanding, making corrections and adjustments when understanding breaks down; I can monitor my comprehension

by paying attention to my thinking as I read; Establish a purpose for reading; Predict outcomes, events or actions that are confirmed or contradicted;

Leave tracks of my thinking as I read.

D

A

Y

Anchor

Chart(s)

Explicit Instruction/Modeling Minilesson Focus

(Teacher Behaviors and

Student Outcomes)

Guided and/or Collaborative

Practice What will my students

be doing?

Sharing Focus (Opportunity to reteach at

close of Shared Reading

and/or Reading Workshop.)

Evidence of Learning (How will I know if my

students know it?)

Graded/Ungraded

1

Lesson Text example: *How Many Days to America by Eve

Bunting

Connect & Engage: Teacher. (T) will introduce book

providing the students. (Sts) with background knowledge about

the setting and characters of story. T invites Sts to predict what

will happen in this story.

Define Reading comprehension as understanding what we read.

Readers pay attention and think about the words and ideas as

they read. It is a voice in our head that speaks to us as we read.

The voice might say “wow, I never knew that before” or “Huh- I

don’t get this part”. T&T about what you hear and how you can

leave tracks of your thinking in your reading.

Model: T reads portion of text, modeling thinking out loud and

sharing inner voice.

Lesson recap:We are learning that reading is thinking. As a

reader it is our job to listen to the inner voice and leave tracks

of our thinking.

T will explain procedures for

Turn and Talk (T&T) (Sts

turn their face toward their

partner and make eye contact

to take turns listening and

speaking on topic assigned by

T) and then ask students to

T&T to discuss:

*predict the outcome of the

story

*connections to leaving home

*about leaving “tracks of

your thinking”

*to discuss what was read so far

*about leaving “tracks of

your thinking”

*to discuss what was read so

far.

2

Begin…

Reading is

Thinking

*I wonder

*This

reminds

me of

*Huh? I

don’t get it

Connect & Engage: Yesterday we thought about how readers

leave tracks of their thinking…

Model: Today …I’m going to ”think out loud”. I want you to

notice the thinking I’m doing. T model how to leave tracks of

thinking on Post-Its. I wonder…Reminds me

of…Wow…Feelings. (Place these “tracks” stems on anchor

chart) as T reads a few more pages of the book.

Lesson recap:You did a great job today listening to me share

my inner voice and watching me as I showed you how to write

down that thinking. Good readers keep track of their thoughts as

they read.

Sts look back at notes to

notice the kinds of things T

wrote down.

Sts will watch as T models

explicitly how to write notes

and thoughts on sticky notes.

After each T&T time,

a couple of Sts should

share their thinking

with the whole group.

At end of workshop,

Sts share their own

inner conversations

about what they read

independently

Sts engagement in the

T&T sessions,

listening, and sharing

relevant information.

T anecdotal notes as

she monitors the

conversations going on

around the room.




Revised 8/11 4

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or

Collaborative Practice What will my students

be doing?

Sharing Focus (Opportunity to reteach at close

of Shared Reading and/or

Reading Workshop.)


students know it?)

Graded/Ungraded

3

Continue…

Reading is

Thinking

Connect & Engage: We have been learning about the “Inner

Conversations” we have in our heads as we read. You have

also been watching how I leave tracks of my thinking….Today

you will get a chance to leave tracks of your thinking.

Model: T continues thinking out loud as she reads the next few

pages of chosen book.

T will explain procedures for using sticky notes, so students can

track their thinking.

Lesson recap:Nice work showing me what good readers do as

you heard that inner conversation and left tracks of your

thinking.

Guided Practice: Sts

share more of their

thinking,

Sts will be guided to

leave “tracks of their

thinking” by taking

short notes about their

responses to the text.

A few Sts will be asked

to share connections,

questions and responses

to what has been read

so far to the whole

group.

Student’s notes that

reflect their thinking.

Anecdotal notes by

teacher.

4

Continue

Reading is

Thinking

Connect & Engage: Yesterday’s lesson gave you the chance to

leave tracks of your thinking. You will practice this again today

as you notice the inner conversations you are having as I read

on in our text.

Model: T continues thinking out loud as the last section of the

text is read aloud to Sts.

Lesson recap: I can tell how much you are hearing that inner

voice and recording your thinking but the responses you just

shared. This is just what good readers do!

Guided Practice: T

gives Sts opportunities

to practice procedures

of turning and talking

and writing sticky notes

to leave tracks of their

thinking.

Sts will use their sticky

notes to share responses

and add to the anchor

chart, “Big Ideas and

lingering questions”

Sts sticky notes, oral

responses during anchor

chart.

Anecdotal notes by T.

5

Big Idea and

Lingering

Questions

Connect & Engage: All week we have been keeping track of

our inner conversations & leaving tracks of our thinking, today

we will spend time looking at that thinking and share those

thoughts with each other.

Collaborative Practice: Groups of 3 to 4

T models how Sts should discuss their thinking about the book

with a fish bowl activity.

T confers with groups to support them as they discuss the story.

T records big ideas and lingering questions on anchor chart.

Lesson recap: Readers as we more forward with monitoring

our comprehension and add more strategies, don’t forget to

continue to listen to those inner conversations as you read and

track your thinking!

Sts look at post-its and

star most important

parts –then discuss

book in small groups

Sts share any big ideas

or lingering questions

they have from the

story. Record on anchor

chart.

T jots down what

noticed about the kids’

questions and

discussions, T reads Sts

post-its looking to see if

there is evidence from

the text to support their

thinking.

MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Lesson 1; Strategies That Work 2 by Harvey & Goudvis, pp. 78

* Suggested lesson text, other text may be chosen. Lesson text must allow for students to be highly engaged, with text that is supported with pictures/illustrations and of reasonable

length and topic appropriate to the grade level. Authors such as Eve Bunting, Jane Yolen, Patricia Polacco; Cynthia Rylant are some good examples for lesson text choice.




Revised 8/11 5

Target(s) for the Week: Self-monitor my reading to check understanding, making corrections and adjustments when understanding breaks down; Use strategies to refocus when

meaning breaks down; Notice when meaning breaks down and stop and repair it before reading on; Establish a purpose for reading and preview text;

Predict outcomes, events, and actions that are confirmed or contradicted.

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Why

Meaning

Breaks

Down/Fix

up

Strategies

Connect & Engage: T previews personal reading being used for

mentor text with students, building background knowledge.

Sometimes readers can become confused while reading and stray

from an inner conversation w/text. T shares lesson focus using a

personal example of when meaning breaks down and what action

to take to get back on track. T introduces anchor chart, explains

purpose and that it will be co-constructed together throughout

week.

Record students’ reason why meaning breaks down.

Model: T reads Paragraph 1 of *_______(see materials),

thinking aloud about the confusing parts to show what happens

when meaning breaks down and what you can do to fix it. T

allows Sts to T&T to predict what they might learn from article.

Add to Anchor Chart in the Fix-up Strategies column the

strategies Sts noticed T use.

Lesson recap: Good readers notice when meaning breaks down

in their reading and they use various strategies to fix-it up.

T & T: Share examples

of when you have strayed

from inner conversation

when reading.

What are you think about

when you lose track of

your reading?

T&T: After a preview of

our text, what do you think

we might learn about?

Sts watch carefully at

what the T is doing to

get back on track.

T & T: What did you

notice me doing to make

sense of my reading

when I got confused?

Sts share how they

fixed up their

understanding when

they strayed from their

inner conversation

during independent

reading.

Sts conversations

Sts thinking from

independent reading.

(through teacher/student

conferences-“show me a

place…”)

2

Why

Meaning

Breaks

Down/Fix

up

Strategies

Connect & Engage: Yesterday’ in our lesson we learned that

good readers notice when meaning breaks down and how to stop

and use fix-up strategies. We will practice more of this today.

Model: T continues reading/thinking aloud about the confusing

parts of __________ to show what happens when meaning breaks

down and what you can do to repair it.


strategies Sts noticed T use.

Lesson recap: Good readers notice when meaning breaks down

in their reading and they use various strategies to fix-it up.

T & T: What did you

notice me doing to make

sense of my reading

when I got confused?

Sts share how they

fixed up their

understanding when


inner conversation

during independent

reading.

T anecdotal notes on

what Sts noticed and

articulated what the T

did as a reader to

monitor and repair

comprehension




Revised 8/11 6

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

3

Why

Meaning

Breaks

Down/Fix

up

Strategies

Connect & Engage: Today you will get a chance to notice when

meaning breaks down for you and select your own fix-up

strategies as we read Aim for the Stars. T introduces new article

Aim for the Stars

Model: Model first part of article- demonstrating & explaining

the distracting connection


strategies used.

Lesson recap: Today you noticed when meaning broke down

and stopped to use some fix-up strategies to repair it. Good

readers do this every time they read.

T & T: Sts make

connections to article

Sts share their own

thinking as T models first

part of article.

Guided: Sts continue

article noting when

meaning breaks down

and the fix-up strategies

used.

Sts share how they

fixed up their

understanding when


inner conversation

during independent

reading.

In independent reading,

check to see if Sts are:

• noticing when comp.

breaks down

• using some of the

fix-up strategies to

repair

comprehension

• checking the anchor

charts for help

4

Why

Meaning

Breaks

Down/Fix

up

Strategies

Connect & Engage: Yesterday we read part of the article Aim

for the Stars and noticed when meaning began to break down…

Independent Practice: Today you will have a chance to read the

rest of the article. (independently) and to observe when your

meaning breaks down and what strategies you can use to fix it.

Lesson recap: You are doing a great job as readers to notice

when meaning breaks down and then stopping to take the time to

use a fix-up strategy before you move on.

Collaborative/Indp. Practice: Sts have a copy

of Aim for the Stars. Sts

read and note their inner

conversation, when they

stray, and how to get back

on track. Sts use post-its

to mark places they stray

from inner conversation.

Sts choose a fix-up

strategy to help repair

comprehension.

Sts work w/ partner or a

small group.

Sts share their inner

conversation, when

meaning breaks down,

and what to do to get

back on track.

In independent reading,

check to see if Sts are:

• noticing when comp.

breaks down

• using some of the

fix-up strategies to

repair

comprehension

• checking the anchor

charts for help

• using post-it to mark

points of confusion




Revised 8/11 7

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

5

Why

Meaning

Breaks

Down/Fix

up

Strategies

Connect & Engage: All week we have been learning to notice

when meaning breaks down and what those fix up strategies

should look like. Today you will be able to practice this on your

own.

Sts will use article Making Art Out of Junk and the think chart

Why Meaning Breaks Down/Fix-up Strategies to record

noticings.

Lesson recap: Readers as we move on to learn new strategies

and to read new text, you will continue to notice when meaning

breaks down and use fix-up strategies to repair the meaning

before you read on. This is what all good readers do as they read.

Independent Practice: Sts read article Making

Art Out of Junk and note

their inner conversation,

when they stray, and how

to get back on track.

Sts use post-its to mark

places they stray from

inner conversation and

record information on

think chart.

Sts. work alone or w/

partner.

Sts gather back as a

group and ask students

to share fix-up

strategies they used as

they read

independently. T will

add any new responses

to the Anchor Chart.

Sts completed think

chart. (CTK pp. 42)

Why Meaning Breaks

Down/Fix up Strategies

MATERIALS: Comprehension Toolkit. (CTK) Lesson 2; and pp. 42 - Stealing Beauty is the lesson text but T may choose any informational article currently reading-

students are not reading this text, T uses only as a model for lesson strategy. T might select a National Geographic magazine, Time magazine, a professional article anything

appropriate for Sts to hear as you read and model the strategy.

Toolkit Texts Grades 2-3. (TKT) by S. Harvey, pp. 64; 68

Interactive Read-Aloud – 3rd Grade – Unit 1, Week 3


Revised 8/11 8

Target(s) for the Week: Self-monitor my reading to check understanding, making corrections and adjustments when understanding breaks down; Become aware of my thinking

and focus on both content and the process to deepen understanding; Establish a purpose for reading and preview text; Explaining how monitoring helps

me as a reader

D

A

Y

Anchor

Chart(s)



Student Outcomes)



be doing?





students know it?)

Graded/Ungraded

1

Connect & Engage: Have you ever had to read a few

paragraphs and then had to answer a bunch of questions at the

end? How did you feel about that? Last week we noticed when

we had an inner voice helping us to know when meaning

breaks down and we paid attention to the fix-up strategies we

used. This week we are going to going to stop when we hear

that inner voice, think about what we have just read and then

react to it by jotting down our thinking right on the article we

are reading.

Model: T introduces and previews the article and gives the Sts

each a copy.

Read first part of Aztec School Days article for schema for Sts.

(T may also want to use highlights from Ancient Mexico-

Where and When to help build schema for Sts).

Lesson recap: We are learning that good readers think and

react to what they are reading, especially when they hear that

inner voice.

T & T: Share how you feel

about traditional test

questions.

Sts get copies of article

Aztec School Days and skim

article-talking with partner.

Sts pay attention to

subheadings/pictures/captions

2

Connect & Engage: Yesterday we previewed the article and

gained some background knowledge using the text features to

help us.

Model: T will read, stop and record Sts inner conversation-

questions, connections, confusions, and new info. (record on

the article for Sts to see) T reads through first column and

prompts Sts thinking by naming what they are doing -

connections, questioning, etc. T may ask specific questions.

Lesson recap: As good readers, we are learning to think and

react to what we are reading. Good readers record this

thinking.

T & T: Sts what are you

thinking so far?

T & T: Sts respond to

specific questions from the T.

After each turn and

talk time, a couple of

Sts should share their

thinking with the

whole group.

At end of workshop,

Sts share their own

inner conversations

about what they read

independently

Sts engagement in the

turn and talk sessions,

listening, and sharing

relevant information.

T Anecdotal notes as

she monitors the

conversations



Revised 8/11 9

D

A

Y

Anchor

Chart(s)



Student Outcomes)



be doing?



Reading Workshop.)


students know it?)

Graded/Ungraded

3

Connect & Engage: We have been learning to think and react

to what we are reading. You will get a chance to do more of

this today as we continue to read Aztec School Days.

Model: T reads a paragraph, stops and gives Sts time to record

their own thinking on the article. T continues to read to the end

of the article.

Lesson recap: Wow readers! Look at all that thinking and

reacting you are doing as we read today. This is what good

readers do all the time.

Guided: Sts will stop, think,

react and jot down thinking

on the article as T reads.

T&T: Share some of your

thinking with your partner.

A few Sts will be asked

to share something they

wrote down or talked

about

Sts notes that reflect

their thinking, oral

responses

Anecdotal notes by

teacher.

4

Connect & Engage: We have done a lot of thinking and

reacting. Now it is time to share with others what your

thoughts and reactions have been. Good readers also share

their thinking, they don’t just keep it to themselves.

Model: T models how Sts should discuss their thinking

T confers with groups to support them as they discuss the

article

Listen in and elaborate on their thinking.

Then after collaboration, T asks students to turn paper over and

write something they think is important. (content response)

and then write how the conversations they had with their

partners added to their thinking and better understanding.

(process response). This will be used in share time.

Lesson recap: As good readers we not only think and react to

what we read, we share our thinking and reactions with others.

Collaborative Practice: Groups of 3 to 4 Sts reflect

on their thinking.

Use margin notes to help

with conversation in their

groups.

Sts start converation with:

“Something

learned/surprised me”

“Questions I have”

Share out from groups:

*What was important to

remember

*How partners’

conversation helped

them understand the

article or change their

thinking . (T can

highlight/help from

own observations to

model this)

Sts notes that reflect

their thinking, oral

responses




Revised 8/11 10

D

A

Y

Anchor

Chart(s)



Student Outcomes)



be doing?





students know it?)

Graded/Ungraded

5

Connect & Engage: We have been working to stop, think

and react to our inner voice as we have read an

informational article this week. We are going to try this

process again, but today we will use poetry. Let me show

you…

Model: T models same process used this week only using a

poem. T will model first few lines and then invite students

to join in sharing their thinking.

T will record her thinking and Sts thinking in the margins

on the poem.

Lesson recap: This week we have learned that good

readers use those inner conversations to stop, think and

react to the text. Good readers also share their thinking

and reactions with others.

Guided: Sts share their

thinking from stop, think and

react as T reads the poem.

T&T: Sts. reflect on their

thinking to support the

conversation w/ partner.

Collaborative/Independent Practice: Sts/partners

choose an article. (Day of

the Dead) or poem.

Read Write & Talk with

partner

Look for Evidence of

something learned-How

conversation helped them

understand more

Sts share how partners’

conversation helped

them understand the

article or change their

thinking

Sts explain: how

monitoring helps me as

a reader

Sts notes that reflect their

thinking, oral responses

from

Collaborative/Independent

Practice.


MATERIALS: Comprehension Toolkit by S. Harvey, Lesson 3 and Source Book for Short Text;

Toolkit Text Grades 4-5 , by S. Harvey, pp. 32-33; 34-35; . (available in Spanish and English), Toolkit Texts Grades 2-3, by S. Harvey, pp. 55. (available in Spanish and English)

The Reading Workshop by F. Serafini, pp. 90-92, Poems for Day 5 lesson

3rd Grade – Unit 2; Weeks 4-6


Revised 8/11 11


Comprehension Strategy: Schema (Making Connections/Activate and Connect)

Week 4

9/12-9/16

Week 5

9/19-9/23

Week 6

9/26-9/30

Get

tin

g t

he

Mea

nin

g

• Use my prior knowledge (schema) to help

me make connections to what I am reading

(before, during, and after) (Fig.19F)

• Make meaningful connections to myself (text

to self); to what I know about the world (text

to world); and to what I have learned from

other text (text to text) (Fig. 19F)

• Make meaningful connections to myself (text to

self); to what I know about the world (text to

world); and to what I have learned from other text

(text to text) (Fig. 19F)

• Develop schema for authors, text structures, and

genres (Fig. 19F)

• Use prior knowledge/schema to help understand

the plot’s main events (8A/4I,K)

• Recognize that prior knowledge may be

inaccurate and revise thinking accordingly (Fig.

19F)

• Respond to new learning and merge it with my

prior knowledge (Fig.19F)

• Explain how using schema helps me as a reader

(Fig. 19)

Rea

din

g H

abit

s

• Develop reading goals for myself during

independent reading time (11A/4E,H,I)

• Respond to various texts in ways (oral and

written) that reflect my understanding and

interpretation and can be supported with

relevant aspects of the text (20C/4K,

5B,F,G)

• Read for a sustained period of time and paraphrase

what the reading was, maintaining meaning and

logical order (e.g., generate a reading log or

journal; participate in book talks) (11A/4E,H,I)

• Listen to and participate in teacher and student-

led discussions by providing suggestions that

build upon the ideas of others (30A,

31A/1B,D,G, 2C,I, 3E,G-J)

Wo

rd S

tud

y • Use and apply knowledge of letter sounds,


syllabication to read and spell words (extend

from 2nd

grade)

(r-controlled vowels) (1Biv/4a)

• Use and apply knowledge of common spelling

patterns (e.g., -eigh; -ought) (1C/5C)

• Use and apply knowledge of common spelling

patterns (e.g., -eigh; -ought) (1C/5C)

• Spell single syllable homophones (24E/5C)

(TEKS/ELPS)



Revised 8/11 12

Target(s) for the Week: Use my prior knowledge (schema) to help me make connections to what I am reading (before, during, and after); Make connections to myself (text to

self); to what I know about the world (text to world); and to what I have learned from other text (text to text)

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Schema

Definition

Meaningful

Connections

to ______

(chart T &

Sts

connections

linked to

specific

parts of

text)

Connect & Engage: We will be working over the next few weeks to

expand the strategy of making connections/activating schema to help us

better understand the texts that we read. Schema is the background

knowledge each one of us has. We store it in our head much like things

get stored in a file cabinet. The information is there and when we need

it, we retrieve it. When we read about something, our brain is triggered

to recall anything we know about that topic. We use what we know to

make meaningful connections to the text. Connections are important

when they help us understand a story better.

Model: Today I will show you what I am talking about as I am reading

*____________. T has Sts T&T to activate their schema. T begins to

read the book and stops to make connections using words like When I

read the part about… it reminds me of… T may show Sts how she

makes her connection on a sticky note and codes is with an RMO for

reminds me of. T continues for a few pages, continuing to make

connections as she goes.

Lesson recap: Good readers use their schema to make meaningful

connections to help them understand what they are reading.

T & T: What do you know

about_______? What is

your schema for___?

T anecdotal notes as she

listens in as Sts T&T about

their schema/connections.

2

Schema

Definition

Meaningful

Connections

to ______

(chart T &

Sts

connections

linked to

specific

parts of

text)

Connect & Engage: Yesterday we began to use our prior knowledge

(schema) to make meaningful connections to help us better understand

the story.

Model/Guided: T will continue reading the text and thinking aloud. T

stops to let Sts make connections based on their prior knowledge and

then T&T with partner about the connection. T continues with the text.

I’m thinking about the connections I made and which ones helped me

understand this story. The most important connections I made were….

T looks back at anchor chart or sticky notes. T links her most important

connections back to the text.

Lesson recap: I can see you have done this before. You already are

demonstrating the good readers know the most meaningful connections

are the most helpful.

T & T: Think together.

Use your prior knowledge.

Connect to own

experiences/story

Can you make a connection

here?

T & T: Which connections

helped you understand the

story better? Be sure you

bring your connection back

to the text.

Share out one

meaningful/important

connection and why it

helped them

T anecdotal notes as she

listens in as partners tell

each other about

connections to see if they

are retaining their focus on

understanding the story.

Sts use sticky notes to mark

places in text where they

were able to activate prior

knowledge to assist

comprehension during IR.



Revised 8/11 13

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

3

Schema

Definition

Meaningful

Connections

to ______

(chart T &

Sts

connections

linked to

specific

parts of

text)

Connect & Engage: Yesterday we learned good readers make

meaningful connections to help them gain a better understanding of

what they are reading. Today you will get more opportunities to

practice this.

Guided: T continues reading, stopping to let students make connections

based on their prior knowledge. Continue to end of story pausing to

give partners time to make connections and share them.

Turn back to pages where prior knowledge helped connect to story to

understand better

T reminds students to think about most meaningful connections-those

that helped the most. I’m thinking about the connections I made and

which ones helped me understand this story. The most important

connections I made were…

Lesson recap: You have done a great job of using your prior

knowledge/schema to make some meaningful connections to the text we

just read. As you read you independent reading (IR) books begin to

mark places you have meaningful connections. You can include those in

your reading response at the end of IR time.

T & T: Think together.

Use your prior knowledge.

Connect to own

experiences/story

Can you make a connection

here?

T & T: Which connections

helped you understand the

story better? Be sure you

bring your connection back

to the text

Optional for Sts to record

their connections on sticky

notes or the sticky note

template.

Sts write most important

connection to the read

aloud and tell why the

connections helped them

understand the story




knowledge to assist


T anecdotal notes on Sts

important connections and

ability to tell how it

increased understanding.

4

Prior

Knowledge

/ Schema on

Fossils

Connections

to (specific

parts of

article)

Connect & Engage: We have been learning to make meaningful

connections to the text to better our understanding as we read. Today

you will get a chance to practice this with a NF article called Fossils.

Model: Prior to reading we will need to activate our prior

knowledge/schema, to help us understand what we already know about

fossils. T charts what we know (think we know) Add to chart as article

is read. T begins reading article, stopping to let Sts activate prior

knowledge/make meaningful connections and share how it helps them

understand new information. T adds to chart as the reading continues.

Lesson recap: Good readers use their schema to help them make

meaningful connections. The connections are important when they help

us understand the story better.

T & T: What do you know

about fossils/dinosaurs?

What is your prior knowledge?

Sts get copy of article

Fossils

Sts skim article looking at

pictures/captions.

T & T: Does this match

your schema/prior

knowledge?

Share how they used their

prior knowledge to make

a meaningful connection

to understand the text




knowledge to assist




Revised 8/11 14

D

A

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Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

5

Prior

Knowledge

/ Schema on

Fossils

Connections

to (specific

parts of

article)

Connect & Engage: Let’s take a look back at our anchor chart about

Fossils. Notice how all our responses focus on using schema/prior

knowledge. Good readers use this to help them understand the text.

Modeled/Guided: T continues article, stopping to help Sts activate their

prior knowledge/make meaningful connection to better understand things

like: Protoceratops; T rex. T will read to end of article as Sts continue to

note their connections and share with their partner.

Lesson recap: Good readers use their schema to help them make

meaningful connections. The connections are important when they help

us understand the story better.

T & T: What do you

know about __________?

T & T: What important

connection did you make

and how did it help you

understand the new

information?

Share how they used their

prior knowledge to make

a meaningful connections

to understand the text

Sts write most

important connection

and how it helped them

understand what they

were reading.

T anecdotal notes on

Sts important

connections and ability

to tell how it increased

understanding for this

article.

MATERIALS: Strategies That Work 2 by Harvey & Goudvis, pp. 92-93; *Lesson Text choice- text should be highly engaging and something Sts can make some connections

to (realistic fiction or a memoir work well). Ex: Every Living Thing, a collection of short stories by Cynthia Rylant; other Cynthia Rylant books; Patricia Polacco books; and Eve

Bunting books.




Revised 8/11 15

Target(s) for the Week: Make meaningful connections to myself (text to self); to what I know about the world (text to world); and to what I have learned from other text

(text to text); Develop schema for authors, text structures, and genres; Use prior knowledge to understand the plot’s main events

D

A

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Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?



Reading Workshop.)


students know it?)

Graded/Ungraded

1

Nonfiction

Features

(list features

noticed on

chart)

Connect & Engage: Let’s take a look at some great NF books. Grab

one that looks interesting. We are going to spend a few minutes looking

through them and see what we notice about all the non fiction features.

Model: T looks at her book choice *Lightening by Stephen Kramer and

notes that non fiction features are like signposts and they signal us to pay

attention. It is also helpful to know difference between visual and textual

features. T explains difference and encourages Sts to look for these. As

Sts notice different features, T begins charting and discussing further

what they notice.

Lesson recap: Good readers use the NF features to help them gather

new information as they read. This helps readers to build more schema.

Sts explore a range of NF

texts

Sts share out what they

notice

T observations and

anecdotal notes of Sts

noticings of NF features

2

Co-

construct a

(new chart)

Feature/Pur

pose (list

different

features and

the purpose

of each one)

Connect & Engage: Yesterday… Today we will describe the purpose of

each feature and the purpose- how it guides our reading and helps us

understand the information. Let’s begin with the book I was looking at

yesterday, Lightening by Stephen Kramer.

Model: Before we begin, I want to talk for a moment about accurate

information. What do you think I mean by this? T share discussion w/ Sts

about importance of gathering accurate information as we read. T begins

sharing text features and their purpose, charting as she goes. T continues

w/ features through the table of contents. T discusses each so Sts get

picture of how the feature is used to gather information.

Lesson recap: Good readers use the NF features to help them gather

new information as they read. This helps readers to build more schema.

Sts use the

Feature/Purpose think

sheet

Sts are add to think sheet

as T models

T&T: What do you think

accurate information is?

T observations and


noticings of NF features

3

Continue

Feature /

Purpose

chart

Connect & Engage: Let’s look back at chart of features/purposes. So

far we have learned…NF features can help the reader build their schema

for a topic.

Guided: T read as she & Sts work together to notice and list some of the

features (map, map keys, labels, and captions) and determine purpose.

Here is an interesting visual feature – a map. It is a particular kind of

map. What information can you get it? T facilitates discussion, fielding

questions that will further the learning. T continues this with the other

features in the text.

Lesson recap: Wow! You are doing a great job reading and using this

information to help us determine the purpose of our NF text features and

how they are helping us build our schema. We will continue to use

features to help us throughout the year.

Sts continue to add to

their think sheet as T

guides them through text.

T&T: What information

can you learn from this

map?

T&T: What information

can you learn from this

______ (feature)?

Sts share what they are

learning about NF features

and how they are helping

them build their schema.

T observations and


noticings of NF

features




Revised 8/11 16

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?



Reading Workshop.)


students know it?)

Graded/Ungraded

4

Venn

Diagram

labeled:

Bats / Both/

Birds

Connect & Engage: We have been looking at NF features that help us

build schema for the text we are reading. Good readers need to activate

prior knowledge (PK) to help them connect what they know to new

learning. Today we will see how this works using a book called

*Stellaluna. Activate your schema and think about what you already

know about bats and birds. T has Sts T&T to partner, then share with

class as T charts responses.

Model: T begins by reading first page and stops to model- I am trying to

use my PK about bats now…I know that bats can eat fruit and the book

says this is a mother fruit bat. I will add “eats fruit” under the bat

section of the chart. T discusses 1) skin/fur vs. feathers 2) bats are

nocturnal and adds to chart. How is this matching with your PK about

bats? This is what good readers do as they read; they activate their PK

and link it to the text they are reading. This helps them follow the plot’s

main events in the story. T reads further in the book stopping to activate

PK and link it to the text… Do owls eat bats? Bats sleep upside

down…(link to picture in book) Different than birds b/c birds sleep in

nests. T allows for T&T, listens in and selects Sts to share their responses

as T charts it. T models how she uses her PK to help her understand each

of plot’s main events as she is reading through the story. T finds stopping

point at end of lesson.

Lesson recap: Good readers activate prior knowledge when they are

reading. They use that PK to link to new information and this helps

understand the information better.

T&T: What do you

already know about bats

and birds?

T&T: Use you PK, is

there anything else you

know about bats and

birds?

T observations and

anecdotal notes from

T&T, whole group

discussions.




Revised 8/11 17

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?



Reading Workshop.)


students know it?)

Graded/Ungraded

5

Connect & Engage: Yesterday we read part of *Stelluluna and used

what we already knew about bats and birds to help us link to new

information and understand this story better. As I linked my prior

knowledge to the text, it helped me understand the plot’s main events.

Let’s continue doing that again today.

ModelGuided: T continues with the book stopping at point when

Stellaluna gets the grasshopper. I know that she is a fruit bat so the

grasshopper might taste good to a bird, what about a bat? T discusses

bird beak vs. bat mouth and charts information. This was another

important part of the plot. My PK helped me to understand that birds and

bats do not eat the same thing and this was difficult for Stellaluna to eat

the grasshopper but she was hungry and needed to survive. T has Sts

T&T about any other new learning so far or how their PK has helped

them understand the plot’ main events.

T continues to end of book stopping frequently to model and let Sts T&T

about PK. After story T discusses parts of story where PK really helped

her as a reader. My PK really helped me with this part of the story

because…

T then shows Sts other books by Janelle Cannon. This author has written

other books that require us to use this same strategy of activating PK. We

know after reading this book the author writes a fiction story but uses

facts about the animals within the text. We understand that in order to

really take on the new learning in the book, we must activate what we

already know about the topic and then use it to help us with the new

information in the book. I will leave these other books up here and today

during IR time, you and partner could read one or part of one try this

strategy again.

Lesson recap: Good readers activate their PK and use it when they

encounter new information to help them better understand the story.

They also notice that when the author is the same, they style of the

writing may be the same, as might the structure of the text.

Understanding this also helps us because we activate prior knowledge

about other text like this one and use that to help us, especially when we

meet new information. Try this in your IR, marking the place that had

you activate your PK to help you with new learning.

T&T: Have you learned

anything new that you can

add to your PK so you

will know more about

bats and birds?

T&T: Have you learned

something to add to chart?

T&T: How has your PK

helped you to understand

the plot’s main events?

Sts share where in the

story they were able to

really us PK to help them

understand the story better.

T observations and


T&T and share time.

MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Book 2 / Lesson 4 (Days 1-3) *Lesson Text choice- any NF book that has text features to support the lesson

focus. Interactive Read Alouds Grade 2-3 by Linda Hoyt, pp. 1 Use Prior Knowledge lesson

*Lesson Text- Stellaluna** or any book by Janelle Cannon (Verde, Pinduli, Crickwing**) or other suggested text from the Lesson Matrix on pp. ix

** available in Spanish




Revised 8/11 18

Target(s) for the Week: Respond to new learning and merge it with my prior knowledge; Recognize that prior knowledge may be in accurate and revise thinking accordingly;

Explain how using my schema helps me as a reader

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Language

That Signals

New

Learning

Connect & Engage: Today we will work with a NF book called *____________. This author is such a great writer. All of his books have great photos and unbelievable writing. This type of NF is called Trade NF and it reads more like a Nat’l Geographic Magazine. What are some of your favorite NF books and writers? NF is read so we can learn something. We expect the information to be accurate and many times we read about things we already know but also learn new facts/information. We must merge our thinking with the new information. Do you know what this means? T elaborates as needed about “merging information”. Model: Let me show you what happens when I meet new information. T models how to merge thinking with the new information, sharing the language of the new learning (“Wow! I never knew that!” “No way! I can’t believe that!” etc). Those words show how I merge my thinking- old with new. T reads a bit of book to model this once. T uses post-it and models how to write down and mark new learning with “L” in the book where new learning occurred. Lesson recap: You are learning that good readers must listen to that inner conversation so they can merge the new information they learned with their prior knowledge.

T&T: Share some favorite

nonfiction books and

writers

2

Language

That Signals

New

Learning

Connect & Engage: Yesterday we learned that we must listen to our inner conversations when we are reading NF in order to merge what we know with our new thinking. Model/Guided: T. continues modeling by marking a post-it with an “L” for “Learn” and jots down merged thinking as well. T continues to read and question new information as new learning occurs. T models how to draw a line underneath new learning on a post-it and write a wondering/question. T records language that signals new learning on anchor chart. T engages the students in the process, inviting them to share their new learning signals. Independent: T floods room with non-fiction books and circulates around the room listening in on Sts conversations and reading their written responses of new learning and wonderings (this may have to be extended into independent reading or the next IRA lesson). Lesson recap: Good readers listen to their inner conversation and notice when they have new learning. They mark their new learning and even note their questions. Merging your thinking with new information helps you better understand the topic, so continue to do this as you read, especially in your independent reading.

Guided Practice: Sts use sticky notes (or sticky note template) and clipboards to merge thinking with new learning and write it down Sts will jot down new learning on Post Its with an “L” Sts will draw a line underneath “L” and write a question beneath the line when they have a wondering.

Sts share what signals

they noticed when they

came across new

learning?

Sts think sheet with new

learning and questions

about new learning

encountered




Revised 8/11 19

D

A

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Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

3

What I

Know /

What I

Learned

Connect & Engage: Today we are going to spend some time reading

and talking about ________. I want you to T&T to your partner about

what you already know and what you think you might learn today as we

read. T selects a few Sts to share with class. It sounds like many of you

already know a lot about _______. Good readers keep what they

already know about a topic in mind as they read. They connect their

background knowledge to new information and it helps them better

understand the topic they are reading.

Model: Today as I read this article about ______, I am going to keep in

mind what I already know and connect it to the new information. It is

easier to make sense of new information when we use our background

knowledge. T introduces the anchor chart. This anchor chart is going to

show us what we already know, what we learned and how sometimes the

information we already know might not be completely accurate. This is

okay because part of the reason we read articles like this one is to clear

up any misconceptions we might have about the topic. T writes down a

few things she already knows about _______ and invites Sts to share

what they know.

T begins to read and records new learning on the anchor chart. T

continues to read and models her thinking when a misconception about

information occurs. When my BK is inaccurate, I need to change my

thinking. T charts the new information.

Lesson recap: We are learning that good readers think about their

background knowledge-what they know- and merge it with their new

learning. This also clears up misconceptions.

T&T: What do you already

know about ______ and

what do you think you may

find out?

T observations and

anecdotal notes during

T&T and class discussion.




Revised 8/11 20

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

4

What I

Know /

What I

Learned

Connect & Engage: Yesterday we began to take what we already know

and merge with new learning. We even learned how to clear up

misconceptions. Today we will continue this strategy. You will have a

copy of the article and your own think sheet to record what you already

know and what you learned.

Guided: T has students read a section of the article and record any new

learning they have in the What I learned column on think sheet. T allows

T&T time for Sts to share new learning with partner.

Now let’s share some of the new learning you had with the whole group.

Look at your notes and then we will add any new learning to the anchor

chart and you can add it to your think sheet as well. T records Sts new

learning. Sometimes our BK (background knowledge) can really help us

understand new learning, let me read this part to you and share what I

mean. T shares part of article and her new learning and connects with

something she already knew showing how it helps her makes sense of

the information. T draws arrow on chart connecting the learning (old &

new).

Lesson recap: You are doing a great job of merging your new learning

with what you already know. Using your background knowledge is

really helpful- it let’s you make sense of the new information.

Sts get copy of think sheet

T&T: What new learning

did you have after you read?

Sts share:

-misconceptions they

encountered while

reading

-connections between

what they know and new

information and how it

this connection helps

them

T observation and

anecdotal notes on Sts T&T

and sharing.

Sts think sheets from

independent article

5

What I

Know /

What I

Learned

Connect & Engage: Yesterday we really began to use our BK to help

make sense of new information. We are merging them to help us better

understand what we are reading. Today you will work with a partner to

read and talk about your new learning, clear up misconceptions and

merge your thinking with what you know and what is new. Remember

that what you learn will depend upon what you already know. Not all of

us will record the same new learning.

Independent/Collaborative: Sts will have choice between two articles

Celebrating the Day of the Dead or Sam Goes Trucking. Sts will read

and record their new learning on their own think sheet and then stop to

T&T to their partner about their thinking. T will move about the room,

facilitating conversation, supporting Sts as they work together to discuss

their new learning and any misconceptions.

Lesson recap: Good readers use their BK and merge this thinking with

new information to help them better understand the text. As a good

reader, each time you are reading notice when you encounter new

information and activate your BK to help you.

Sts will choose between two

articles and then work

independently to record new

learning on think sheet.

Sts will T&T to partner

about their new learning.

Sts will return to whole

group area to share their

new learning, how use of

their BK helped them

understand new

information.

Sts will share any

misconceptions they

were able to clear up.

Sts will share how the

use of schema/BK helps

them as a reader.

What I Know / What I

Learned Think Sheet

T observations and


conversations with partners

as they work independently

and from share time.

MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Book 2 Activate & Connect, Lesson 5 (Days 1-2) Lesson 6 (Days 3-5)

*Lesson Text for Days 3-4: Select a NF article that Sts will have some background knowledge for

Toolkit Text Grades 2-3 by Harvey and Goudvis, pp. 55 & 48(Day 5)

3rd



Revised 8/11 21


Comprehension Strategy: Questioning

Week 7

10/3-10/7

Week 8

10/11-10/14

Week 9

10/27-10/21

Get

tin

g t

he

Mea

nin

g

• Ask relevant questions (before, during, and

after reading) to learn new information, to

clarify confusion, and to understand the text

(Fig. 19B, 2B/3F, 4I)

• Stop and notice when my questions are

answered with evidence from text (2B/3F,

4I)

• Participate in student-led discussions by

posing questions with appropriate detail

(30A, 31A/1B,D,G-J, 2C, I, 3B-E,G-J)

• Explain how using questioning helps me as a

reader (Fig. 19)

• Ask relevant questions, seek clarification,

and locate facts and details about stories and

other text and support answers with evidence

from the text (Fig. 19B, 2B/3F, 4I)

• Use a variety of strategies to answer my

questions (Fig. 19B, 2B/3F, 4I)



(30A, 31A/1B,D,G-J, 2C, I, 3B-E,G-J)


reader (Fig. 19)

• Ask relevant questions, seek clarification,

and locate facts and details about stories and

other text and support answers with evidence

from the text (Fig. 19B, 2B/3F, 4I)

• Identify major and minor characters and

whether they are static or dynamic (8B/4K)

• Describe the interaction of characters

including their relationships and the changes

they undergo (8B/4K)



(30A, 31A/1B,D,G-J, 2C, I, 3B-E,G-J)


reader (Fig. 19)

Rea

din

g H

ab

its




relevant aspects of the text (20C/4K, 5B,F,G)

• Read for a sustained period of time and

paraphrase what the reading was,

maintaining meaning and logical order (e.g.,

generate a reading log or journal; participate

in book talks) (11A/4E,H,I)

• Use multiple sources, including print such as

an encyclopedia, technology, and experts, to

locate information that addresses questions

(26Aii2E, 3F, 4D)





5B,F,G)










5B,F<G)






Word

Stu

dy • Use and apply knowledge of letter sounds,


syllabication to read and spell words (extend

from 2nd grade) (open syllable CV; final

stable syllable) (1Bii,iii/4A)

• Spell complex contractions (e.g., should’ve,

won’t) (24F/5C)

• Use and apply knowledge more advanced

spelling patterns and rules (e.g., ou as in

could, touch, through, bought) (24Bvi/5C)

• Identify and use antonyms, synonyms,

homographs, and homophones (4C/3B)

(TEKS/ELPS)




Revised 8/11 22

Target(s) for the Week: Ask relevant questions (before, during and after reading) to learn new information, clarify confusion, and to understand the text; Stop and notice when

my questions are answered with evidence from text; Participate in student-led discussions by posing questions with appropriate detail; Explain how

using questioning helps me as a reader.

D

A

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Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Thick/Thin

Questions

(definitions

chart)

Asking

Questions

about

*(book title)

Connect & engage: How many of you wonder about something or ask a

question to yourself as you read? Wow! We have a lot of good readers in this

room! Asking questions is exactly what good readers do. They ask questions

before, during and after reading to learn new information, clarify confusion and

to understand the text. Good readers also notice when their questions are

answered in the text. We will practice asking questions and notice when they

are answered as we begin to read *____________.

Model: (T displays anchor chart w/ thick/thin question definitions written on it)

Asking questions is important. The questions we ask need to be thoughtful. By

that I mean, is this question I ask really going to help me understand or learn

something about this text. Sometimes these types of questions are called “thick”

questions. Thick questions often start with “Why”, “How Come”, “I wonder”.

The other type of question is called a “thin” question. Thin questions are often

asked when the reader doesn’t understand the meaning of a word or is just

clarifying something. A question that can be answered with yes or no is also a

thin question. We have all asked these kinds of questions, but as we work this

week asking questions, I want us to be thoughtful about our questions, asking

more thick questions. Those questions that will help us understand or learn

something about the text. T begins by modeling a question she has before

reading. I am already wondering… T charts her question as Sts T&T about their

questions before reading. T listens in and selects a few Sts to share, T charts

their questions. T beings reading the book. T will model asking thick questions

as she reads. T uses specific language of thick questions – “I wonder”, “How

come”, “Why”. T can model a few thin questions as well, pointing out that

while those questions come to mind, she is not going to chart them or dwell on

them. T reads & models questioning strategy for one half of the book. T stops to

notice when a questions is answered in the text. T shows text evidence to Sts as

it occurs. T can note on chart after the question if it was answered in the text by

coding a T for text. I noticed after reading _______, that this answers my

question about ________.

Lesson recap: Today we learned that good readers not only ask questions,

before, during and after reading, the questions they ask are authentic or thick

questions. These kinds of questions help the reader understand or learn

something about the text. Good readers also stop to notice when the questions

they ask are answered in the text.

T&T: What are you

wondering before we

begin to read

*____________.

Sts share connections

they have had in the IR

books and how the

connection helped them

as a reader.

T observations &

anecdotal notes from Sts

T&T and share time.




Revised 8/11 23

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

Thick/Thin

Questions

(definitions

chart)

Asking

Questions

about *(book

title)

Connect & Engage: Yesterday we began to read and ask questions

about our book *________. Good readers work hard to ask authentic or

thick questions. Questions that will help them understand or learn

something about the text. Stopping to notice when questions get

answered in the text is also something important good readers do. I will

be asking you to share your thick questions today as we continue to read.

Model/Guided: T continues with the text, modeling at least one thick

question and adds it to the chart. T then invites Sts to T&T (throughout

the book) about any thick questions they have. T listens in and scaffolds

Sts if they are having trouble asking thick questions. T will chart some of

the Sts questions on the chart. T will ask Sts to listen and notice when/if

their questions are answered in the text. T can note on chart after the

question if it was answered in the text by coding a T for text. T & Sts

work through the text to the end of the book. T models her questions

after reading, adding it to the chart.

Lesson recap: Nice work with your questioning. Good readers ask

questions before, during and after they read to learn new information,

clarify confusions and to better understand the story. Good readers

understand that sometimes the answers to their questions can be found in

the text.

T&T: What are you

wondering in this part of the

story? Is that a thick

question? What helps you to

know?

T&T: What are you

wondering now that the

book is finished?

Sts share

-What do you know

about asking questions

(what have you

learned)?

-How does asking

questions help you as a

reader?

T observations &


T&T and share time.

3

(new chart)

Asking

Questions

about *(book

title)

Connect & Engage: Today we will do the work of good readers again,

asking some thick questions as we read *_________.

Model/Guided: T will use process from Day 1 to begin the questioning

work in the selected text. T will be listening for Sts to ask thick questions

during T&T. T will select Sts to share their questions. Sts will have a

think sheet to chart their questions as they listen to the book.

Lesson recap: Good readers ask thick questions and notice when they

get answered in the text.

Sts record questions on their

think sheet as T reads text.

T&T: questions before

reading

T&T: What are you

wondering in this part of the

story? Is that a thick

question? What helps you to

know?

Sts share

-What do you know


(what have you

learned)?

-How does asking


reader?

T observations &


T&T and share time.

Sts completed think

sheets

4

Asking

Questions

about *(book

title)

Connect & Engage: Yesterday we…

Guided: T follows the process from Day 2. T reads as Sts record their

questions during reading on their think sheets and T&T. T scaffolds Sts

who are having difficulty asking thick questions. T reads to the end of the

book. Sts record questions after the reading.

Lesson recap: As good readers you understand the importance of asking

thick questions. You notice when the answers to your questions are found

in the text. You realize that thin questions still happen in your head but it

is the thick questions that help you learn something or better understand

the text.

Sts record questions on their

think sheet as T reads text.

T&T: use prompts from

Day 2

Sts share

-What do you know


(What have you

learned)?

-How does asking


reader?

T observations &


T&T and share time.

Sts completed think

sheets




Revised 8/11 24

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

5

Thinking

about

Questioning

(see page 127

of Reading

with Meaning)

Section 1 of

chart:

What do we

know about

asking

questions?

Section 2:

How does

asking

questions help

the reader?

Section 3:

How do

readers figure

our answers to

their

questions?

Connect & Engage: Boys and girls you have done some great thinking

all week as we have asked questions before, during and after our

reading. We also spent some time talking about how asking questions

helps us as readers.

Today I want us to put that great thinking on an anchor chart that we can

use over and over again. We will add to it as we learn more about asking

questions over the next several weeks.

Model: Several times this week I have shared that asking questions helps

us get our minds ready to read. So I am going to write that on a note

card and put it on our chart in the What do we know about asking

questions section of our chart? I also know that asking questions helps

me know what is going on in the book or article I am reading. So I am

going to put that idea in the How does asking questions help the reader

section of our chart. The last section of our chart is How do readers

figure our answers to their questions? So far we know that readers

sometimes find answers to their questions in the text, so I will add that to

our chart in the last section.

Guided Practice: Now I will give you a chance to think about our

anchor chart and what you would like to add that you have learned so far

about asking questions. T may have to help Sts with things they said on

previous days or jumpstart their T&T conversations. T will chart Sts

responses.

Lesson Recap: As good readers, we ask questions when we read. We ask

questions because we wonder about the text. Sometimes we need to

clarify confusion, other times we ask questions to understand what we

are reading or learn new information. We sometimes find evidence in the

text that answers a question we have asked. As you are reading your IR

books, notice when you have a wondering. You can write your question

on a sticky note and place it on the page where you had the wondering.

We will start sharing the questions we have when we are reading.

T&T: What did you learn

this week about asking

questions?

How does asking questions

help you as a reader?

Sts will write their

responses on note cards and

then place on chart in the

right section.

(answers shared at end of

lesson with whole class)

Sts share

-What do you know


(What have you

learned)?

-How does asking


reader?

T charts ideas and

reviews all ideas once

all have been placed on

chart.

Teacher observations and


T&T and share time.

Sts responses for the

anchor chart questions.

MATERIALS: Reading with Meaning by Debbie Miller, pp. 127(anchor chart for Day 5)

Strategies That Work 2 by Harvey & Goudvis, pp. 115 Thick and Thin Questions

*Lesson Text- choose text that is highly engaging for students, offering opportunities for them to ask authentic/thick questions. Text will be stretch over days (Days 1-2 and days

3-4).




Revised 8/11 25

Target(s) for the Week: Ask relevant questions to search for information, locate facts and details; Use a variety of strategies to answer my questions; Participate in student-led

discussions by posing questions with appropriate detail; Explain how using questioning helps me as a reader.

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Strategies for

Answering

Questions

(possible

examples)

-keep reading,

sometimes the

answer is in

the text

-talk to a friend

-use and share

background

knowledge

-find new

sources, do

some research

Questions/

Answers/

Strategies for

Answering

Questions

(three column

chart)

Connect & Engage: Today we are going to focus on asking authentic

questions as we read and then really thinking about what we can do to

find answers to them. Authentic questions are those questions we really

wonder about and don’t know the answer to just like some of those we

asked last week. We’ll be reading about a topic that some of you may

know about-the first time the astronauts from the United States walked

on the moon. T&T about that. T listens in as Sts T&T. I heard many of

you share what you know or ask a question you had about the moon

landing. It’s good to think about what you already know before you

begin reading. Now let’s brainstorm some ideas about trying to answer

questions. Who has an idea? T&T. T listens in and notes responses. T

supports/elaborates Sts responses and adds to anchor chart.

Model: Let’s try to use some of the strategies you suggested to answer

our questions. The information we are reading today comes from First

on the Moon. I bet we’ll have more questions as we read. As I read, I’ll

monitor my thinking to track what I understand and what I don’t.

Questions help me do that. We’ll use the chart to track questions as we

read. (T explains 3 column chart). T starts reading the text and stops to

share thinking: The sentence about the warning lights and alarms makes

me wonder that something is wrong! T writes on the anchor chart:

“What’s wrong with the moon landing craft?” We’ll keep reading to see

what happens. T shares how to chart since strategy of “reading on”

answered the question. T stops to share how to clarify understanding of

word altitude. I am always monitoring my comprehension as I read,

making sure I understand what the words in the text mean. T reads on-

How will they be able to land if there are boulders? T charts questions as

Sts T&T. T listens in and selects Sts to share. Readers use clues from text

to figure out or infer their answers. I will note this on the strategies

section of chart by my question How will they land on the moon if there

are boulders? T charts used clues from text and inferred.

Lesson recap: Today you learned that readers ask authentic questions

as we read. You also learned the ways in which readers answer their

questions.

T&T: What do you already

know about the moon

landing

Or

What are you wondering

about the first moon

landing?

T&T: What do we do as

readers when we try to

answer a question?

T&T: What are you

wondering or thinking about

now?

T&T about what you’re

wondering about right now.

Share when called on.

Write your questions on

your chart.

Sts share some of the

strategies they noticed

the T use to answer

questions.

T observations and

anecdotal notes Sts T&T

and share time.




Revised 8/11 26

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

Questions/

Answers/Stra

tegies for

Answering

Questions (three column

chart)

Strategies for

Answering

Questions

(possible

examples)

-keep reading,

sometimes

the answer is

in the text

-talk to a

friend

-use and share

background

knowledge

-find new

sources, do

some research

Connect & Engage: Yesterday you learned that good readers ask

authentic questions as they read. You also learned how to chart whether

those questions were answered or not and what strategy was used to

answer those questions. We will continue with this today.

Model: T begins reading where the lesson stopped on Day 1. Did you

hear that? Only 60 seconds of fuel left? That could be difficult to get

landed on this rocky surface with only a minute of fuel left. So here is

what I am wondering- Why did they have so little fuel left? I still have

not gotten my question about the landing answered but this is a whole

new problem. Sts T&T about their questions. T listens in and selects Sts

to share. Thanks for your interesting questions. Write them down on your

chart. I will read on and perhaps we’ll find some of the answers to your

questions. T reads some of the text. I was able to answer the landing

question I had-here’s what I did…I noticed clues in the words

“Armstrong finally spotted a flat area and set the Eagle down…” Those

words helped me figure out or infer my answer. Other clues that helped

me infer the answer… any ideas what they were? T discusses Sts

responses and charts them.

Guided Practice: Let’s review the strategies we have used to answer

questions. –read on, talked with someone, used and shared BK, used text

clues to infer. Who has a question we could try to answer? T works with

Sts to try to answer questions using strategies from the Strategies anchor

chart. T charts question and strategies used to answer it.

Lesson recap: You are really thinking about how good readers answer

those authentic questions they ask. You used a variety of strategies to

figure out the answers to your questions.

Sts chart questions on their

own think sheet Questions/

Answers/Strategies for

Answering Questions

T&T: What are your

wonderings in the text read

so far today? Write them

down.

T&T: Share thoughts on

what else helped T infer the

answer to the landing

question.

Sts share questions they are

wondering about with group

as T calls on them.

Sts work with T & peers to

try to answer questions. Sts

share thinking about the

strategies used to answer

questions.

Sts share some of the

strategies readers use

when they answer a

question. Think about

the strategies we used

today.

T observations and


and share time.

Sts think sheet with their

questions/answers/strategi

es for answering

questions.




Revised 8/11 27

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

3

Questions/

Answers/Stra

tegies for

Answering

Questions (three column

chart)

Strategies for

Answering

Questions

Connect & Engage: Yesterday we began to work through the many

questions we had about the lesson text we have been reading. Let’s

review the strategies we have used to answer questions. –read on, talked

with someone, used and shared BK, used text clues to infer.

Guided Practice: T & Sts continue to work on questions Sts had about

the text. Discuss strategy Sts used to answer their question. Chart this on

anchor chart. T may want to have some outside sources on the first moon

landing to see if questions can be answered using those. T wraps us the

question/answer work on this article today.

Lesson recap: Once again you are doing an awesome job using the

many strategies you have learned for answering authentic questions.

Good readers ask questions and have strategies to use when their answer

cannot be found in the text.

Sts share questions they are

wondering about with group

as T calls on them.

Sts work with T & peers to

try to answer questions. Sts

share thinking about the

strategies used to answer

questions.

Sts share a strategy

used today to help them

answer their question

from the text.

T observations and


and share time.



es for answering

questions.

4

Strategies for

Answering

Questions

(possible

examples)

-keep reading,

sometimes

the answer is

in the text

-talk to a

friend

-use and share

background

knowledge

-find new

sources, do

some research

Connect & Engage: Yesterday we finished our article about the moon

landing. We asked authentic questions and used strategies to try to find

the answers. We began to work through the many questions we had about

the lesson text we have been reading. Let’s review the strategies we have

used to answer questions. –read on, talked with someone, used and

shared BK, used text clues to infer.

Today, you are going to get in small groups and read another article

called Moon Walking that will give us more information about the first

walk on the moon. T & T to activate schema. What questions do you have

before you start reading?

Collaborate: You are going to get the opportunity to try these strategies

for answering questions with this article in small groups. You will use a

new Question/Answer/Strategies Chart. As you read, write your

questions in first column. If your question is answered, note answer in

second column. In the third column, you will write the strategies you

used to answer the question. Use the anchor chart we created the first

day to help you remember the strategies readers used to answer the

question. Use the anchor chart we created the first day to help you

remember the strategies readers used to answer a question. T moves

among groups, extending their thinking, taking observational notes.

Lesson Recap: Well done! You are using all the strategies that good

readers use to ask and answer questions. You activated your back ground

knowledge, asked authentic questions and then inferred, talked with your

peers, and even used other sources to answer your questions.

T&T: Activate your

background knowledge and

talk about what you already

know about the moon

landing.

What questions do you

have?

Sts share briefly.

Collaborative Practice: Sts

take turns reading the new

article, stopping when there

is a question. Sts write their

authentic questions on their

think sheet and use

strategies to try to find the

answers.

Sts share a strategy

their group used today

to help them answer a

question from the text.

T observations and


and share time.



es for answering

questions.




Revised 8/11 28

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

5

Connect & Engage: Yesterday we worked in our groups to read Moon

Walking. As you read, you stopped to ask questions and looked for

answers using strategies we have talked about all week. Let’s review the

strategies we have used to answer questions. –read on, talked with

someone, used and shared BK, used text clues to infer.

Independent Practice: Today, you are going to get the opportunity to

try these strategies for answering questions with some text on your

independent reading level. You may choose either Where do I Live or

Who’s That Creepy Crawler. You will use a new

Question/Answer/Strategies Chart. As you read, write your questions in

the first column. If your question is answered, note answer in second

column. In the third column, you will write the strategies you used to

answer the question. Use the anchor chart we created the first day to

help you remember the strategies readers used to answer a question.

Lesson recap: You are doing a wonderful job as good readers, asking

questions and using different strategies to get them answered. Continue

to notice the questions you have in IR.

Independent Practice: Sts

choose article, completing

their think sheet as they

read.

Sts share

-What questions did

you have with your

own article? What

strategies did you use

today that helped you

to answer the questions

you had while you

were reading?

-What did you learn

about asking

questions?

-How did asking


reader?

Sts completed think

sheets from their

independent practice

article.

T observations and

anecdotal notes

Student Assessment:

Did Sts:

--Keep their questions in

mind as they read in order

to search for information

that extends their

thinking?

--Understand that they

arrive at answers to their

questions using a variety

of strategies, such as

reading on, inferring,

sharing and discussing

background knowledge,

and doing further

research?

MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Book 3 Ask Questions, Lesson 8

Toolkits Texts Grades 2-3 by Harvey & Goudvis, pp. 65 Moon Walking; pp. 24 Where Do I Live;




Revised 8/11 29

Target(s) for the Week: Ask relevant questions, seek clarification, and locate facts and details about stories and other text and support answers with evidence from the text; Identify

major and minor characters and whether they are dynamic or static; Describe the interaction of characters including their relationships and the changes they

undergo; Explain how using questioning helps me as a reader; Participate in student-led discussions by posing questions with appropriate detail

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Character Map

Character/

Relationships/

Changes

Connect & Engage: In well-written stories, we notice the way

characters act, the choices they make, and the kind of people they are.

We can use what we learn about the characters to describe them and the

changes they undergo. We will continue to ask questions as we read,

searching for evidence in the text to support the answers to those

questions.

Model: The book we will be reading over the next few days is called

*The Name Jar. It is a story about a little girl who moves to the United

States from Korea. Have you ever moved or have a friend that has

moved? T&T to a partner about this. T briefly has Sts activate prior

knowledge. T reads the first three pages. The author uses the first few

pages to introduce the character and let us know when and where the

story takes place. I noticed that the main character Unhei(Yoon-hye),

who has just moved from Korea, is being teased by other kids on the bus.

I am wondering… why these kids are making fun of her name? T&T

about why they might be doing this… T charts Unehi as the major

character in the story. As T charts other characters throughout the story,

list their relationship to Unhei. Ex.: kids on the bus, their relationship is

that they teased Unhei about her name. T will continue to read the story,

inviting Sts to ask questions. T reads next two pages… The teacher

seems to be welcoming Unhei, but just like on the bus, some of kids are

not being very nice. T charts teacher and classroom students as characters

and notes their relationship to Unhei. T reads next page when Unhei is at

home. Unhei wants to fit in with the other kids but I am thinking her mom

does not understand this. Is Unhei just expected to be a good Korean

even if she feels sad because kids don’t understand her name? What are

you wondering? T charts Unhei’s mother as a character and her

relationship with Unhei.

Lesson recap: Good readers notice characters- they way they act, the

choices they make and the kind of people they are. This helps us describe

them and the changes they undergo. Good readers also ask thoughtful

questions about the characters and their relationships with others in the

text.

T&T: Activate your Prior

Knowledge…Have you ever

moved or know someone

who has?

T&T: Why might the kids

be teasing Unhei about her

name?

What else are you

wondering about?

T&T: What are you

wondering about Unhei and

her relationship with her

mother?

Sts share

-What questions did

you have as you were

reading your IR book?

-Were any of them

answered in the text?

-How does asking


reader?

T observations and


and share time.




Revised 8/11 30

D

A

Y

Anchor

Chart(s)


(Teacher Behaviors and Student Outcomes)

Guided and/or Collaborative Practice

What will my students be doing?

Sharing Focus (Opportunity to reteach at close of Shared Reading



students know it?) Graded/Ungraded

2

Character Map

Character/

Relationships/

Changes

Connect & Engage: Today we will continue to read our story *The Name Jar and learn of the other characters and their relationship with Unhei. Please continue to ask questions about the characters and notice what they are doing. Model/Guided: T reads next two pages of book and asks Sts to T&T about Unhei and her mother. T listens in and selects a few Sts to share their thinking. T adds information under Unhei’s mom on the chart. T reads next page and stops to think about Mr. Kim, a new character to the story. T & Sts discuss his relationship with Unhei. T charts information. T reads the next two pages focusing on Unhei. I am noticing that Unhei is really focused on finding a new name for herself. I think she wants to fit in at her school so she does not want to use her Korean name. T has Sts T&T about the classmates and the name jar. T adds information to the chart. What changes do you notice Unhei’s classmate undergoing? (They are understanding why she said she did not have a name) T reads a few more pages, stopping to let Sts ask questions and share what they have noticed about the characters, their relationship with Unhei and any changes any of the characters have undergone at that point in the story. T models answer to question using textual evidence when it occurs. Lesson recap: You are doing such a great job of noticing the characters in our story – how they act, the choices they make, and the kind of people they are. Good readers use this information to help them describe the characters and the changes they undergo. Good readers also ask relevant questions when they wonder and notice when there is evidence from the text to support answers to the questions.

T&T: What do you think Unhei’s mother meant by her comment about “still eating Korean food”? T&T: What are you thinking about Unhei and name jar her classmates made for her? What changes are her classmates undergoing? T&T: What questions do you have? Have you found evidence in the text to support them?

Sts share -What questions did you have as you were reading your IR book?

-Were any of them answered in the text?

-How does asking questions help you as a reader?

T observations and anecdotal notes Sts T&T and share time.

3

Character Map

Character/

Relationships/

Changes

Connect & Engage: We have noticed many changes and developments in the relationships Unhei has with the other characters in our story, especially Mr. Kim and Joey. Today as we finish our story, continue to think about the characters –the way they act, the choices they make, and the kind of people they are. Model/Guided: T continues to read the text, stopping after she reads the letter from Unhei’s grandmother. I wonder what Unhei is thinking about? What are your wonderings or noticings about Unhei and her grandmother? T invites Sts to T&T about this as she listens in. T charts new character information on anchor chart after selected Sts share. T reads through to the end of page when Unhei says she is ready to introduce herself. What are you wondering at this point in our story? Sts T&T as T listens in. T charts any new character information. T read on to the end of the book. I think Unhei has undergone a big change at the end of this story. T&T about what you are thinking that change is and what/who may have influenced that change. T listens in and selects Sts to share their thinking. T adds this information to the anchor chart. Lesson recap: Good readers use the information from the text to help them describe the characters and the changes they undergo. Doing this helps use better understand our story.

T&T: What do you wonder/think about Unhei and her grandmother at this point in the story? T&T: What are you wondering about? T&T: What is the change Unhei has undergone? Why do you think that is? What evidence in the text supports your answer?








Revised 8/11 31

D

A

Y

Anchor

Chart(s)









4

Character Map

Character/ Relationships/ Changes Dynamic/ Static (definition chart) Dynamic character changes through the course of the plot (events) Static Character Remains unchanged through the course of the plot

Connect & Engage: Let’s take a look at our anchor chart we have completed about the characters in our story, their relationships and the changes that some of them have undergone. T review anchor chart with Sts. Today we are going to take a look at these characters and determine what type of character they were in this story. Model/Guided: There are two types of characters in a story- major and minor. Major characters have the main role in the story. Most of the events and changes in the story center on this character. Minor characters in the story, may interact with the character but they are not who the story is mostly about. So thinking about that, who is the major character in our story? T has Sts T&T. You are right Unhei is the major character! This story is all about her and her Korean name. What about minor characters? Sts T&T as T listens in. T selects Sts to share their thinking. T marks major/minor by character on the anchor chart. All characters have a role in the story; they are either a dynamic character or a static character. Let’s look at this anchor chart. T reviews definitions of dynamic and static. T works down the anchor chart and together T & Sts discuss the character and their role as either a dynamic or static character and what they did or didn’t do in the story that gives them this role. T notes the character role (dynamic or static) beside their name on anchor chart. Lesson recap: Wow! You have done a great job thinking about the way the characters in this story acted, the choices they made and the kind of people they were. Good readers use this information to describe the characters and the changes they undergo in the story. You noticed these kinds of things because along the way you had relevant questions about these characters. This is the work of good readers each time they read.

T&T: Who is the major character in our story? Why? T&T: Who are the minor characters in the story? Why? T&T: Is this characters role in the story static or dynamic?





5

Dynamic/ Static (definition chart) Dynamic character changes through the course of the plot (events) Static Character Remains unchanged through the course of the plot

Connect & Engage: All week we have been looking at the characters of our story and thinking about the changes they have undergone based on their actions, the choices they made, and the kinds of people they were. You will get a chance to identify the roles characters play in the text you read today. Collaborate: T partner Sts together based on independent reading levels. Sts will work together to read an **independent level short text and then identify the characters of the story as major or minor and whether they were static or dynamic. T listens in on each set of partners, facilitating discussion or supporting Sts as needed. T may continue independent practice into Independent Reading time. Lesson recap: Good readers ask relevant questions as they read, using evidence from the text to support their answers. Good readers understand that paying attention to the way characters act, the choices they make and the kind of people they are will help to describe the changes these characters undergo in the story. You have done an excellent job with this all week. As you read during IR, pay attention to the characters in your stories, and ask yourself – are they major or minor characters? Is their role a dynamic or static one and what helps me to know this?

Collaborative Practice: Sts work with a partner to read text and then identify characters as major or minor and dynamic or static. Sts record thinking on the character map. Sts will record their questions on a sticky note think sheet.

T observations and anecdotal notes from collaborative practice. Student Assessment: -Sts can identify major and minor characters in story -Sts can determine character’s role as either dynamic or static Sts completed character map. Sts sticky note think sheet with questions about text.

MATERIALS: *Suggested Lesson Text- may use any book that has many characters with a relationship to the main character. **Collaborative Practice test- short independent reading level text. May want to use the text book adoption guided reading books.

3rd



Revised 8/11 32


Comprehension Strategy: Visualizing

Week 10

10/24-10/28

Week 11

10/31-11/4

Week 12

11/7-11/11

Get

tin

g t

he

Mea

nin

g

(In

tera

ctiv

e R

ead

A

lou

d)

(Sh

are

d R

ead

ing)

• Use the text and my prior knowledge to create a

picture in my mind of what I am reading

(Fig. 19C,D, 6A/1H, 4J)

• Identify language that creates a graphic, visual

experience and appeals to the senses (10A/1H,

4J)

• Explain the elements of plot and character as

presented through dialogue in scripts that are

read, viewed, written, or performed (7/3H, 4J)

• Explain how visualizing helps me as a reader

(Fig. 19)

• Describe the characteristics of various forms of

poetry and how they create imagery (e.g.,

narrative, lyrical, humorous, free verse) (6A/1H,

4J)

• Identify language that creates a graphic, visual

experience and appeals to the senses (10A/1H,

4J)

• Monitor and adjust comprehension creating

sensory images (Fig. 19C)


(Fig. 19)

• Adapt and revise my mental images to

incorporate new information in the text and new

interpretations I develop (Fig. 19C)

• Follow and remember multiple events in a story,

often involving the stories of multiple characters

to understand the plot (8A4I, 4K)

• Visualize to recall information to summarize the

main events of a story or text (retell) (Fig. 19E)


(Fig. 19)

Rea

din

g H

ab

its

(In

dep

end

ent

Rea

din

g)

(Dis

cuss

ing B

ook

s)

• Read at expected instructional level (3A/4E,H)



interpretation and can be supported with relevant

aspects of the text (20C/4K, 5B,F,G)

• Read independently for a sustained period of

time and paraphrase what the reading was,


generate a reading log or journal; participate in

book talks) (11A/4E,H,I)

• Continue to listen to and participate in teacher

and student-led discussions by providing

suggestions that build upon the ideas of others

with greater complexity (31A, 30A/1B,D,G, 2C,I,

3B-E, G-J)














with greater complexity (31A, 30A/1B,D,G,

2C,I, 3B-E, G-J)















2C,I, 3B-E, G-J)

Word

Stu

dy

• Identify and apply playful uses of language (e.g.

tongue twisters, palindromes, riddles (4D/1H)

• Identify problem at word, sentence, or schema

levels; uses a variety of strategies flexibly and

appropriately(1E/1B)

• Spell high-frequency and compound words from

a commonly used list (24C/5C)

• Use and apply knowledge more advanced

spelling patterns and rules (complex consonants)

(24Bv/5C)


levels; uses a variety of strategies flexibly and

appropriately (1E/1B)



• Alphabetize a series of words to the third letter

and use a dictionary or a glossary to determine

the meaning, syllabication, and pronunciation of

unknown words (4E/1B)

• Spell words with common syllable constructions

(24D/5C)



(TEKS/ELPS)




Revised 8/11 33

Target(s) for the Week: Use the text and my prior knowledge to create a picture in my mind of what I am reading; Identify language that creates a graphic, visual experience and appeals to

the senses; Explain the elements of plot and character as presented through dialogue in scripts that are read, viewed, written, or performed; Explain how visualizing

helps me as a reader

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Language in

the text that

supports my

mental image

(Note- It is important for Sts at this grade level to learn the strategy of

visualizing, especially in chapter books so they can learn to hold their

thinking as they read through longer books that have little picture

support. Teaching them to create a movie in their head will help them to

make the book come alive so that authentic reading can take place.)

Connect & Engage: Good readers create mental images by using the

text and their prior knowledge as they read. But they must go beyond just

visualizing their image. In order to really understand the text, good

readers identify the language of the text that creates those graphic, visual

images that include sensory details. Many of you may have read or heard

the book we will use today, Charlotte’s Web by E.B. White. We will read

just a few paragraphs from chapter 3, identifying the language that helps

us create those graphic pictures that include our senses.

Model: As I read the first part of the chapter to you from Charlotte’s

Web, I want you to close your eyes and use the language of the text to

help you create some very graphic –specific images. Try to include your

senses. What do you hear, smell, feel, taste and see? T reads the

paragraph of Chapter 3. When I hear the words “________.” I picture

_______. I can smell ______, it reminds me of ______. T gives very

detailed image that includes the senses as well. Now you T&T with your

partner to share your graphic, visual images of the barn we just read

about. T listens in and selects Sts to share. Wow! Your images reflect a

movie running through your mind! That is what good readers do; create

a movie in their head. I hope you noticed that not all of our mental

images were they same. We each have our own schema so the image we

make, the movie that runs through our heads, is going to look different.

T charts the language from the text that evoked the mental image. T reads

through the next paragraph. Wow! As I create sensory images here, I am

thinking about the words in the text that said “_______.” My so my

detailed image is________. T&T, what sensory images are you getting

here? T listens in and selects a few Sts to share. T charts the language

from text that supports the mental image.

Lesson recap: Good readers go beyond just visualizing as they read;

they create detailed images that include sensory details. They think about

how things might look, smell, feel, sound, and taste. Good readers create

a movie in their head that make a graphic, visual experience that is

different from anyone else’s because not all readers have the same

schema.

T&T: What is your detailed

mental image? What

language in the text helped

you create it? What sensory

images did you create?

T&T: What sensory images

are you getting now?

Sts share

-What have you learned

about using your senses

to go beyond just

visualizing?

T observations &

anecdotal notes on Sts

T&T and share time.




Revised 8/11 34

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

Language in

the text that

supports my

mental image

Connect & Engage: Yesterday we created mental images that included

sensory details. We did this using the language of the text. Today we will

try this again using the book ____________.

Model/Guided: T continues with the process from yesterday using other

paragraphs from Charlotte’s Web or another chapter book.

T models a mental image created and is specific with Sts about the

language that evoked that image. T invites Sts to record the language that

helped them with their mental image. Sts T&T as T listens in. T selects

Sts to share mental images and the language from the text. T works with

Sts through a few paragraphs of the chapter book. Sts record the

language that helped them creates the mental image before the T&T.

Lesson recap: Good readers use the language in the text to help evoke

those vivid mental images they create as they read. As you read your

books in IR time, notice those pictures you are making in your head and

challenge yourself to create images that have sensory details. This will

make your book come alive and help your understanding of the story.

Sts use a sticky note think

sheet to record words,

phrases or sentences that

helped them to create their

mental image.

T&T: What is your detailed

mental image? What

language in the text helped

you create it? What sensory

images did you create?

Sts share

-How does creating

mental images help you

as a reader?

T observations &


T&T and share time.

3

Characters

/Events:

Language that

supports my

mental image

Connect & Engage: Chapter books are not the only place good readers

create vivid mental images. Good readers do this with every genre they

read. Today we will use our visualizing strategy to help us as we read a

script/Reader’s Theatre.

Model: T uses document camera to display a Reader’s Theatre/play. T

previews the Reader's Theatre text with Sts. T explains how an informal

play is structured, showing Sts the layout of the text and shares that while

most dialogue in text is marked by quotation marks, in informal plays

almost all of the text is dialogue and it is signaled by the change in

speakers in the script rather than quotation marks. As I begin to read, I

want you to pay special attention to the dialogue that describes the

characters and the (plot) events of the play. Use the words of the script to

create vivid mental images. T begins to read the informal play until she

reaches a place to stop and talk about how the script provides the reader

with information about the characters. As I read the words “_________”

in this script, I got a picture of ___________. This helps me to

understand _______ about this character. T invites Sts to T&T as she

listens in. T charts the information about the character(s) on the chart. T

continues with the book, stopping to discuss each event of the plot,

sharing how the words in the script help to make a mental image that

leads to better understanding of the play.

Lesson Recap: Good readers can use the language of the text, even the

scripts of plays, to help them create vivid, graphic mental images in

order to better understand what is happening in the text.

T&T: What mental images

of the character(s) have your

created using the words

from the script?

T&T: What is your image

of the event we just read?

Sts share

-How does creating


as a reader?

-What images are you

creating as you read

your IR books?

T observations &


T&T and share time.




Revised 8/11 35

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

4

Characters

/Events:

Language that

supports my

mental image

Connect & Engage: Yesterday we…Today we will continue using the

words of the script in this Reader’s Theatre to help us create mental

images of the characters and plot.

Guided: T continues reading the script of the play, giving Sts the

opportunity to T&T about the mental images they have created of

characters and events. T listens in and selects Sts to share. T charts

language that supports the mental image of the characters or events of the

plot. T & Sts work to the end of the Reader’s Theatre.

Lesson recap: Good readers use the language of the text to help them

create vivid mental images as they read. Then they use those mental

images to help them better understand the characters and plot of a play

or other fiction text. Reading a play is more than just reading your

assigned part; it is understanding how the script works to create the

whole story. Mental images help us understand what is happening- it is

the movie we make in our head.

T&T: What is your mental

image of the character now?

Of the event?

What words or phrases in

the text helped you create

the image?

T&T: How do these images

help you better understand

the play?

Sts share

- How does using the

language in the text

help you in creating

mental images?

-What images are you

creating as you read

your IR books?

-How does creating


as a reader?

T observations &


T&T and share time.

5

(Note: The readers theatre scripts selected may offer various reading

levels for Sts. This will help the Sts as they read the script to create mental

images. If Readers Theatre in varying reading levels is not available, it is

okay for the highest reader to read the play to the group/partner.)

Connect & Engage: Today you will get the opportunity to work with a

partner (or groups) to read another play/Reader’s Theatre. You will

practice the same strategy of visualizing to help you understand the

script as you read it. You will want to use words and phrases from the

text to help your create those images. Pay special attention to the parts of

the script that help you visualize the characters and events of the story.

Collaborate: T places Sts with a partner or in groups. Sts read the

selected Readers Theatre, stopping to create mental images of the

characters and story events. Sts discuss the parts of the script that helped

them create the mental images. T listens in on each group and scaffolds

their learning as needed.

Lesson recap: Good readers use creating vivid mental images in every

genre they read. They visualize to create a movie in their head to help

them better understand the text they are reading. As you read your books

in IR, notice the images you are creating and if they are not vivid, it is

your job as a good reader to find the words in the text and use your

senses to create a more vivid/graphic mental image.

Collaborative Practice: In

groups or with a partner, Sts

will read a script, using

words and phrases to help

them create mental images

of the characters and events

of the story. Sts mark the

script by underlining the

parts that helped them create

their mental images.

Sts share

- How does using the

text help you in creating

mental images?

-How does creating


as a reader?

-How will you use this

strategy of creating

mental images in you

IR?

T observation and


collaborative practice and

share time.

Sts script with

words/phrases underlined

the indicate text that

supported their mental

image.

MATERIALS: Strategies That Work by Harvey & Goudvis, pp. 134-135

*Suggested lesson text: Charlotte’s Web by E.B. White or another chapter book of choice, may use chapter book from your daily Read Aloud

** Readers Theatre/Plays: Select informal plays from text book adoption guided reading books or any Readers Theatre set available on your campus. Most Readers Theatre offers

a range of reading levels within one play. See the teacher's guide of the Readers Theatre you are using. Reader’s Theatre may also be obtained online.




Revised 8/11 36

Target(s) for the Week: Describe the characteristics of various forms of poetry and how they create imagery (e.g. narrative, lyrical, humorous, free verse); Monitor and adjust comprehension

creating sensory images; Identify language that creates a graphic, visual experience and appeals to the senses; Explain how visualizing helps me as a reader

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Language that

helped support

my mental

image

Connect & Engage: Last week we used the language of the text to help

us create mental images that included sensory details. This week we will

create mental images using poetry. There are many kinds of poetry-

humorous, narrative, lyrical, free verse. Each kind of poetry has certain

characteristics, for example narrative poems tell a story while lyrical

poems tend to paint emotions or tell of a circumstance. Free verse does

not have a set rhythm and humorous poetry is of course meant to be

funny or silly. One characteristic all poetry has in common is the

crafting of words to create a specific image for the reader. Poems are

not as long as stories. Authors must carefully choose the words they will

use to convey the images and feelings they want the reader to have. Let’s

look at some poems so you can better understand what I mean.

Model: T selects an *example of the kinds of poems listed above and

reads one to the students. If possible, show the text layout of the poem so

Sts get a sense of the length of it and how it is formatted on the page.

When I hear the words _________, the image I create in my mind is

_________. The words the author has carefully chosen helped me create

this picture so I can understand the message of the poem. T selects

another poem, reads it and shares her image, being specific with the

language in the text that helped to create the image. T invites Sts to T&T

about the image they have created and what words in the text helped

them to understand the poem. It is important to talk & listen to others

about our mental images. Good readers monitor their understanding and

adjust their mental picture when they realize their thinking was not quite

right.

Lesson recap: Good readers use the words in the poem to help them

create specific images. A characteristic of poetry is the careful crafting

of words the author must do, in order to help the reader evoke the best

mental image possible. The mental image created by good readers is

their understanding of the poem.

T&T: What mental image

are you creating? What

words in the poem helped

you to do this?

Did you change your image

after talking with someone?

Sts share

-What are some of the

mental images you have

created in your IR? -

What part of the text

helped you to do that?

-What sensory details

were included in your

image?

T observation and


T&T and share time.




Revised 8/11 37

D

A

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Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

Language that

helped support

my mental

image

Connect & Engage: Yesterday we used the language in poetry to help

us create mental images. Good readers know the mental images they

create, is their understanding of the poem.

Model/Guided: Today as we read some more poetry, you will be

thinking about the words from the poem and creating mental images that

help you understand the poem. We will take time to T&T about our

images and the language that helped us create them. Good readers

monitor and adjust their images as they talk with others and change their

thinking or clarify their understanding. T selects another kind of poem

from the examples given. T reads poem as Sts work to create mental

images, paying attention to the language of the poem. T invites Sts to

T&T, listening to the images others created. Sts monitor and adjust their

thinking as needed. T listens in to T&T and selects Sts to share. T charts

language that supported the mental images. T & Sts work through

another poem if time allows.

Lesson Recap: Good readers create mental images as they understand

the text. When good readers talk and listen to others, they monitor and

adjust their thinking and sometimes change their image. You are doing a

great job of using the language from the poems to help you create your

mental images.

T&T: What mental image

are you creating? What

words in the poem helped

you to do this?

Did you change your image

after talking with someone?

Sts share


mental images you have

created in your IR? -

What part of the text

helped you to do that?

-What sensory details

were included in your

image?

T observation and


T&T and share time.

3

Connect & engage: Yesterday we…Today you will get an opportunity to

show what you know good readers do as they read poetry and create

mental images.

Independent: I am going to read some poems to you. As I read each one,

I would like to you to listen to the words and create your mental image.

Once I am done, think about the poem that gave you the most vivid

image. T reads the poems to Sts. I have made several copies of each

poem so that you can take a copy of the poem you want to use. As you

read the poem again several times, think about the words/phrases that

are helping you to create your image. Underline those words in your

poem. Then you will quickly sketch your image. When you are done,

write what you understand now about the poem after reading it and

creating your mental image. T moves around to each Sts as they work.

Give Sts about 10 minutes to complete this. T facilitates sharing of

mental images by various Sts or Sts can share in groups of 3-4 as T

listens in.

Lesson Recap: Good readers create mental images as they understand

the text. When good readers talk and listen to others, they monitor and

adjust their thinking and sometimes change their image. You are doing a

great job of using the language from the poems to help you create your

mental images.


will select a poem from

those read by T and find

place to work. Sts reread the

poem, underlining the

language in the poem that

helped them to create the

image. Then Sts sketch their

mental image and write their

understanding about their

poem. Sts share their

thinking in a small group or

with the class.

Sts share-

-What words from the

poem helped you to

create your mental

image?

-After rereading the

poem, did you adjust

your thinking and your

image?

-How does creating


as a reader?


strategy in your

independent reading?

T observation and

anecdotal notes from the

Independent Practice and

share time.

Sts completed sketch of

their mental image and

their understanding of the

poem after creating their

image. Poem with text

that supported their

thinking underlined.




Revised 8/11 38

D

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Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?



and/or Reading

Workshop.)


students know it?)

Graded/Ungraded

4

New chart

Language that

helped support

my mental

image

Connect & Engage: Yesterday we…Today we will look at another

genre-NF and apply our visualizing strategies as we read.

Model/Guided: Let’s take a look at this text *A Walk in the Rain Forest.

It is a narrative NF text about _________. We aren’t going to read the

whole text; instead I have selected a few excerpts from it for us to create

mental images. As I read, use the language of the text like we have in

chapter book, the reader’s theatre and the poetry to create your vivid

mental images. If you need me to reread it, just let me know. Good

readers notice when they do not understand something the first time and

need to reread. T reads a page of the narrative NF book. Good readers

don’t just read the words on the page and move on, the stop and think

about the image those words create in their mind. This helps the reader

understand what the text is about. When I hear the words

“____________”, I can picture__________. I am not sure what ______

means so I will read the text again and see if I can figure it out and make

a picture of that in my head. T rereads text. Oh, now I understand this.

Good readers monitor their comprehension as they read, even when they

are visualizing. T invites Sts to T&T about their image and the language

the helped them. T listens in and selects Sts to share thinking. T charts

language on chart. T & Sts practice again with another section of the text.

Lesson recap: Good readers understand the importance of making

mental images as they read. Good readers also monitor their

comprehension to be sure their image is a clear as possible so that they

understand the text.

T&T: What is your mental

image? What language from

the text helped you create

it? Was there something you

did not understand so that

your image was not clear?

Sts Share

-How does creating


as a reader?


strategy in your


T observation and


T&T and share time.




Revised 8/11 39

D

A

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Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

5

Connect & Engage: Today we will look at another piece of NF. You

will get a chance to apply our visualizing strategy on your own but first

we will work together.

Guided: The article we will read today is called **Slithering Snakes. It is

about different kind of snakes. While there are photographs of each

snake, the words in the text will give us an even clearer picture of each

type of text. Let me show you. T reads the introduction and then the first

section on The Banded Snake. I can see this snake wiggling and pushing

its body through the ocean almost like it is swimming. Listen as I read

about the Mexican King Snake. T reads that section and has Sts T&T

about their images and the language that supported that image. T and Sts

work through one more section on The Carpet Python.

Collaborate: Now it is your turn to work with a group to read the about

another type of snake and discuss what your mental image is beyond the

photograph provided. Mark the words in the text that helped support

your image. You will also share your understanding of that snake after

reading the text and creating your image. T listens in as Sts share their

mental images. T supports Sts as needed with process and then facilitates

the whole group share time.

Lesson recap: You have done a fantastic job not only creating vivid

mental images from the language in the text but also in monitoring and

adjusting your thinking as you gathered new information. Good readers

apply many strategies when they read in order to better understand the

text. Be sure you are using these same strategies in your IR.

T&T: What was your image

of the snake? What words in

the text helped you produce

that image?


have copies of the article

and work with a small group

on either The Sidewinding

Adder or The Arizona

Mountain King Snake

sections. Sts read the chosen

section and create their

image. Sts share the words

that helped them create their

own image. Sts monitor and

adjust their thinking if

needed by rereading or

discussing with peers to

clarify. Group will share

their understanding of the

snake after reading and

creating their mental

images.

Sts share-

-What words from the

section of the article

helped you to create

your mental image?

-After rereading the

section, did you adjust

your thinking and your

image?

-How does creating


as a reader?


strategy in your


T observation and


T&T, Collaborative

Practice and share time.

Sts articles with text that

supported their thinking

underlined.

MATERIALS: * Suggested lesson text (Day 1-3) - A variety of poems in humorous, narrative, lyrical, free verse form. All the Small Poems and Fourteen Others by V. Worth;

Where the Sidewalk Ends by Shel Silverstein; Dirty Laundry Pile by P. Janeczko; Honey I Love by E. Greenfield; Creatures of the Earth, Sea and Sky by G Heard

(Day 4) *A Walk in the Rain Forest by Rebecca L. Johnson or any narrative non-fiction that offers language to allow Sts to create vivid mental images. T may want to use text related

to science unit.

**Toolkit Texts Grades 2-3 by Harvey & Goudvis, pp. 22-23 or other NF article at Sts independent reading level that allows for vivid mental images.




Revised 8/11 40

Target(s) for the Week: Adapt and revise my mental images to incorporate new information in the text and new interpretations I develop; Follow and remember multiple events in a story, often

involving the stories of multiple characters to understand the plot; Visualize to recall information to sequence and summarize the main event of a story or text; Explain

how visualizing helps me as a reader

D

A

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Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Story Map

with

Characters

Setting

Events

Connect and Engage: Have you have heard the expression, “The plot

thickens.” It means that the events in the story are getting more

interesting….today we’re going to talk about plot and the importance of

following and remembering the events of a story. T&T and tell your

reading partner what you know about plot. T listens in. You are right! A

plot is a group of events that come together to create a story. As we read

this fantastic book by John Steptoe, The Story of Jumping Mouse, we will

look for these events; listen to the words that describe them so we can

create a mental image of what is happening in the story.

Model: What are you wondering about this story before we begin? Sts

T&T. T begins the book and reads through the first two pages. This first

part of the story is the introduction. In the introduction, the author gives

us information about when and where the story takes place and helps us

learn a little bit about the character(s) in the story. T has Sts T&T about

introduction. T listens in and has a few Sts share. T records introduction

event on the story map anchor chart. T reads through next three pages

where mouse is renamed Jumping Mouse. The initiating event is the one

that launches the action. I am thinking about what has happened so far.

I think the initiating event was when mouse leaves for the far off land and

encounters difficulty at the river. T has Sts T&T about initiating event of

the story and their mental image. T listens in and selects Sts to share

thinking. T records events on story map anchor chart and invites Sts to

T&T about the mental images they have so far in story. Sts share images

briefly with class. T shares illustrations with Sts at the end of the lesson

through the portion read today.

Lesson recap: Good readers use the language of the text to help them

create mental images as they read. They use these images to help them

better understand the text. Good readers also follow the events to

understand the plot. We have learned about the introduction and

initiating events so far. You are doing a great job!

T&T: What do you know

about plot?

T&T: What are you

wondering about this book

before we begin?

T&T: What have you

learned about the setting and

characters? What is your

mental image so far? What

language from text helped

you with your image?

T&T: Do you agree? Is this

the initiating event of the

story? What is your mental

image at this point in the

story?

Sts share

-How does visualizing


T observation and


T&T and share time.




Revised 8/11 41

D

A

Y

Anchor

Chart(s)









2

Story Map

with

Characters

Setting

Events

Connect & Engage: Yesterday we began reading The Story of Jumping

Mouse by John Steptoe. As good readers we need to follow and

remember the events of the story so we can better understand how it all

comes together. To help us do this, we create mental images of these

main events as we read. Let’s continue with our story.

Model/Guided: So far in our story we have learned that… T reviews the

story map anchor chart. Today as I read, you will be listening for and

thinking about the rising action/events of the story. These are the events

leading up to the climax (the turning point) of our story. As I read,

continue to create vivid mental images using the language from the story

to support the pictures you make. We will stop after a couple of pages to

identify some rising events and discuss your images. T reads through 4

pages of text in the book and stops to model some rising action she

notices. On this part of the story the rising action is… T invites students

to T&T and listens in. T selects Sts to share and charts the rising action

on the story map anchor chart. What are some of your mental images at

this point? What new information are you learning about Jumping Mouse

that is changing your mental images as the events of the story unfold? T

& Sts share new information or changed images. T reads the next 5 pages

of text and has Sts once again identify the rising action/events in the

story. What effect do you think this event will have on future in events in

the story? I am thinking that…T records events in the rising action on the

story map anchor chart. T reads next 3 pages of text using the same

process with Sts. T shares illustrations with Sts at the end of the lesson

through the portion read today.

Lesson recap: By identifying and describing the rising action/events,

good readers really begin to see how these events bring the story

together. You are also doing a great job as readers, creating mental

images, adapting them as you gain new information. Creating mental

images helps good readers follow and remember the events of a story.

T&T: What rising

action/events did you notice

in the pages I just read?

T&T: What are your mental

images at this point in the

story? Are your images

changing as you gain new

information?

T&T: What effect might

this event have on the

upcoming events of the

story?

Sts share

-How does visualizing


-What do readers do

when they gain/learn

new information?

T observation and


T&T and share time.




Revised 8/11 42

D

A

Y

Anchor

Chart(s)









3

Story Map

with

Characters

Setting

Events

(Note: If section of the book containing the rising action events were not

completed yesterday, T can just pick up today where lesson left off on

Day 2)

Connect & Engage: We have worked so far this week to describe the

introduction, initiating and rising action events that are all part of the

plot in our book *The Story of Jumping Mouse. Today we take a look at

the climax- the turning point or pinnacle- of the story and at the falling

action/conclusion of the story.

Model/Guided: T will read to the end of the story. T reminds Sts to

continue to create vivid mental images, adapting them as needed when

they learn new information. T&T with your partner. What was the

climax- the turning point in the story? What did your mental image look

like at this point? T listens in and selects a few students to share their

thinking as the whole class joins in the discussion. T charts climax. Sts

then T&T about the falling action/conclusion of the story and the image

they created. T completes the anchor chart after discussion of falling

events. T asks Sts to think about their final mental image of the story.

How did the rising events of the story affect the rest of the story? T does

not show illustrations for rest of book until Day 4.

Lesson recap: Good readers identify and follow multiple events

throughout the story to help them understand the plot. They are able to

explain how these events make the story come together. And like all good

readers, you adapted and changed your mental images as you gained

new information in the story.

T&T: What do you believe

the climax of the story was?

What helps you to think

that? Share your mental

image with your partner

T&T: What was the falling

action/conclusion of this

story? How did your image

change?

T&T: What was your final

mental image in the story?

T&T: How did the rising

events of the story affect the

rest of the story?

Sts share

- How does visualizing


-What do readers do

when they gain/learn

new information?

T observation and


T&T and share time.

4

Story Map with

Characters

Setting

Events

Connect & Engage: This week we have been learning to follow and

remember the events of the story to understand the plot. We’ve created vivid

images in mind while reading our text. Today we will take some time to

sketch those mental images for the last few pages of our book.

Independent: You will each sketch your own mental image of the Jumping

Mouse before the new information and after the new information. Draw

quickly using the mental image in your head created from the language in

the book. Then I will read the last page and you can sketch your image of

Jumping Mouse using the new information learned. T reads as Sts sketch

their images. Sts share images in groups discussing what readers do when

they learn new information and what they now understand about the story

that they did not understand before. T listens in as Sts hold discussions.

Lesson recap: Good readers understand the importance of creating mental

images from the text. Following the plot, all those events that create the

story, offers the opportunity to adapt and change mental images as new

information is learned. It helps the reader better understand the story.


use think sheet divided into

two sections:

My image now/My image

with new information

Sts will listen to the 2nd

to last

page of text in book and

sketch their image of Jumping

Mouse. Sts listen to last page

and sketch changed image.

Sts share what they now

understand about the story

that they did not before. Sts

share images in groups.

Sts share

-What do readers do with

their mental when they

learn new information?

-Why are our mental

images different?

-How does creating


as a reader?

-Why it is important to

understand the events of

the story

T observation and


independent practice and

share time.

Sts completed mental

images from think sheet.




Revised 8/11 43

D

A

Y

Anchor

Chart(s)









5

Connect & Engage: Good readers can follow and remember the events

of the story, in order to understand the plot. Today you will try this with

partners. We will use a different text format – **Reader’s Theatre as our

text for the collaborative practice.

Collaborate: You will work with a partner to read, create mental images

and discuss them. You will chart the characters and events of your

**Reader’s Theatre story on a story map.

T will listen in on each set of partners and support them as needed. This

may go over into independent reading time if not completed in the

allotted time for the lesson.

Lesson recap: As a good reader, creating mental images is important.

Readers create mental images to help them understand what is

happening in the text. Good readers also follow the events in a story to

explain how each event helps them to understand the plot. As you read

your own books in IR, begin to think about and record this kind of

information to help you better understand.


work with partner to

complete the story map. Sts

read a Reader’s Theatre at

their independent reading

level to complete the story

map

Sts share

-Why is it important to

follow and understand

the events of the story?


about creating mental

images/visualizing?

- How does visualizing


T observation and


independent practice.

Sts completed story map.

MATERIALS: Lesson ideas taken and suggested lesson text taken from: Interactive Read Alouds Grades 2-3 by Linda Hoyt, pp. 25

*Guide to Interactive Read Alouds Grades 4-5 Suggested Lesson text pp. 44 Interpret Through Performance lesson

**Independent practice text: Puss In Boots pp. 138-139 in Interactive Read Alouds Grades 2-3 or other short Readers Theatre at Sts independent reading levels. (May want to

select shorter text Readers Theatre)

3rd



Revised 8/11 44


Comprehension Strategy: Inferring

Week 13

11/14-11/18

Week 14

11/28-12/2

Week 15

12/5-12/9

Get

tin

g t

he

Mea

nin

g • Use my prior knowledge (schema) and clues in

the text to come up with an idea or an answer to

my question that is not explicitly stated by the

author or in the text (Make inferences about text

using textual evidence to support understanding)

(Fig. 19D)

• Explain how inferring helps me as a reader

(Fig. 19)

• Use my prior knowledge (schema) and clues in





(Fig. 19D)

• Use my prior knowledge and textual clues to

make a reasonable inference and draw

conclusions (Fig. 19D)


(Fig. 19)

• Use my prior knowledge (schema) and clues in





(Fig. 19D)

• Use my prior knowledge and textual clues to

make a reasonable inference and draw

conclusions (Fig. 19D, 13D/4D)


(Fig. 19)

Rea

din

g H

ab

its






paraphrase what the reading was, maintaining

meaning and logical order (e.g., generate a

reading log or journal; participate in book talks)

(11A/4E,H,I)





3B-E, G-J)









(11A/4E,H,I)





2C,I, 3B-E, G-J)









(11A/4E,H,I)

• Continue to read at expected instructional level)

(3A4E,H)

Word

Stu

dy

• Use and apply knowledge of more advanced

spelling patterns and rules (double consonants in

middle of words) (24Bi/5C)

• Continue to spell high-frequency and compound

words from a commonly used list (24C/5C)

• Continue to identify problem at word, sentence,

or schema levels; uses a variety of strategies

flexibly and appropriately (1E/1B)

• Use and apply knowledge of more advanced

spelling patterns and rules (double consonants in

middle of words) (24Bi/5C)






• Use syllables and doubling final consonants

when adding an ending as a cueing source in

reading to decode words in context and

independent of context (1Aii/2A,B, 4A)






(TEKS/ELPS)




Revised 8/11 45

Target(s) for the Week: Use my prior knowledge (schema) and clues in the text to come up with an idea or an answer to my question that is not explicitly stated by the author

or in the text (Make inferences about text using textual evidence to support understanding); Explain how inferring helps me as a reader

D

A

Y

Anchor

Chart(s)









1

BK+TC=I chart 3 Column Chart BK / Text Clues / Inference (STW pp. 142)

Connect and Engage: When we studied the strategy of asking questions, one of the ways in which readers got their questions answered was through inferences. Inferences are made when you merge your background knowledge (BK) with the text clues (TC). There is a formula we can use to help us remember inference. It goes like this BK + TC = I. T creates a small anchor chart that will be kept out during the study of the strategy of inferring. We will try this strategy of inferring in a book today called *Tight Times by Barbara Shook Hazen. Model: T reads the first page and stops to infer. I am inferring that this boy has probably asked for a dog or a pet many times before. Here is why: I know when my kids tried to talk with me in the morning and I was trying to get ready for work… and I noticed in the text that Mom says no right away, no thinking about it, like it is a question she has heard before. Do you see how I used my BK about my own experience and the clues from the text to make that inference? This is what good readers do to come up with an idea in the story that is not state by the author. T explains anchor chart as she fills it in with the inference she just made. T continues with the story, stopping to infer a question or idea she has. T invites Sts to T&T about their inference as she listens in. T reads about one half of the book. Lesson recap: Good readers know that not all ideas about a book are directly stated by the author. In fact, really good authors write their books in a way that allows the reader to infer. Good readers use the text clues and their BK to figure out –infer- an idea or the answer to a question.

T&T: What are you inferring about this? What helps you make that inference?

Sts share -What are some of the mental images you are creating as you read?

-How do those images help you with your understanding of the book?

T observation and anecdotal notes from Sts T&T and share time.

2

BK+TC=I chart 3 Column Chart BK / Text Clues / Inference

Connect & Engage: Yesterday we began to infer our ideas from the book *Tight Times by Barbara Shook Hazen. We know good readers use their BK and the text clues to help them infer an idea or the answers to their questions as they read. Let’s try this again today as we continue the story. Guided: T models one inference and then invites the Sts to record their inferences on their think chart as she reads the story. T stops every couple of pages to have Sts share their inferences as the story progresses. Sts should back their thinking with background knowledge and text clues. T has Sts pay attention to the illustrations as well because they hold many clues that help infer what is happening in the story that is not said in the text. Sts should begin their inferences with “I’m inferring that…” or “I’m thinking…” T invites Sts to T&T and listens in. T writes Sts responses on the 3-column chart. T and Sts work through to the end of the book. Lesson recap: You have done a great job of inferring an idea or the answer to a question you had as we read the rest of the story Tight Times. Like good readers, you know that the clues in the text and your schema help you to infer to build more meaning to the story.

Sts have a 3 column think sheet that matches the anchor chart. T&T: What inference can you make now?

Sts share -What are some of the mental images you are creating as you read?

-How do those images help you with your understanding of the book?

T observation and anecdotal notes from Sts T&T and share time.




Revised 8/11 46

D

A

Y

Anchor

Chart(s)









3

“Moon”

poem on

chart paper

(CTK Book

4 pp. 29)

Connect and Engage: For the next three days we will explore how to infer

meaning from poetry using the poem’s language. Many poems are fiction but

they can be non-fiction as well. We’ll be reading and responding to a poem

today called **“Moon” which was written by Myra Cohn Livingston. This

poem makes me think about all the things I know about the moon or have felt

about it as I have looked into the sky at night. T&T about some things you

know about the moon or the thoughts you’ve had when gazing at it. T has Sts

share their schema. Those were some great thoughts. Our background

knowledge (BK) and experiences will help us understand this poem. As we

have discussed before, readers must think about the words the poet has

chosen. We must use those words to infer what the poet is saying. We will

discuss the words, phrases and lines from the poem and merge the

information and the ideas in the poem with our own thinking. Let’s start by

reading the poem. Poetry is meant to be read aloud so chime in if you like.

Model: T rereads the poem again slowly stopping to think carefully about

certain words and phrases. “Moon remembers”. Hmmm. When I read those

words, I immediately asked myself a question. I wondered, “Remembers

what? What does the moon remember?” Since I don’t have answer right now,

I think I will just write my question here on the chart next to those words. T

reads the next line of the poem “Marooned in …marked face”. I think I will

stop and think more carefully about the word “marooned”. Clues around the

word don’t seem to be helping me. I have some BK… (T shares BK) So, I

think it means the moon is all alone out there in space. The phrase

“Marooned in shadowed night” paints a picture in my mind (T describes

image using “I visualize…”)

Lesson recap: Boys and girls, do you see how good readers must stop and

think carefully about the words and phrases written by the poet. They must

use the words in the text to create mental images and infer the meaning the

poet intends. These strategies helped me so now when I reread the part I

inferred on, it makes so much more sense to me.


about the moon? What are

your thoughts about it?

Sts share


about inferring?

T observation and


Sts T&T and share

time.




Revised 8/11 47

D

A

Y

Anchor

Chart(s)









4

“Moon”

poem on

chart paper

(CTK Book

4 pp. 29)

Kids

Comments/

Strategies

(CTK Book

4 pp. 30)

Connect and Engage: I am glad you are enjoying the non-fiction poem

**“Moon”. As good readers we know the importance of using our BK and

the text clues, along with visualizing helping us infer the meaning of the

word/phrases of poetry.

Model/Guided: T reviews the anchor chart and her notes on it from the

previous day. I am going to start here with “white powder plastered on

her…waterless seas.” These words help me visualize the moon. I infer the

white powder is the dust that covers the surface of the moon. The part about

the scarred craters- I have seen close up pictures of those craters on the

moon so that is helping me to understand this part. It is important to

understand the specific vocabulary like the word crater because it helps us

make meaning of the text as a whole. T reads on in the poem “She thinks

back…from Earth”. Oh, now I get it. If she’s thinking back, it means she

remembers the Eagle and the men walking on the moon. I saw a documentary

of the men walking on the moon so I know from my BK that their spaceship

was called the Eagle. So the moon thinks back to remember “the flight of men

from Earth”. T draws an arrow from that part of poem back to the line that

says “the moon remembers”. These words are much more meaningful to me

now that I have wondered and inferred about them. T and Sts think through

the rest of the poem together. Sts write their thinking on their copy of the

poem as T writes on anchor chart. Sts T&T about what they infer. Be sure you

are using your BK and the words in the text to help you make your inferences.

T helps Sts tie their thinking to the poem as needed. T charts Sts comments

and the strategies they used.

T&T for a minute about what you learned about this poem from hearing

others comments.

Lesson recap: Good readers enjoy poetry because they are able to use the

clues in the text, their BK and the strategy of visualizing helping them make

meaning of the words in the poem. As you read poetry in your IR, be sure to

use these strategies we have been practicing so you will really understand the

intent the poet had for that poem.


about the moon? What are

your thoughts about it?

T&T: What is your

inference at this part of

the poem?

T&T: What did you learn

by listening to others

inferences and comments?

Sts share -What have you learned about inferring?

T observation and


Sts T&T and share

time.




Revised 8/11 48

D

A

Y

Anchor

Chart(s)









5

Connect & Engage: You really seemed to enjoy working through the

poem **“Moon” by Myra Cohn Livingston. I have another poem called

“Secrets” written by her as well that you will get a chance to infer about

today. T&T about the strategies we used to infer the meaning of

**“Moon.” Sts share and T fills in any missing strategies. As you work

in your groups on **“Secrets” apply these very strategies. After you

finish we will share our thinking.

Collaborate: T places Sts in groups of 3 and distributes copies of

“Secrets”. Sts will track their thinking right on the poem as they work

through the lines/phrases of the poem. T listens in and scaffolds Sts,

noting those who are having difficulty. T facilitates share time with Sts,

helping them to link their thinking back to the actual words of the poem.

Lesson Recap: There are lots of mysteries and secrets in space and we

have added a little more to our background knowledge this week about

space. You all have done a good job of inferring to better understand the

poet's intentions of her poems. You understand that good readers use

their BK, the clues in the text and visualizing to figure out the meaning.

As you listened to other share their thinking you learned that there can

be many inferences about an idea. You were each able to come up with

your own understanding of the poem.

T&T: What strategies did

you use to infer the meaning

of “Moon”?


work in groups to infer

meaning of words/phrases

of poem. Sts record thinking

on their copy of the poem.

Sts share their thinking with

whole group.

Sts share -What were some of the words or phrases you had to infer the meaning of?

-What questions did you have?

-What is your understanding of the poem now?

-How does inferring help me as a reader?

T observation and anecdotal notes from Sts T&T, collaborative practice and share time. Sts completed poem think sheets

Did Sts: -use context clues and BK to infer meaning from poem’s words, lines and phrases?

-gain understanding of how to move beyond a literal interpretation using inferring?

-articulate their understanding by sharing their inferences, questions and interpretations of poems’ deeper meaning?

MATERIALS: Days 1-2: Strategies That Work (STW) by Harvey & Goudvis, pp. 141-142

*Suggested Lesson Text: Days 1-3: Tight Times by Barbara Shook Hazen; book by Cynthia Rylant, Patricia Pollaco, Chris Van Alsburgh; Eve Bunting

Days 3-5: Comprehension Toolkit by Harvey & Goudvis, Book 4 Lesson 12

**Suggested Lesson Text: Source Book of Short Text pp. 36 & 37; or other non-fiction poems Sts can infer meaning from.




Revised 8/11 49

Target(s) for the Week: Use my prior knowledge (schema) and clues in the text to come up with an idea or an answer to my question that is not explicitly stated by the author or

in the text (Make inferences about text using textual evidence to support understanding); Use my prior knowledge and textual clues to make a

reasonable inference and draw conclusions; Explain how inferring helps me as a reader

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

BK+TC=I

chart

3 Column

Chart

BK /

Text Clues /

Inference or

Conclusion

(STW pp. 142)

Connect & Engage: Last week we spent time using the clues from the

text and our background knowledge to infer ideas or answers to questions

we had in the text. We will continue to infer as good readers do but we

will also start drawing some conclusions about our story, *Crow Boy by

Taro Yashima. Good readers draw conclusions when they gather clues

and think about the big ideas of the story and pull that all together. For

example, if over and over in a book a character tells others what to do

and how to act, we could conclude that the character is bossy. As we read

Crow Boy this week, we will look for the clues and the recurring ideas

and use them to draw conclusions.

Model: T reads the first two pages of print. T invites Sts to T&T about

what they can infer so far about Chibi. I also infer that Chibi may be

hiding because he is afraid to go to school. He might be afraid because

he does not know anyone. T reads the next four pages of text. As I read

this part of the story, over and over the author tells us Chibi is afraid and

alone. This seems to be an idea in the story, so I can conclude that he

must feel lonely, like an outsider and that no one really seems to help him

fit in. T&T what can you infer about how Chibi is feeling at school? T

listens in and has selected Sts share their thinking. T records responses

on the anchor chart. T reads the next four pages of text. Did you notice

the actions of Chibi. He has some things he seems to do over and over.

T&T, what conclusion can you draw from Chibi’s actions? T listens in

and selects Sts to share their thinking. You are right, Chibi seems to do

things like cross his eyes, stare out the window or at his desk or even at

other kid’s clothes. So we can draw the conclusion that Chibi does this

because he has such a hard time learning anything at school. T charts

responses.

Lesson recap: Good readers infer ideas or answers to their questions as

they read to help them understand the story. When we infer we use the

clues from the text and our own BK to support our thinking. Good

readers can also draw conclusion about the story by looking for ideas

that occur again and again. Nice work today!

T&T: What can you infer

about Chibi, the tiny boy?

T&T: What do you infer

Chibi is feeling right now at

school?

T&T: What conclusion can

you draw from Chibi’s

actions?

Sts share

-What do good readers

use to make

inferences?

-What inferences are

you making in your

IR? What supports the

inference you made?

T observations from Sts

T&T and share time.




Revised 8/11 50

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

BK+TC=I

chart

3 Column

Chart

BK /

Text Clues /

Inference or

Conclusion

(STW pp. 142)

Connect & Engage: *Crow Boy by Taro Yahsima has been a very

interesting story so far. We have inferred that Chibi is a boy who is very

lonely. He is this way because he seems different. We concluded that he

seems to have trouble learning things so he finds other ways to fill his

time at school. When we draw conclusions we use the clues in the text

that seem to repeat an idea and we pull that information together. Let’s

continue to look for these clues to draw conclusions and make inferences

as we continue to read the book.

Model/Guided: T reads the next page “On the playground…” When I

read those words and look at the picture, I am inferring that these are

things Chibi likes to think about. That these things make him happy. T

reviews how the anchor chart works, having Sts follow along on their

own think sheet. As we continue to read, you will use your think sheet to

record your inferences and any conclusions you draw. Remember to use

the text clues (words and pictures) along with your BK to support your

thinking. T reads the next three pages. Think about Chibi’s actions from

the text we have read today. What conclusion can you draw? Record

your thinking and then T&T to a partner to share. T listens in and

scaffolds Sts as needed. T selects a few Sts to share. I like your thinking,

you noticed that there are some things that Chibi seems to enjoy at

school – listening to nature, catching and holding bugs. He even comes

to school when it is raining. There must be something about school that

keeps him coming each day. T returns to the last page read “..wrapped in

a raincoat made from dried zebra grass.” Look at the illustration of the

children with an umbrella and Chibi in his raincoat made of zebra grass,

what do you infer? Record your thinking and then share with a friend.

Sts T&T and T listens in, then selects Sts to share. T charts responses.

T reads text through the page when the teacher talks with Chibi while no

one is around. What conclusion can you draw about this teacher and the

attention he pays to Chibi? Sts T&T and T listens in, then selects Sts to

share. T charts responses.

Lesson recap: You have done the work of good readers again today. You

have looked for those clues that share an idea that is repeated in order to

draw some conclusions about our story.

Sts have copy of think sheet

that is like the anchor chart

to record the inferences and

conclusions they make.

Sts record their conclusion

on their think sheet.


you draw about Chibi?

T&T: What can you infer

about Chibi and his grass

coat?


you draw about the teacher?

Sts share

-What do good readers

use to make

inferences?


you making in your

IR? What supports the

inference you made?


T&T and share time.




Revised 8/11 51

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

3

BK+TC=I

Chart

3 Column

Chart

BK /

Text Clues /

Inference or

Conclusion

(STW pp. 142)

Connect & Engage: Yesterday we… Today we will finish our story

Crow Boy. Let’s continue to look for clues in the text and use our BK to

infer and think about those recurring ideas and conclusions we can draw

from them.

Guided: T reads text through the next 6 pages. T has Sts record their

conclusion and then T&T with a partner. T listens in and selects Sts to

share. T reads to part when Sts felt bad about how they treated Chibi and

has Sts record their conclusion. Sts also draw conclusion at the end about

the happy crow call Chibi (Crow Boy) made as he turned up the

mountain. Sts record conclusion on their think sheet.

T facilitates share time to discuss the last two conclusions Sts made on

their own. T helps to return Sts to the text to support their thinking.

Lesson recap: Wow! You were really thinking about the clues in the text

as you worked to draw those conclusions about Chibi and the other

students in his class. Good readers understand that drawing conclusions

and making inferences help them as a reader.

Sts have copy of think sheet

that is like the anchor chart

to record the inferences and

conclusions they make.


you draw?

St share

-What conclusion did

you draw about

1) How the children

felt for the way they

treated Chibi?

2) The happy crow call

made by Chibi as he

went up the

mountain?


T&T and share time.

Sts completed think

sheets of conclusions

drawn.

4

Connect & Engage: We were able to draw a lot of conclusions as we

read Crow Boy. As good readers we know that making inferences and

drawing conclusions help us to make meaning of the things happening in

the story. Today we will take a look at a few more ideas that we can draw

conclusion from.

Collaborate: Together T and Sts look at the Draw Conclusions think

sheet IRA pp. 39). T and Sts work through the first idea and draw a

conclusion. T records conclusion in the box. Sts work in small groups to

complete the other 2 conclusions for the ideas given. T listens in to

groups and scaffolds as needed. T facilitates share time to discuss the last

two conclusions Sts made in their groups.

Lesson recap: Good readers understand that drawing conclusions and

making inferences help them as a reader.


work in small groups to

complete the conclusion

from their think sheets. Sts

share their thinking with the

whole group.

St share


you draw?

-How does drawing

conclusions help you

with the story?


T&T, collaborative

practice and share time.

Sts completed think

sheets




Revised 8/11 52

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

5

Connect & Engage: Yesterday we…Today we will work to make

inferences and draw conclusions again using poetry. Our poem today

**“Young Bull” by Linda Hoyt is based on the main character in the

book Cheyenne Again by Eve Bunting. Cheyenne is a young Indian boy

who is taken from his family and placed in a school where the goal is to

make him an “American”. Let’s see what inferences we can make or

conclusions we can draw by using the text clues in the poem and our BK.

Collaborate: T reads the poem. Sts join in on the second read. T and Sts

work to make inferences for the first stanza and then draw a conclusion.

Sts work with a partner to make inferences and draw a conclusion about

the second stanza. Sts record their thinking on a think sheet or directly on

their copy of the poem. T listens in to groups and scaffolds as needed. T

facilitates share time to discuss the last two conclusions Sts made with

their partners. Sts answer the multiple choice questions on own.

Lesson recap: Good readers understand that drawing conclusions and

making inferences help them as a reader.


have copy of poem “Young

Bull”. Sts will record their

inferences and/or

conclusions on the poem or

on a separate think sheet. St

share thinking with whole

class.

St share

-What inferences did

you make in the

second stanza?


you draw in the second

stanza?


T&T, collaborative

practice and share time.

Assessment:

Sts completed think

sheets.

-sts able to draw a

reasonable conclusion

using text clues and or

BK.

Mulitple Choice TAKS

type inference questions

about the poem. (From

the poem the reader can

tell that…)

MATERIALS: Interactive Read Alouds Grade 2-3 by Linda Hoyt, pp. 29 Infer lesson and pp. 37 Draw Conclusions lesson

Suggested Lesson Text Days 1-3 *Crow Boy or other book for Infer or Draw Conclusions list in Guide to Interactive Read Alouds Gr. 2-3 pp. 44

Suggested Lesson Text Day 4 Interactive Read Alouds Grade 2-3 pp.39

Assessment text Interactive Read Alouds Grade 2-3 pp. 134




Revised 8/11 53

Target(s) for the Week: Use my prior knowledge (schema) and clues in the text to come up with an idea or an answer to my question that is not explicitly stated by the author or in

the text (Make inferences about text using textual evidence to support understanding); Use my prior knowledge and textual clues to make a reasonable

inference and draw conclusions; Explain how inferring helps me as a reader

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

T-chart :

Questions

(I wonder)

/Facts

(I learned)

Inference

(I think)

(STW pp. 147

or CTK Book

4 pp. 72)

Connect & Engage: Last week we used a fiction text and some poetry

to make inferences and draw conclusions about the text. T&T, what do

good readers use to make inferences and draw conclusions. T reviews

TC+BK= I inference chart. As good readers, we can use these same

strategies in non-fiction text as well. We will be reading Mountains:

Surviving on Mt. Everest. As we read, we will use facts and questions to

help us make inferences. When we see an idea that is recurring, we can

draw a conclusion about it.

Model: T introduces article and shares background knowledge (BK)

about it. I will share my thinking, my questions –what I wonder about

and the facts I noticed- what I learned, as I read the article. Your job is

to watch and notice what I do as I read. T reads pp. 302-303 aloud,

stopping to model facts learned or questions/wonderings. T uses the text,

the photographs and the captions to make her inferences. T places the

fact/question on anchor chart and then models her inference; “Based on

the text clues in this article so far, I think…” T records inference. (Use

only questions that cannot be answered in the text) T&T, what have you

noticed me doing as I have been reading Mountains: Surviving on Mt.

Everest? Sts share observations of the strategies T has modeled. T fills in

any missing strategy used.

Lesson Recap: Good readers infer as they read. They use the clues from

the text (both pictures and words) along with their BK to figure out an

idea or an answer to a question.

T&T: What do readers use

to make inferences and draw

conclusions?

T&T: What prior

knowledge do you have

about Mt. Everest?

Sts observe teacher as she

thinks aloud.

T&T: What have you

noticed T doing as she

reads?

Sts share

-What inferences have

you made in your IR?

What is helping you to

make your inferences?

T observations and


T&T and share time




Revised 8/11 54

D

A

Y

Anchor

Chart(s)









2

T-chart :

Questions

(I wonder)

/Facts

(I learned)

Inference

(I think)

(STW pp. 147

or CTK Book

4 pp. 72)

Connect & Engage: Yesterday we began to read, ask questions, notice

facts and make inference. Today we will continue our article Mountains:

Surviving on Mt. Everest and after I model a few more pages, you can

begin to infer answers to your questions and the facts you have learned.

Before we start, T&T to your partner about what good readers do when

they make inferences.

Model: T continues with text reading pp. 304-305 and modeling questions

or facts learned and the inference supported by text evidence (including

text features) and or BK. T charts on the anchor chart. Did you notice how

my inferences are always linked back to clues in the text and or supported

with my own schema? You will get a chance to share your inferences in a

minute. As I think about the information I have read the last two days, I

can conclude that… T models a conclusion she is able to draw from the

text. Good readers draw conclusion when they see an idea recurring in the

text and they use their BK and text clues to support that conclusion.

Guided: T encourages Sts to ask their questions, share facts learned and

their inference connected to them as she reads pp. 306-307. T has Sts

T&T as she listens in and selects Sts to share their thinking, letting other

Sts piggyback off the inference. T scaffolds Sts who are having trouble

linking their inference back to the text. T stops at points in text when a

conclusion can be drawn and prompts Sts to think about a conclusion

they can draw. T jots Sts thinking on the class anchor chart.

Lesson recap: You are doing some great work, thinking about the

inferences to the facts in the article and the questions you have. Good

readers know that making inferences and drawing conclusions helps

them better understand what they are reading, especially when we do not

have lots of background knowledge.

T&T: What do good

readers do when they make

inferences?

T&T: What is your

inference to the question or

facts? Be sure to base your

answer on text

clues/evidence from the

article and your BK if you

have some.


you draw?

Sts share





T observations and


T&T and share time

3

T-chart :

Questions

(I wonder)

/Facts

(I learned)

Inference

(I think)

(STW pp. 147

or CTK Book

4 pp. 72)

Connect & Engage: Today we will continue with our guided practice of

the article…Be sure your inference is backed up by evidence from the

text. Good readers use the clues from the text – both the text features and

the words- and their BK support their thinking when they draw

conclusions or make inferences.

Guided: Process from Day continues. T scaffolds Sts as they continue to ask

questions/state facts and infer answers. T guides Sts to be sure questions are

deep enough and that their thinking is tied to text evidence and or BK. T and

Sts work through pp. 308-311. T charts responses after listening in to T&T

and selecting Sts to share their inference. T stops at points for Sts to draw

conclusions about the bigger ideas of the article as well.

Lesson recap: Well done again today! You are really doing the work of

good readers as we continue to learn facts and ask questions that we can

infer an answer or idea for.

T&T: What is your

inference to the question or

facts? Be sure to base your

answer on text

clues/evidence from the

article and your BK if you

have some.


you draw?

Sts share





T observations and


T&T and share time




Revised 8/11 55

D

A

Y

Anchor

Chart(s)









4

Connect & Engage: Today we will complete the article by working in

teams…Be sure your inference is backed up by evidence from the words

in the text and/or the text features.

Collaborate: T creates groups of 2-3 Sts and provides each group with 1

copy of the text to share. T reads aloud pp. 314-316 and then has Sts use their

own copy of question/fact and inference think sheet to ask questions/record

facts learned and make inferences in their groups. T confers with groups to

support them as they discuss the article and helps them elaborate on their

thinking if needed. T makes sure Sts inference is connected to text

evidence/clues. T facilitates the share time to discuss the Sts thinking.

Lesson recap: Sts, you have amazed me again! You are working hard to

infer the answers to your questions and the facts you have learn. You are

able to draw conclusions from the recurring ideas in the text. Good readers

know how important this strategy is, especially when they don’t have as

much BK. As you encounter questions and facts in your IR, stop think and

infer an answer that is supported by the text clues and your BK. Be use to

draw conclusions for those ideas that keep resurfacing in the text.


use article and question/fact

and inference think sheet to

record questions/facts and

inferences based on text

evidence.

Sts share

-What questions/facts

and inferences did you

make and what was the

text evidence that

supported it?

T observations and


collaborative practice and

share time.

5

Connect & Engage: All week we have been asking questions and making

inferences about our reading. Today you will get to practice this on your

own reading Fossils: Clues to Dinosaurs.

Independent: T reads the title of the article and explains that Sts will

read article on own and use their own questions/facts and inferences

think sheet to record their thinking. Sts write a conclusion they have

drawn at the bottom of the think sheet.

Once complete, T introduces Sts to the TAKS like multiple choice

questions that include question stems for inferring and drawing

conclusions. T models one of the questions with the Sts, thinking allowed

about it as she goes. T shows Sts how they are still using text clues to

help select the best inference/conclusion for the question. T confers with

Sts as they work independently. T facilitates share time.

Lesson recap: Good readers are always thinking about the text they are

reading, regardless of the genre. Good readers know that they will have

questions they want to answer or facts they have just learned that they

want to merge with their own thinking. You have done a great job of this

strategy this week. As you read in IR time, be sure to notice when you are

making inferences or drawing conclusions. Mark the spot in your book or

record it in your reading journal. We will share some of inferences and

conclusions next week.


follow along as T introduces

article. Sts read article on

own and then use the think

sheet to record their

questions/facts and

inferences. Sts answer the

remainder of the MC

questions on own after the

modeling.

Sts share

-What questions/facts

and inferences did you

make and what was the

text evidence that

supported it?

T observations and


independent practice and

share time.

Assessment:

Sts completed think sheet

-Sts made reasonable

inferences that were

support w/ text evidence

-Sts had at least one

conclusion

MC TAKS like questions

stems for inferring and

drawing conclusions.

MATERIALS: Lesson idea adapted from Comprehension Toolkit, Book 4 Lesson 11, pp. 14; also see Strategies That Work pp. 146-147 for lesson ideas.

Suggested Lesson Text Days 1-4 Texas Journeys/Senderos student anthology Mountains: Surviving on Mt. Everest

Toolkit Text for Grades 2-3 by Harvey and Goudvis, pp. 8

3rd



Revised 10/11 56



Week 16

12/12-12/16

Week 17

1/3-1/6

Week 18

1/9-1/13

Get

tin

g t

he

Mea

nin

g

(In

tera

ctiv

e R

ead

Alo

ud

)

(Sh

ared

Rea

din

g)

• Make inferences about text and use textual

evidence to support understanding (Fig. 19D)

• Use the context to infer the relevant meaning of

unfamiliar words and concepts or distinguish

among multiple meaning words and homographs

(4B/1F, 4F)

• Explain how inferring helps me as a reader (Fig.

19D)



• Describe the interactions of characters including

their relationships and the changes they undergo

(8B/4K)

• Infer characters’ feelings and emotions from

descriptions, what they do or say, and what

others think about them (8B/4K)


19D)



• Identity what happens (effect) and why it

happens (cause) when it is explicitly stated in

text and infer the cause and effect when it is not

explicitly stated. (13C/4K)


19D)

Rea

din

g H

abit

s

(In

dep

end

ent

Rea

din

g)

(Dis

cuss

ing

Bo

ok

s)









(11A/4E,H,I)




with greater complexity (31A, 30A/1D,B,G, 2C,I,

3B,C,D,G,E,H,I,J)









(11A/4E,H,I)




with greater complexity (31A, 30A/1D,B,G,

2C,I, 3B,C,D,G,E,H,I,J)









(11A/4E,H,I)


(3A/4E,H)

Wo

rd S

tud

y • Use syllables and doubling final consonants


















(TEKS/ELPS)




Revised 10/11 57

Target(s) for the Week: Make inferences about text and use textual evidence to support understanding; Use context clues to infer the relevant meaning of unfamiliar words

and concepts or distinguish among multiple meaning words and homographs; Explain how inferring helps me as a reader.

D

A

Y

Anchor

Chart(s)









1

BK + TC

= I

4 Column

Chart

Word /

Inferred

Meaning/

Text Clues/

Sentence

Connect & Engage: You have been using your background knowledge and

clues from the text to make inferences and draw conclusions as we have been

reading from both fiction and NF pieces of text. Good readers also use this

strategy when they encounter unfamiliar words in their reading. This week

we will be reading Fly High! The Story of Bessie Coleman. T invites Sts to

T&T to activate their schema. T listens in and then introduces the book

providing some background about the text. (Sts may not have much schema)

Model: As I read some of this story today, I am going to model how I figure

out the meaning of unfamiliar words. When I come to a word I don’t know, I

need to think about what I do know about, and also think about the context

for that word. I need to read the sentences that come before and after the

word because they will help me infer the meaning. I also need to check for

picture clues. You may have seen this equation before: BK (background

knowledge) + TC (text clues) = I (inference). Let me show you, watch as I

read and notice what I do to figure out unfamiliar words.

T reads the first few pages and stops at “Pullman porter”. T reads on, and

then tries re-reading. Neither strategy helps. T thinks about own travels I

know that there are people at the airport working for the airlines called

porters. They can load your suitcase on a cart and push it for you. T then

notices picture at top of the page. Oh, now I’m inferring that a Pullman

porter is a railroad station worker who carried bags for people just like the

porters at the airport do. The Pullman porter helps people get their suitcase

on and off the train. T has Sts T&T to share what they noticed her doing. T

charts the unfamiliar word, inferred meaning, and text clues and then works

on a sentence for the last column. The reason we try to use the word in a

sentence is so that as readers we can show we understand the meaning of the

word. T reads and models a few more words from the text. (Read about 1/3

of the book)

Lesson recap: That’s right, good readers stop and notice when they come to

an unfamiliar word. The use their background knowledge plus the clues from

the text to help them figure out the meaning to the word.

T&T: What do you

already know about Bessie

Coleman?

T&T: What did you

notice the T doing when

there was an unfamiliar

word in the text?

Sts share thinking with

whole group.

Sts share

-What are some

inferences you have

made or conclusions

you have drawn in your

IR?

T observation and


Sts T&T and share

time.




Revised 10/11 58

D

A

Y

Anchor

Chart(s)









2

BK + TC

= I

4 Column

Chart

Word /

Inferred

Meaning/

Text Clues/

Sentence

Connect & Engage: Yesterday you were able to watch me infer the

meaning of unfamiliar words. Good readers use this strategy as a way to

monitor their comprehension. They understand that as a reader inferring

unfamiliar words is an important strategy. We will practice this again

today as we keep reading Fly High! The Story of Bessie Coleman

Model/Guided Practice: T begins to read story modeling strategy to

figure out one more unfamiliar word. Then T invites Sts to join in. T reads

more of the text and asks Sts to signal when they are unfamiliar with a

word. T & Sts stop to apply strategies to figure out unfamiliar word. Sts

may T&T as T listens and then records responses on the anchor chart w/

Sts. After applying the strategy to a few words, T stops to introduce work

keepers. There is nothing more important to a passionate reader than

words! This person is a wordsmith- a word lover. Do you know what a

zookeeper is? Right, they take care of the animals in the zoo. Well, you

guys are going to be word keepers. WK love words and care about them.

Who would like to be the Word Keeper for _____? I’ll write it on a post-it

and give it to you – you will responsible for knowing what the word

means, the part of speech it is, and how to spell it. So if anyone needs help

with the word ______, see ______. (T reads second 1/3 of text for today’s

lesson)

Lesson recap: Good readers understand the importance of words in

reading. You can’t skip over them; they need to be figured out. You have

done a nice job of inferring the meaning of unfamiliar words by using

your BK and the TC to help you.

T&T: What do you infer

the meaning of the

unfamiliar word is?

What helped you?

Sts share

-How does inferring

unfamiliar words help

us when we read?

-What are context

clues? -What does BK

+ TC equal?

T observation and


T&T and share time.

3

4 Column

Chart

Word /

Inferred

Meaning/

Text Clues/

Sentence

Connect & Engage: Yesterday we…Today we will continue reading our

biographical story Fly High! The Story of Bessie Coleman, stopping to

notice those words we are not familiar with and inferring their meaning.

Guided: T continues to read through story, guiding Sts as they infer the

meaning of unfamiliar words, and fill out their own charts. T has Sts

T&T, listens in and selects Sts to share. T continues to assign newly

learned words to Word Keepers.

Lesson recap: Great work readers! You are becoming quite skilled at

noticing those unfamiliar words and then using your BK and the TC to

help you infer their meaning. I am so glad to see so many of you

volunteering to be the Word Keepers of all of these new words we are

learning.

Sts have a 4 column

think sheet that matches

the anchor chart.

Sts T&T as they

encounter other

unfamiliar words.

Sts share

- Sts share

-How does inferring


us when we read?

-What are context

clues? -What does BK

+ TC equal?

T observation and


T&T and share time.




Revised 10/11 59

D

A

Y

Anchor

Chart(s)









4

4 Column

Chart

Word /

Inferred

Meaning/

Text Clues/

Sentence

Connect & Engage: We have worked together to infer meaning of

unfamiliar words, using our BK and the TC to help us. Many of you

are now the keeper of these new words. Today you will get the

opportunity to work with a partner to try this strategy again.

Collaborate: T reads article titled **“The Popularity of Pets” as Sts

follow along and list any unfamiliar words on their think sheet. T

assigns partners to work together to complete the 4 column think sheet

for a few unfamiliar words the Sts encountered in their reading. T

circulates among Sts to provide support as needed. T facilitates as Sts

share their words and the strategy used to figure them out.

Lesson recap: You are definitely good readers! You stop and notice

when you are not familiar with a word and then infer its meaning. As

you find words in your IR books that are unfamiliar, it will be your job

to infer the meaning of those words as well. Track these words in your

reading journal and be prepared to share.

Collaborative Practice: Sts follow

along in article as T

reads it. Sts list a few

unfamiliar words on

think sheet. Sts work

with partner to infer

meaning of unfamiliar

words from the text and

chart thinking on the 4

column think sheet.

Sts share

-unfamiliar words

and their strategy to

figure out the words.

-How does inferring


you as a reader?

T observation and


Sts collaborative

practice and share

time.

Sts completed think

sheets on inferring of

unfamiliar words.




Revised 10/11 60

D

A

Y

Anchor

Chart(s)









5

Connect & Engage: We have been reading and encountering unfamiliar

words. We know that good readers infer the meaning to those words

before reading on. Today we will see how we can apply this strategy in a

testing format.

Model/Guided: Part of being a student is taking tests. Because the

testing format looks different than our authentic reading does, we will

take a look at the test format and how we can apply this strategy as we

read a passage and answer questions about the meaning of unfamiliar

words. T reads the ***article as Sts follow along. T points out the

underlined words in the passage. This is the word the test maker has

decided is the unfamiliar word. In authentic reading, the author does not

select these words for us; instead we notice the words that are unfamiliar

to us. But that does not work on a test. T uses document camera to show

the test questions on word meaning. T reads question and models for Sts

how to go back into the passage to find the word. T then applies strategy

Sts have been learning all week to figure out the meaning of the

unfamiliar word. T writes her definition in the margin of article and goes

back to the question. T shows Sts how to select the answer. T & Sts work

through process for other word meaning questions. Sts T&T about best

answer choice and what helps them think that.

Lesson Recap: Good readers use inferring of unfamiliar words even in a

testing genre. The strategy is the same; the text and format just look

different than our authentic reading does.

Sts have copy of TAKS

(STAAR) like

passage/article.

T&T: What is the best

answer choice for this

question? What supports

your thinking?

Sts share

-How can the strategy

of inferring unfamiliar

words be used on a

TAKS/STAAR test?

T observation and


T&T and share time.

MATERIALS: Day 1-3 Strategies That Work (STW) pp. 139-140 and Comprehension Toolkit Lesson 10 by Harvey & Goudvis

Suggested Lesson Text: Fly High! The Story of Bessie Coleman by Louise Borden or other text that will lend itself to inferring the meaning of unfamiliar words (Sts may not have much schema for

the topic)

Think sheet pp. 71 of CTK Book 4 Inferring Meaning

Day 4: **Collaborative Practice Article - “The Popularity of Pets” pp. 111 Source Book of Short Text (in Comprehension Toolkit)

Day 5: ***TAKS (STAAR) type passage; Think sheet pp. 71 Book 4 of Comprehension Toolkit




Revised 10/11 61

Target(s) for the Week: Make inferences about text and use the textual evidence to support understanding; Describe the interactions of characters including their relationships

and the changes they undergo; Infer characters’ feelings and emotions from descriptions, what they say or do, and what others thing about them; Explain

how inferring helps me as a reader

D

A

Y

Anchor Chart(s) Explicit Instruction/Modeling Minilesson Focus


Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

2 column chart

Character/Feelings

/Emotions

Character/ Changes

Connect & Engage: In previous lessons we have learned that

in well-written stories, we notice the way characters act, the

choices they make, and the kind of people they are. We can use

what we learn about the characters to describe them and the

changes they undergo. We will continue to use the evidence in

the text and our schema to support the inferences we make

about the characters’ feelings and emotions.

Model: The book we will be reading over the next few days is

called *The Raft. It is a story about a boy named Nicky who

must spend his summer with his grandmother at a cabin on the

river. This is not his idea of fun; after all she doesn’t even have

a TV. T invites Sts to T&T to activate their schema. T reads

first page and stops. I am inferring that Nicky is sad about

going to his grandma’s and not being able to stay with his dad

because the text tells us his dad cannot take him with for the

summer. I have felt sad before when I could not be with

someone important to me. A whole summer is a long time to be

away from someone you love. T reads on through the next page,

stopping to model any inferences she makes about Nicky and

Grandma using the descriptions, their dialogue and thoughts in

the text and any BK. T records inferences on anchor chart.

Guided: T reads a few more pages and invites Sts to T&T

about the inferences they are making about grandma and

Nicky. T listens in to T&T and selects Sts to share their

inferences. T records some responses on anchor chart. (Read

about 1/3 of text today)

Lesson recap: Good readers notice characters- the way they

act, the choices they make and the kind of people they are. This

helps us describe them and the changes they undergo. Good

readers use the clues in the text and their BK to make

inferences about the characters that the author does not say

directly in the text.

T&T: Have you ever had

to spend time some place

you did not want to be?

Sts share

-What unfamiliar

words have you

encountered in your

IR? What meaning did

you infer? What

strategy helped you

figure it out?

T observations and

anecdotal notes Sts

T&T and share time.




Revised 10/11 62

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

2 column

chart

Character/Fe

elings

/Emotions

Character/Ch

anges

Connect & Engage: Today we will continue to read our story

*The Raft to learn more Nicky and grandma and their relationship

with each other.

Guided: (Note: As unfamiliar words come up in text, be sure to

continue to model or guide Sts to stop to infer their meaning. T

can assign the new words to a word keeper.) T continues to read

the text (read another 1/3 of book today) as Sts work to infer the

feelings and emotions of the characters. T allows for T&T,

listening in, selecting Sts to share and recording responses on the

anchor chart. Sts record their inferences on their own think sheet

(set up like the anchor chart).

Lesson recap: You are doing a great job using the descriptions

from the text, along with what the characters do and say to infer

their feelings and emotions. Good readers know the importance of

the characters, their relationships and the changes they undergo.

Sts have own think sheet

to record their inferences

about the characters.

T&T about the inferences

you have made about

Nicky and grandma.

Sts

Share

-what is an inference

you made about a

character in our story

today and what

helped you to infer

that about them?

T observations and

anecdotal notes Sts

T&T and share time.

Sts inferences on

their think sheets.

3

2 column

chart

Character/Fe

elings

/Emotions

Character/Ch

anges

Connect & Engage: The Raft by Jim LaMarche has been a

fantastic book so far. How many of you are eager to see how our

story ends? T&T and talk about the changes you have noticed

going on with Nicky and grandma. Why do you think those

changes have come about?

Guided: T & Sts discuss the changes in Nicky and grandma. T

records information onto the anchor chart. T and Sts read to the

end of the text, stopping to infer character feelings and emotions,

and noting any other changes in the characters personality or

relationships. T facilitates Sts share time at end of lesson.

Lesson recap: As good readers you understand how the emotions

and feelings of the characters really create the meaning of the

story. You also understand that many times the author leaves the

reader to infer a character’s actions, words and their

relationships with others. You have done some great thinking. Be

sure you take these strategies we have learned and practiced to

your independent reading




T&T about the inferences

you have made about

Nicky and grandma

Sts share

-what change in

Nicky did you see by

the end of the story?

In grandma? How is

their relationship

different than it was

at the beginning of

the story?

T observations and

anecdotal notes Sts

T&T and share time.

Sts inferences on

their think sheets.




Revised 10/11 63

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

4

&

5

Use same

anchor chart

format or

another

graphic

organizer

T selects another text and repeats the lesson process from Days 1-

3.




T determines share

time focus question.

T observations and

anecdotal notes Sts

T&T and share time.

Sts inferences on

their think sheets.

MATERIALS: Day 1-3 Suggested Lesson Text: The Raft by Jim LaMarche or other text that is highly engaging to Sts, allowing for opportunities to make inferences about the

characters feelings, emotions, and interactions as well as their relationships with other characters and the changes they undergo in the story.

Day 4 & 5 Suggested Lesson Text++: text with same attributes listed in Days 1-3, but shorter to be able to complete in 2 days.

++See Comprehension Strategies Book List on Third Grade Resources page of ELAR webpage on the district website.




Revised 10/11 64

Target(s) for the Week: Make inferences about text and use textual evidence to support understanding; Identify what happens (effect) and why it happens (cause) when it is

explicitly stated in the text and infer the cause and effect when it is not explicitly stated; Explain how inferring helps me as a reader.

D

A

Y



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

2 column chart

Cause /

Effect

Connect & Engage: We have been learning and practicing to infer

as we read. We use the clues from the text and our BK to make

inferences about the characters and events in those texts. Today we

are going to take a look at identifying causes and effects in the texts

that we read. A cause is why something happens and the effect is what

happens. If I hold up a pencil and then let it go what will happen? The

pencil will fall on the floor (effect) because I let it go (cause). T&T

with a partner to give another example of cause and effect. T listens

in and selects a few Sts to share examples.

Today we are going to read *The Stray Dog by Marc Simont. Our job

as readers will be to enjoy the story and notice the cause-and-effect

relationships as we read.

Model: T will read pages 1-3 through the words “until its time to go”.

What a great picnic that family must have had. That scruffy little dog

is so cute, and so friendly. I am going to stop reading and think about

cause (why it happens) and effect (what happens) for a minute. I am

thinking the weather was nice, which had the effect of encouraging

the family to go on a picnic. I will write that on our chart: nice

weather/go on a picnic. Next a little dog comes along who wants to

play (cause). The effect? The kids give him a name and play with him

until it is time for them to go. I will add that to chart as well. T reads

text until she gets to “Saturday” and they are back in the park. I am

thinking about the cause and effect of this part of the story…the kids

asked if they could take Willy home. I think that was caused because

Willy was so much fun to play with. The book says “all week they had

Willy on their minds.” T&T about why they kept thinking about Willy.

You may have to use text clues and your schema to infer the cause. T

listens in and selects Sts to share their thinking and charts the cause

and effect.

Lesson Recap: Good readers notice what happens in a story and why

it happens. Sometimes the reader must infer the cause or effect.

T&T: Give your partner an

example of cause and

effect.

T&T: Why did they keep

thinking about Willy?

What caused that to

happen?

Sts share


you made about the

characters in your IR?

Have you been able to

infer how they have

changed over time in

your book?

T observation and


T&T and share time.




Revised 10/11 65

D

A

Y

Anchor

Chart(s)









2

2 column chart

Cause /

Effect

Connect & Engage: Yesterday we…today we will finish our book

*The Stray Dog by Marc Simont, noticing the cause-and-effect

relationships as we read. T&T to a partner – What is cause and effect?

Sts can share definition with class.

Guided: T reads the text to where Willy comes racing by with the dog

warden behind him. T&T, what is causing Will to run so fast? Why

doesn’t he stop to see the kids? T reads to where the children are

talking to the dog warden. T invites Sts to T&T again. T listens in and

selects Sts to share. T records cause/effect on chart. T reads to end of

text, pausing for Sts to T&T or share with the class any cause and

effect they are noticing or inferring in the story. T has Sts think about a

final cause and effect and infer what the effect could have been. (see

sharing focus)

T&T: What is cause and

effect?

T&T: What is causing Will

to run so fast? Why doesn’t

he stop to see the kids?

T&T: What caused them to

take off their belt and hair

ribbon? What was the effect

of what they did?

Sts share

-What if the kids hadn’t

been so smart and

didn’t think about

taking off their belt and

hair ribbon? What

would have been the

effect on Willy? What

could have happened?

T observation and


T&T and share time.

3

2 column chart

Cause /

Effect

Connect & Engage: We have been looking at cause and effect in the

events of a story. Many times the author tells us what happens (the effect)

and why (the cause) but there are times when the author may only tell us

the what or the why and we as readers are left to infer the other part.

Today as we read **The Wall by Eve Bunting, we will have to use our BK

and the text clues to infer either the cause or the effect in parts of the story.

Let me show you.

Model: T reads the first page, Because people were killed in a war, the

country honors them by putting their names on a memorial like this wall in

our story. T continues to read through the page with a picture of the man in

the wheelchair. I am inferring this man in the military clothing is a veteran

of a war because he has no legs. The text does not tell us that, I had to infer

the cause (veteran of a war) because the author only told us the effect –

“He doesn’t have legs.” T reads the next page I am inferring the

characters are crying and sad (effect) because they lost a son in the war

(cause). I am inferring the old woman is hugging the man (effect) because

he may need to be to comforted (cause). Do you see how even the

character’s feelings and emotions have a cause and effect? T has Sts T&T

to notice what she did to infer either the cause or the effect when not

explicitly stated in the text. T continues to read and infer cause/effect

through the page when dad finally finds grandpa’s name.

Lesson recap: Good readers are able to identify the cause and effect of

events in the story. They also can do this with characters’ emotions and

feelings. Not all cause and effect is stated by the author. Sometimes the

reader needs to infer either the cause or the effect of something from the

text.

T&T: What did you notice

the teacher doing when the

cause or effect was not

directly stated by the author?

Sts share


you made about the

characters in your IR?

Have you been able to

infer how they have

changed over time in

your book?

T observation and

anecdotal notes on Sts T&T

and share time.




Revised 10/11 66

D

A

Y

Anchor

Chart(s)









4

Use same anchor

chart format or

another graphic

organizer

Connect & Engage: Yesterday we…today you will get a chance to

infer either the cause or the effect as we read the rest of the book The

Wall by Eve Bunting.

Guided: T reads through to the end of the book, stopping to allow Sts

to share the cause and effect they notice in the text and to infer the

missing piece of the cause/effect. T supports and facilitates discussion

as needed. T allows for Sts to T&T and then listens in and selects Sts

to share. T records cause/effect and inferences on anchor chart. T helps

Sts see that cause and effect occurs in character feelings and emotions

as well as events in a story.

Lesson recap: Good readers understand that events in a story and the

characters actions, feelings and emotions often have a cause and

effect. Sometimes the cause and effect is directly stated by the author

and other times the reader is left to infer one or the other. As you read

your IR books, look for cause and effect in both the events and

characters of the story. Notice when you need to infer either the cause

or the effect.

T&T: What is the cause and

effect? Did you have to

infer either of them?

What if the boy’s

grandfather had not

died in the war? What

would have been the

effect on the boy and

his father?

T observation and


T&T and share time.

5

Connect & Engage: All week we have been looking at what happens

in a story and why it happens. This is called cause and effect.

Sometimes the author states the cause and effect of an event and other

times he leaves this for the reader to infer. Today you will get the

opportunity to identify what happens and why in a text at your

independent reading level.

Independent: T and Sts read through the independent text selection.

Now you will work on your own by re-reading the selection and

looking for the cause and effect in the events of the story. Ask yourself,

does the author tell me the cause and effect or must I infer? As Sts

complete the T-chart, T circulates the room conferencing with Sts as

needed to support them. T facilitates the sharing focus as Sts share

some of the causes and effects they were able to find in the text.

Lesson recap: You have done a great job this week, identifying and

inferring causes and effects with in a story to help you better

understand what you are reading. Be sure to do this in your IR.


have a copy of the

independent text selection.

Sts re-read selection and

identify or infer the causes

and effects within the story

and record them on the T

chart at the bottom of the

selection.

Sts should be prepared to

share their thinking.

Sts share


causes and effects you

found in the text?

-Did the author tell you

or did you have to

infer?

-How does inferring

cause and effect help

you as a reader?

T observation and

anecdotal notes of


conferences.

Sts completed T-chart

think sheet.

Assessment:

Sts can…

-identify causes and

effects directly stated in

the text

-infer causes and/or

effects not directly stated

in the text

-explain how inferring

helps them as a reader

MATERIALS: Interactive Read-Alouds Grade 2-3 by Linda Hoyt, pp 45

Day 1-2 Suggested Lesson Text: The Stray Dog by Marc Simont; Day 3-4 Suggested Lesson Text: The Wall by Eve Bunting or other suggested lesson text in Guide to Interactive

Read-Alouds Grade 2-3 by Hoyt pp. 44

Day 5 Suggest Independent Practice: Journeys Practice book Vol.1 pp. 59 Cause & Effect

3rd



Revised 11/11 67



Week 19

1/17-1/20

Week 20

1/23-1/27

Week 21

1/30-2/3

Get

tin

g t

he

Mea

nin

g

(In

tera

ctiv

e R

ead

Alo

ud

)

(Sh

ared

Rea

din

g)



• Infer to surface the big ideas and themes

supported by evidence from the text (Fig. 19D,

5A/4I,K)

• Paraphrase the themes and supporting details of

fables, legends, myths or stories. (Fig. 19D,

5A/4I,K)


19D)



• Infer to surface the big ideas and themes

supported by evidence from the text (Fig. 19D,

5A/4I,K)

• Paraphrase the themes and supporting details of

fables, legends, myths or stories. (Fig. 19D,

5A/4I,K)


19D)



• Compare and contrast the setting in myths and

traditional folktales (5B/1C, 4K)

• Hypothesize the significance of the setting in

influencing characters’ decisions and attitudes in

literary texts (5B/1C, 4K)

Rea

din

g H

abit

s

(In

dep

end

ent

Rea

din

g)

(Dis

cuss

ing

Bo

ok

s)









(11A/4E,H,I)





3B,C,D,G,H,I,J,E)









(11A/4E,H,I)





2C,I, 3B,C,D,G,H,I,J,E)









(11A/4E,H,I)


(3A/4E,H)

Wo

rd S

tud

y

• Identify the meaning of common prefixes (e., in-

,dis-) and suffixes (e.g.,-full,-less), and know

how they change the meaning of roots (4A/4A)

(include vocabulary lessons)








or schema levels: uses a variety of strategies








(TEKS/ELPS)




Revised 11/11 68

Target(s) for the Week: Make inference about text and use textual evidence to support understanding; Infer to surface the big ideas and themes supported by evidence from

the text; Paraphrase themes and supporting details of fables, legends, myths or stories; Explain how inferring helps me as a reader

D

A

Y

Anchor

Chart(s)









1

Evidence from

the text /

Themes

Connect & Engage: We have spent time in the past thinking about the plot

of the story. Plot is what happens in the story (the events). Today we are

going to take a look at the themes of a story. Themes represent the bigger

ideas of the story. The plot helps to carry these ideas along. Let me help

solidify your understanding of plot by using the story of “Goldilocks and the

Three Bears”. T recounts the plot of the story by summarizing the events of

the story. This is plot. But the themes are the underlying ideas, morals or

lessons that five the story depth and meaning. Themes are not usually stated

in the story. The author does not say “This story is about hope and

friendship”. Themes make us feel something. So what do you think the

bigger ideas of “Goldilocks and the Three Bears” are? T listens in as Sts

T&T about this. T selects Sts to share and facilitates the discussion.

Model: Today we will work on identifying the themes or big ideas of this

nonfiction picture book called Teammates by Peter Golenbock. It is the

story of Jackie Robinson’s courageous breakthrough into the all-white

major leagues. T begins to read the book, stopping to make any inferences.

I am inferring that because things were so much better for major league

players than for Negro league players, there must have been much anger.

Inequality usually makes one group feel mad or angry. So even though the

author has not said this, I am thinking that inequality and anger might be

themes within this text. T records the evidence and the themes on the anchor

chart. (T & Sts work through 1/3 of the text)

Lesson recap: Good readers understand that the underlying big ideas or

themes are not usually stated by the author. Instead the author gives the

reader clues/supporting details in the text to infer the themes of the story.

T&T: What are the big

ideas of Goldilocks and

the Three Bears?

T&T: about an inference

the T has made or share

your thoughts about the

themes of the story so far.

Sts share

-How many of you have

begun to notice the

cause & effect

relationship authors

sometimes use? Any of

you find this in your

IR? Did you have to

infer either the cause or

the effect?

T observation and


Sts T&T and share

time.

2

&

3

Connect & Engage: Yesterday we began to think about the themes/big ideas in

the nonfiction book Teammates by Peter Golenbock. Today we will continue

and as I read, you can jot your thinking about the themes and evidence you are

inferring in the story.

Guide: T & Sts will use the lesson process from Day 1 for Days 2 & 3. Possible

themes may include racism, loneliness, friendship, self-control.

Day 3: T facilitates group discussion of all the themes discovered throughout

the reading of the book. Which theme keeps you thinking even though we have

finished this text?

Lesson recap: Nice work! You are doing the work of good readers by thinking

about the themes and big ideas of the story and using the details in the text to

support your thinking. Authors want us to take away those ideas from the book.

Sts record themes and text

evidence on think sheet that

matches the anchor chart.

Sts share

-Which theme keeps you

thinking even though we

have finished this text?

T observation and


T&T and share time.

Sts completed think

sheets.




Revised 11/11 69

D

A

Y

Anchor

Chart(s)






of Shared Reading and/or Reading Workshop.)



4

&

5

T & Sts use process from Day 1-3 in a shorter text** to infer

the themes/big ideas of the story. Sts use own think sheet to

record their inferences on the themes/big ideas. T may have

Sts complete Day 5 inferences as a check on their

understanding of inferring the themes/big ideas of a story.

Sts record themes and text

evidence on think sheet that

matches the anchor chart.

Sts share

-Which theme keeps

you thinking even

though we have

finished this text?

T observation and


Sts T&T and share

time.

Sts completed think

sheets.

Sts can

-infer a theme or big

idea in a story using

supporting details from

the text



MATERIALS: Strategies That Work 2nd

Edition by Harvey & Goudvis, pp. 142-144 “Recognizing Plot and Inferring Themes”

Day 1-3 Suggested Lesson Text: *Teammates by Peter Golenbock or Day 3-4

Days 4-5 Suggested Lesson Text - **The Table Where Rich People Sit by Byrd Baylor; The Rag Coat by Lauren Mills; books by Patricia Polacco; Picnic in October by Eve

Bunting; Tight Times by Barbara Shook Hazen; any fiction read aloud used earlier in the year in Units 1-4 that has multiple themes/bid ideas to infer.




Revised 11/11 70

Target(s) for the Week: Make inference about text and use textual evidence to support understanding; Infer to surface the big ideas and themes supported by evidence from the

text; Paraphrase themes and supporting details of fables, legends, myths or stories; Explain how inferring helps me as a reader

D

A

Y



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Connect & Engage: We have spent many weeks working on

inferring- both about the text we have read and the unfamiliar

words within that text. This week we are going to continue

inferring but we will be thinking about the themes or big ideas

of the texts we read. The themes or big ideas in a text are those

things the author wants us to think about and remember long

after the book is finished. It is what we take away from the

book. Many times the author does not come right out and say,

“This book is about hope or friendship”, they leave clues in the

text and the reader must infer the themes or the big ideas. Let

me show you.

Model: As we read this traditional folktale today called *Luba

and the Wren by Patricia Polacco, we will make inferences

using the evidence from the text. We will also begin to think

about the themes or big ideas the author wants us to take away

from this story. Sometimes in folktales and fables, these big

ideas are really a moral lesson. Something the characters

learn. T begins to read the book, stopping at the end of the

page to make an inference. I am thinking that Luba seems

content because her parents, though poor, made sure Luba had

what she needed to be well taken care of and happy. I know

most children don't always know how much money their

parents make or think that they do not have what they need.

T&T, what are you thinking?

Guide: T continues to read text stopping every few pages for

Sts to T&T and share their inferences or predictions about the

story. T listens in and selects Sts to share T reads through about

2/3 of the text. T reminds Sts to use inferring strategies to

determine meaning of unfamiliar words as needed.

Lesson recap: Good readers use the clues from the text and

their BK to make inferences about the book they are reading.

Tomorrow as we complete this folktale, we will identify and

discuss the big ideas the author wants us to take away from the

text.

T&T: What inferences

do you have so far?

Sts share


you making in your

IR books? How are

these inferences

helping you as a

reader?

T observation and


Sts T&T and share

time.




Revised 11/11 71

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

Book title

Theme/Big

Idea

Setting

Importance

(see attached)

Connect & Engage: Yesterday we began our traditional folktale *Luba

and the Wren by Patricia Polacco. Today as we finish this book, I want

you to think about the big idea or lesson learned in the story. The author

gives the reader text clues but does not come right out and tell us what

the characters learned from their actions.

Guide: T & Sts continue to read through to the end of the book. Sts

continue to make inferences, recording & sharing their thinking through

T&T. T listens in and selects Sts to share. Let's go back now and think

about our story. What possible big idea did the author leave text clues

for? What can we infer the moral lesson of this story is? What details in

the story help you to think this? T&T about this for a minute?

T listens in and invites selected Sts to share their thinking and facilitates

the whole group discussion about the moral lesson. (e.g. Their child is

the real treasure and no amount of wealth can make them happier

because each time they got something nicer, they only wanted more and

they never were very happy and neither was Luba. Our text says she felt

sad and her parents hardly noticed her. T records the book title and

theme on the anchor chart. The setting section of the anchor chart will be

used in Week 21.

Lesson Recap: Today as good readers, you were able to use the

supporting details in our text to help you infer the moral lesson of this

story. We know author’s want the reader to take something away from

the story, to understand that there is a bigger idea underneath it all.

Sts record their inferences

on a think sheet as T reads

the text.

T&T: What inferences or

predictions have you made

so far?

T&T: What is the moral

lesson of this story?

Sts share

-What did you infer the

moral lesson was in this

story? What

evidence/supporting

details from the text

helped you to think

this?

T observation and


Sts T&T and share

time.

Sts completed think

sheets.

3

&

4

Book title

Theme/Big

Idea/

Setting

Importance

(see attached)

T & Sts use the same process from Day 1 & 2 to infer the moral lesson of

a folktale using the book **Feathers and Fools by Mem Fox. T reminds

Sts to use inferring strategies to determine meaning of unfamiliar words

as needed. T & Sts complete the anchor chart (except setting)

Note: T may choose a fable or legend in place of a folktale.



the text.



so far?

T&T: What is the moral

lesson of this story?

Sts share


moral lesson was in this

story? What

evidence/supporting

details from the text

helped you to think

this?

T observation and


Sts T&T and share

time.

Sts completed think

sheets.




Revised 11/11 72

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

5

Book title

Theme/Big

Idea/

Setting

Importance

(see attached)

T & Sts use the same process from Day 1 & 2 to infer the big idea of

myths (e.g.: King Midas, Hercules, Hermes & Apollo). T reminds Sts to

use inferring strategies to determine meaning of unfamiliar words as

needed. T & Sts complete anchor chart (except setting).

Independent: Today during independent reading, I would like to you

read a myth or folktale and determine the moral lesson or big idea. I

have several options for you to choose from.



the text.



so far?

T&T: What is the big idea

of this story?

Independent Practice: As

part of independent reading

time, Sts select an

independent level folktale or

myth to read and then

record their the moral lesson

or big idea of the myth or

folktale using supporting

details from the text.

Sts share


big ideas/themes were

in this story?

What evidence

/supporting details from

the text helped you to

think this?

T observation and


Sts T&T and share

time.

Sts completed think

sheets.

T observation and


Sts T&T and share

time.

Sts completed think

sheets.

Sts completed


Sts can

-infer a theme, big idea

or lesson in a story

using supporting details

from the text



MATERIALS: Day 1-2: *Suggested Lesson Text – Luba and the Wren by Patricia Polacco; Texas Journeys Unit 2, pp. 258-276 “The Harvest Birds” or another folktale (See

Destiny, the District’s library catalog for suggested titles, be sure interest level is for 3rd

grade.)

Day 3-4: **Suggested Lesson Text – Feathers and Fools by Mem Fox; one of the text listed for Day 1 & 2 if not previously used.

Day 5: ***Suggested Lesson Text – myths: http://greece.mrdonn.org/myths.html ; Greek Myths by Deborah Lock (DK Reader 3); Destiny – District’s library catalog contains

some myths as well, be sure interest level is K-3 or 3-5, as some myths are not content appropriate for Grade 3 (read through the myth).

Day 5: Independent Practice: myths: http://greece.mrdonn.org/myths.html; folktales: Texas Journeys Unit 6 (Magazine) pp. 4-5 “Paca and the Beetle; A folktale from Brazil”; Unit

2, pp. 279-280 Reader’s Theatre “The Farmer and the Dream”




Revised 11/11 73

Our Inferences about the themes, big ideas or moral lessons Book Title Theme/Big

Idea/Lesson Setting Importance of setting on

characters’ attitudes and decisions




Revised 11/11 74

Target(s) for the Week: Make inference about text and use textual evidence to support understanding; Compare and contrast the setting in myths and traditional folktales;

Hypothesize the significance of the setting in influencing characters' decisions and attitudes in literary text

D

A

Y



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Book title

Theme/Big Idea/

Setting

Importance

(see Week 20

attachment)

Connect & Engage: Last week we spent time reading folktales and myths. We

used the evidence in the text to help us infer the moral lesson or big idea of the

folktale or myth. This week we will revisit these texts and think about the

setting. We will infer the importance of the setting on the characters’

decisions and attitudes in those texts and then we will compare the settings in

each of the texts to the other. Sounds like a lot doesn’t it? I know you are up

for the challenge.

Model: T & Sts re-read the first text (Luba and the Wren) and use the anchor

chart from Week 20 to record the setting. T & Sts will them discuss the

importance of that setting on the decisions made by and the attitudes of the

characters. I am thinking that the importance setting in this story is that as the

setting changes because the wish is granted, they parents look around the

house that they have and it never seems like enough. So they ask for a better

house and they get it – the run down house turns into a nice farm that then

turns into an estate, then a palace etc.). T&T about your thinking on this.

Guide: Now let’s think about the forest, T re-reads the page when Luba has

gone into the forest and it begins to storm. T&T, what is the importance of the

setting her with regard to Luba and her parents? (e.g. the storm in the forest

represents the turmoil Luba is feeling about the request to be Gods) T listens

in and then selects Sts to share. T facilitates the class discussion and records

the thinking on the anchor chart.

Lesson recap: Good readers use the setting in the story to help them infer

what influence it has on the attitudes of the characters and the decisions they

make.

T&T about the T’s thinking on

the importance of the setting.

T&T: What is the importance of

the setting her with regard to

Luba and her parents?

Sts share

-What themes or big ideas

have you inferred in the IR

books you are reading?

T observation and anecdotal

notes from Sts T&T and share

time.

2

-

4

Book title

Theme/Big Idea/

Setting

Importance

(see Week 20

attachment)

T & Sts use Day 1 lesson process for the other texts read in Week 20 (2 myths

and 1 other folktale/fable/legend) T records setting and it’s importance on the

anchor chart.

T&T: What is the setting of the

story?

T&T: What influence did the

setting have on the character’s

attitude and the decisions they

made?

Sts share

-What themes or big ideas

have you inferred in the IR

books you are reading?

T observation and anecdotal

notes from Sts T&T and share

time.

5

Venn Diagram or other

Graphic Organizer to

compare and contrast the

settings

Connect & Engage: You did a great job this week thinking about the

importance of the setting and how it influences the attitude of the character

and the decisions they make. Today we will look back at the settings from the

folktales and myths we read. We will look for the similarities and differences

in them.

Guide: T and Sts review each of the settings of the folktales and myths. What

do you notice that is the same about our settings? What is different? T has Sts

T&T to compare the settings and together they share and chart the findings.

T&T: What are the

similarities/differences in the

settings of these folktales and

myths?

MATERIALS: Suggested Lesson Text: See Week 20, text used in Week 20 must be used again this week.

3rd



Revised 11/11 75


Comprehension Strategy: Determining Important Information/Synthesize

Week 22

2/6-2/10

Week 23

2/13-2/17

Week 24

2/21-2/24

Get

tin

g t

he

Mea

nin

g

(In

tera

ctiv

e R

ead

Alo

ud

)

(Sh

ared

Rea

din

g)

• Identify and recognize what the author is trying to

persuade the reader to think or do (14A/4J,K)

• Recognize that there is sometimes a difference

between what the reader thinks is important and

what the author is trying to convey (12A,

14A/4J/K)

• Distinguish important ideas from unimportant

information in order to identify key ideas or themes

as I read (Does the detail matter? Does it impact

the story?) (13A/4I)

• Identify whether the narrator or speaker of a story

is first or third person (8C)

• Understand how to glean and use information to

locate and use specific information in graphic

features of text (15B/4D,F)

• Identify the topic and locate author’s stated

purpose in writing the text (12A/4J,K)

• Merge thinking, questions, and responses with the

information from the text, to better understand and

determine what to remember (Fig. 19F)

• Notice how the author has organized an

informational text (categories and subcategories,

sequence and others) (13D/4D)

• Draw conclusions from the facts presented in text

and support those assertions with textual evidence

(13B/4J)

• Distinguish between interesting details and

important information to help determine what to

learn (13A/4I)

• Notice how the author has organized an

informational text (categories and subcategories,

sequence and others) (13D/4D)

• Use text features (e.g. bold print, captions, key

words, italics) to locate information and make and

verify predictions about contents of texts; (13D)

• Produce a main idea that will focus on the entire

selection (13A/4I)

Rea

din

g H

abit

s

(In

dep

end

ent

Rea

din

g)

(Dis

cuss

ing

Bo

ok

s)

• Represent text information in different ways such

as charts, graphs, story maps, notes and labels

(13D/4D)

• Respond to text various texts in ways (oral and




• Read independently for a sustained period of time

and paraphrase what the reading was, maintaining

meaning and logical order (e.g., generate a reading

log or journal; participate in book talks)

(11A/4E,H,I)




(13D/4D)









(11A/4E,H,I)




(13D/4D)









(11A/4E,H,I)


Wo

rd S

tud

y

� Use and apply knowledge of more advanced

spelling patterns and rules (dropping the final “e”

when endings are added and consonant doubling

when adding an ending) (24Bi,ii/5C)

� Continue to identify problem at word, sentence, or

schema levels; uses a variety of strategies flexibly

and appropriately (1E/1B)

� Spell high-frequency and compound words from a

commonly used list (24C/5C)

� Use and apply knowledge of spelling patterns,

syllables and dropping the final e and add endings

such as –ing, -ed, or –able as a cueing source in


independent of context (1Ai/2A,B, 4A)






� Use and apply knowledge of derivational affixes

(e.g., -de, -ful, -able) (1Av/2A,B, 4A)






3rd



Revised 11/11 76

Comprehension Strategy: Determining Important Information/Synthesize

Week 25

2/27-3/2

Week 26

3/5-3/9

Get

tin

g t

he

Mea

nin

g

(In

tera

ctiv

e R

ead

Alo

ud

)

(Sh

ared

Rea

din

g)

•• Produce a main idea from a narrative selection

that will focus on either a single paragraph or

a series of paragraphs

•• Produce a main idea from an expository or

mixed selection that will focus on the entire

selection

•• Identify the details or facts that support the

main idea (13A/4I)

•• Explain the difference in point of view

between a biography and autobiography

(9A/4J,K)

•• Follow and explain a set of written multi-step

directions (15A/4E,D)

•• Explain how determining importance helps

me as a reader

•• Synthesize big ideas and issues from a

collection of facts (Fig. 19E)

•• Stop and think to synthesize the information

as I go (Fig. 19E)

•• Distinguish between the gist and my personal

response to the information (Fig. 19E)

•• Revise misconceptions when confronted with

new evidence and information (Fig. 19E)

Rea

din

g H

abit

s

(In

dep

end

ent

Rea

din

g)

(Dis

cuss

ing

Bo

ok

s)

• Respond to text various texts in ways (oral

and written) that reflect my understanding and

interpretation (20C/4K, 5B,F,G)






• Write responses to literary or expository texts

and provide evidence from the text to

demonstrate understanding (20C/4K, 5B,F,G)






Wo

rd S

tud

y

� Use and apply knowledge of more advanced

spelling patterns and rules (changing y to I

before adding an ending) (24iii/5C)

� Continue to identify problem at word,

sentence, or schema levels; uses a variety of

strategies flexibly and appropriately (1E/1B)

� Spell high-frequency and compound words

from a commonly used list (24C/5C)

� Use and apply knowledge of spelling patterns,

syllables and dropping the final “y” to “I” as a

cueing source in reading to decode words in

context and independent of context

(1Aiii/2A,B, 4A)

� Continue to identify problem at word,

sentence, or schema levels; uses a variety of

strategies flexibly and appropriately (1E/1B)

� Spell high-frequency and compound words

from a commonly used list (24C/5C)

(TEKS/ELPS)




Revised 11/11 77

Target(s) for the Week: Distinguish important ideas from unimportant information in order to identify key ideas or themes as I read (“Does the detail matter? Does it impact

the story?); Identify whether the narrator or speaker of a story is first or third person; Understand how to glean and use information to locate and

use specific information in graphic features of text; Recognize that there is sometimes a difference between what the reader thinks is important what

the author is trying to convey; Identify and recognize what the author is trying to persuade the reader to think or do.

D

A

Y

Anchor

Chart(s)









1

-2 column chart

Most Important/

Unimportant

Connect & Engage: For the next few weeks, we are going to focus on determining

importance in text. It’s always a challenge to pick out the most important

information. Texts are full of facts, big ideas and interesting details. We are going to

learn how determine what is most important in what we read. Choose a fiction text.

Introduce the text. (Title)___is a really great book. It is filled with important

information that helps us understand what is happening. Like all books, it also has

some information that is not as important to the story. Let’s start by looking at the

cover. Sts T&T the share out their thinking. Flip through the book, scanning the

pictures, predicting.

Model: As I read, I’m going to be thinking about what is most important. Readers

can’t remember everything they read. They have to be able to distinguish the most

important information that supports the big idea from the unimportant information

that may be interesting but not most important. Read the first half of the book,

stopping to model your thinking, using information from the text as well as the

pictures to identify important information and unimportant information. I

thinking…is important because… I noticed a detail that isn’t very important. I don’t

think…is important to the story. Give Sts opportunities to T&T about their own

thinking. List on anchor chart.

Lesson recap: Today we started a new unit of study on determining importance in

text. We know that readers can’t remember everything in a text. There is too much

information. Readers have to be able to decide which information is most important

to remember and which may be interesting by unimportant to the big idea. So far in

the story____ (title) we have determined… (refer to anchor chart) to be important

information we want to remember about the story.

T&T: What do you see on

the cover that you think will

be important to the story? Do

you see anything that may not

be so important?

T&T: Think together. What

do you think? What seems

important so far? Can you

name a detail that is

unimportant?

Sts share their thinking

(inferring) from

independent reading

T observations and


T&T, share time, and





Revised 11/11 78

D

A

Y

Anchor

Chart(s)









2

2 column chart

Most

Important/

Unimportant

Connect & Engage: Yesterday we started our new unit of study on determining

importance. We started reading___ and decided as we read what information

was most important for us to remember. Today, we are going to continue

reading and deciding which information is most important.

Guide: Let’s try it together today. Continue reading, pausing, giving Sts time

to T&T about the most important information as well as details/unimportant

information. Guide their discussion/sharing. Add their thinking to the chart.

Finish the story: What a great story! So many important things happened. Let’s

look at our anchor chart and make sure we haven’t left out any important

information. Sts T&T. I’m going to use the information from our anchor chart

to practice retelling the story using the ideas we have listed. Listen as I retell,

and see if we have forgotten anything important. Then it will be your turn to

retell. T&T: Think together. Meet with your partner and talk about your retell.

Your job is to decide what important information you will be sure to include and

then practice your retell.

Lesson recap: Today we finished our story____. We identified the most

important information as we read. We know that texts are full of information

that we have to be able to determine what is most important to remember. We

used the important information to retell the story... We also learned that writers

sometimes write in first person as though they are the character, and sometimes

in third person, as though they are not the character, but an unseen observer.

When you are doing your own reading, you need to remember to stop and think

about what is the most important information. Also think about if your story is

written in first person (I, me) or third person (he/she/name).

T&T: What is important?

What is unimportant? Why?

T&T: Think together if

there is any important

information missing from

our chart.

T&T: Think together.

Meet with your partner and

talk about your retell. Your

job is to decide what

important information you

will be sure to include and

then practice your retell.

Sts share the retell from

the story based on the

important information

listed on the chart

.

T observations and




T analysis of Sts

marking text with a star

for important

information.

3

2 column chart

Most

Important/

Unimportant

Connect & Engage: We have been learning how to decide if information is

important to the story/big idea or not.

Collaborate: I’m going to read a new article about Elks. Sts will need their

own copies. Show them the picture(s) then ask them to T&T about what they

know about (Elks). Read the article straight through. Now I’m going to step

back and let you and your partners re-read this piece then together decide on

the most Important/Unimportant information and record it. Show students how

you want them to record their information. (The 2 column form is on the article

referenced for this lesson or if using another text, Sts could make the chart in

their writing journals.) After Sts have finished, bring them back together to

share out their thinking. Create a new anchor chart. Add Sts thinking.

Lesson recap: How smart you are! You worked hard deciding on the most

important information and information that may be interesting but was

unimportant to the big idea. We know that good readers need to be able to

decide which information is most important. Now you can try this in your own

books. Great work today!

T&T: With your partner,

talk about what you think is

most important.

Sts share important

information from their

independent reading

Were Sts able to

distinguish the most

important information

from the information

that wasn’t important to

understanding the big

ideas?




Revised 11/11 79

D

A

Y

Anchor

Chart(s)









4

Connect & Engage: We have been learning how to distinguish important information

from unimportant information to help us understand and remember what we are reading.

Introduce new NF Persuasive text. (Use the document camera to enlarge.) Sts will need

their own copy of the article. Show Sts how to scan the pictures/captions and skim the

words before reading) Let’s scan the pictures and skim the words to get an idea about…

Sts T&T about what the article seems to be about. Anyone have anything to share? Give

your own observations/comments. Before I start reading, I can tell from the title and

skimming and scanning/looking at the pictures Important information doesn’t just come

from the text features; table of contents, subheadings, bolded words etc, it also comes

from the graphic features such as pictures and captions. After looking carefully at the

pictures and reading the captions and thinking about the title, I can tell… (Example: that

kids in different states are trying to get the message out that kids shouldn’t smoke and

smoking is bad for you. I can tell from this one picture that kids don’t think cigarette ads

tell the truth. The caption talks about a truth campaign.) Make sure Sts know what a

campaign is. Kids must have decided to start their own campaign to tell other kids the

truth about smoking. So, just from previewing the pictures and captions, and thinking

about the title, I already know…. is important information about the topic (kids are trying

to keep other kids from smoking).

Model: We’ve talked before about the fact that nonfiction is full of interesting

information and that sometimes it’s really hard to pick out what is most important.

Sometimes what the readers thinks is important is different from what the writer is trying

to tell us/thinks important. So as I read, I need to think about what I think is most

important as well as what the writer seems to think is the most important idea. Sometimes

these are the same, and other times they are different. T&T to each other about it. Show

how to read through a piece of text, noticing what you think is most important and

comparing that to what the article is mainly about. (What the author thinks is most

important.) I’m going to read through this article. When I read something that I think is

really important, I am going to mark it with a star, underline some of it, and jot my

thinking in the margin. When I read something that the writer might think is important,

I’ll mark it with a “W” for writer. Then I’m going to write down two things: something I

learned that I think is important to remember, and one of the most important ideas that I

think the writer would want me to remember. These might be the same or not. If I’m

having an inner conversation with the text, it’s easy for me to notice something I think is

important to learn and remember-but it is also my job to think about what the writer

wants me to learn. Let’s try it. First you watch me, and then you’ll have a chance. Read

the first part. (down to Kids Fight Back). First of all, I am going to put a star next to

where it says…that is really important information to me. I have a personal connection.

Look back at the important information marked. Discuss. What does the author want us

to remember and learn? Sts T&T.

Lesson Recap: Today we learned that authors use pictures and captions to help us

better understand the important information. We also learned that sometimes what seems

most important to the reader is different than what author thinks is most important. It’s

important to always keep in mind what the big idea the author wants the reader to

remember and learn.

T&T: Talk about what this

seems to be about.

T&T: Does this make some

sense? Talk to each other

about this.

T&T: What does the author

want us to remember and

learn?

Sts share important



Share interesting details.

Analysis of Sts written

responses to What I think

is important vs. What the

author most wanted me to

learn and remember.




Revised 11/11 80

D

A

Y

Anchor

Chart(s)






of Shared Reading and/or Reading Workshop.)



5

Connect & Engage: Connect back to yesterday’s lesson.

Model/Guide: Guide Sts through the process of reading and thinking about

their own understanding while considering the author’s perspective.

Continue reading the next two paragraphs of the article, stopping after each

paragraph to let Sts share their thinking. What about the writer in these

paragraphs? Do you think the writer thought that was important? Sts T&T.

Who has some ideas about this? Between Sts thinking and your own, mark

(star/W) the text (include the information in the title if important to the main

idea). Now I’m going to write down one thing I learned that I think is

important to remember. (I think it’s important that we stop kids from

smoking early so they don’t become addicted. Now you flip over your paper

and jot down something is important to remember. Now T&T about what

you wrote then share your thinking with each other.) Next, I’m going to

draw a line under what I thought was most important; then I’m going to

write down something I think the writer wants the reader to learn and

remember from the article. This is a little harder because there is so much

information. (I think that the part about kids fighting back against smoking

is really important to this author. He included kids in the title, and many of

the paragraphs talk about kids and their effect on stopping smoking. So I’m

thinking that was one of the main reasons the writer wrote this article. Have

Sts draw a line under what they thought was important and now write down

what they think the writer believes is important to remember. Sts share out

and discuss their thinking. Sometimes the author is just giving us facts,

explaining/teaching us about a topic. Sometimes the author is trying to

persuade us to think a certain way about a topic. Advertisements are written

to persuade us to buy a certain product. Why do you think the author wrote

this article? He wanted to tell us about the campaign kids started to stop

other kids from smoking. Was he also trying to persuade kids that smoking

isn’t cool and is bad for you? T&T with your partner about this. Discuss

how/why this is a persuasive article.

Lesson Recap: It is much easier to pick out the important information

when we think about what matters to us first and then think about what

matters to the writer. Remember, sometimes they are the same thing and

sometimes they are different! Do you see how helpful it is to consider both

your thinking and the writer’s thinking? That way you won’t confuse them.

When we read and think about why the author wrote a piece, is it to just give

us information about a topic, is it to teach us something, is it to give us

information that might persuade us to change our thinking?

T&T: What are you thinking

about what we just read?

T&T: Do you think the writer

thought that was important?

T&T: How important was the

information in the pictures to

understanding the point the article

was making?

T&T: Share your thinking with

your partner. Is the writer trying

to persuade kids that smoking is

bad for you? What makes you

think…?

Would any of you like to

share something you wrote

down that you thought was

important in the article? It

could be something that is a

little different from what the

writer thought was

important.

Did your students:

• Understand that what

they think is important

is not always the same

as what the author is

trying to convey?

• Include some of the big

ideas and important

information when they

are commenting on

what they think the

writer wants them to

remember-what the

writer thinks is most

important to remember.

MATERIALS: Day 1 & 2 Suggested Lesson Text: Diary of a Worm, Seven Blind Mice, The Man Who Walked Between the Towers, The Dinosaurs of Waterhouse Hawkins.

Lesson adapted from Interactive Read-Alouds 2-3 pg. 53.

Day 3 Suggested Lesson Text: Elks-Interactive Read-Alouds 2-3 pg. 55. Lesson adapted from Interactive Read-Alouds 2-3

Day 4 & 5 Suggested Lesson Text: Can Kids Stop Kids From Smoking? Pg. 54 Comprehension Toolkit Source Book of Short Text. Lesson adapted from The Comprehension

Toolkit-Book 5 Lesson 20.




Revised 11/11 81

Target(s) for the Week: Merge thinking, questions, and responses with the information from the text, to better understand and determine what to remember; Identify the topic and

locate author’s stated purpose in writing the text; Draw conclusions from the facts presented in text and support those assertions with textual evidence; Notice

how the author has organized an informational text (categories and subcategories, sequence and others).

D

A

Y



Student Outcomes)

Guided and/or

Collaborative


be doing?



and/or Reading

Workshop.)

Evidence of

Learning (How will I know if my

students know it?)

Graded/Ungraded

1

-3 Column Chart

Facts/ Questions/

Responses

Connect & Engage: Sts will either need a copy of an F (facts) Q (questions) R (response) *form or you

will need to show them how to draw and label the 3 columns in their notebooks. Sts will also need their

own copy of the lesson article. Introduce the new **article by describing a bit about it and your own

thoughts. Ask students to: flip through the article and notice the photographs, subheadings, and any other

features as well as the text. Remind them that these give us important information. After you’ve had a

minute to look at it, T&T to a partner about anything that interests you related to the topic. Sts share out

to whole group. When I read the title ____ (Wings in Water) and look at the picture I predicted the topic

is going to be about the creature in the picture and how it lives in the water. I’m not sure exactly what it

is called. I’m going to watch for the author to give me more information when I start reading.

We are going to read nonfiction with a pencil in our hands, so we can take notes on the information to

learn and remember it. Explain the FQR chart as a note taking tool. Before we read the article, I want to

talk to you about taking notes when reading nonfiction. Nonfiction is full of information, some of which is

brand new. It can be really hard to remember new and unfamiliar information. That is why we read

nonfiction with a pencil in our hand, so we can take notes on information to learn and remember it. This

three-column form is called the Facts/Questions/Responses chart or FQR and it helps us understand and

remember information. It has a column to record the facts, but it also has two additional columns where

we can jot down our questions and our responses. You know what goes in the Facts column-information

from the article. The Questions column is important because sometimes when we read nonfiction, we

come to words and ideas that are unfamiliar and we wonder about them. The Questions column can also

act as the source for future research. The Responses column includes your reactions-connections,

inferences, whatever you are thinking or feeling.

Model: Explain how you will think aloud and record facts, questions, and responses on the FQR chart.

I’m going to model how I take notes with the FQR chart, record the facts and then show you my thinking,

questions, and responses. Then you will have a chance to try it. Model and explain your recording of

facts, questions. Read the first paragraph. When you come across the author’s stated purpose, highlight it

for the Sts. (The author says… Now I know that this article is about a fish called a Manta Ray. The writer

wrote this article to teach us about the Manta Ray. He has organized the article with subheadings at the

beginning of the paragraphs to tell us what we can expect to learn in each section. Now that I have read

the first paragraph, I’m going to write some of the factual information in the Facts column. I can’t write

down all the facts, so I’m going to try to record facts that I think are important to learn and remember. As

I read that information, I had a question, which I put in the Questions column. Sometimes our questions

get answered later on in the text, and sometimes our questions are not answered and we have to infer the

answer. I’m also going write in the Facts column another detail that I think is important, but I don’t have

to write an entire sentence. I’m taking notes here so I need to be brief; otherwise it will take too long to

get through the text. Before I go on, I also have a response. The Responses column is for any responses

other than questions. You might have a connection, make an inference or you might like the way the

author wrote a part (author’s craft). This part is for your thinking. T&T about the form, the facts,

questions, and responses, and it might work for note taking.

Lesson recap: Nonfiction is full of information, some of which is brand new. It can be really hard to

remember new and unfamiliar information. The writer/author used text features like the subheadings,

bolding, and graphic features like the pictures to organize the information in a way that helps us better

understand the important information he/she wants us to remember and learn. That is why we take notes

on information, to learn and remember it. Today we learned to take notes on an F (facts) Q (questions) R

(response) form. When we merge our own thinking (questions and response) with the important facts from

the text, it helps us learn and remember it. We learned… (Review the anchor chart for the factual

information learned).

T&T: Talk about

anything you know

related to the topic.

T&T: Talk with your

partner about the

form, the facts,

questions and

responses and how

this will work for

note taking.

Sts share from their

independent reading a

place where they

made an inference or

recognized important

information

T observations and

anecdotal notes

during T&T, share

time, and independent

practice




Revised 11/11 82

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students know it?)

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2

-3 Column Chart

Facts/Questions/

Responses

Connect & Engage: Yesterday we learned that nonfiction texts are

full of information. To help us remember the most important

information, we take notes by writing the facts from what we read,

then merging our own thinking with it. We also noticed how the

writer used text features and graphics to organize the information in

a way to help us better understand the important information.

Today we are going to continue reading our article on____.

Model: Continue reading another section, modeling and explaining

you’re thinking/recording of facts and questions/responses (Speed

Swimmer).

Guide: Ask the Sts to record the facts, their questions/responses as

you read and think through the text together. Let’s try it together in

the next section. The heading or subhead for this next section is

called… T&T about what this next section is about. Continue

reading another section, reading the subhead, discussing the article,

asking Sts to jot down their thinking. (Some of the headings or

subheads may not be explicit but have to be inferred. Example:

Friendly Giants-What can you infer this section might be

about?)Anyone have any facts, questions, or responses? What is

that? A fact, question, or response? Where would you write that

down? In the Response column? Or under Facts? Add thinking to

the anchor chart.

Lesson recap: Today you learned….about (topic) and used your

FQR form to hold your thinking. You found important facts and

jotted them down, then merged your own thinking with the factual

information. That’s what good readers do when they read

nonfiction. If you are reading nonfiction during independent

reading, you can try doing the same thing.

T&T: What is section

about? What information

can we expect to learn?

T&T: What is this section

about? (What can you infer

this section is about?)



place where they made

an inference or


information.

T observations and




3

-3 Column Chart

Facts/Questions/

Responses

Connect & Engage: Yesterday…

Collaborate: I’m going to step back and let you try this with a partner.

Notice how this article is divided into sections, each with a subhead. Think

about what each section was about. Read the last section(s)

subhead/headings. Partners work together, reading the subhead/heading and

thinking first what the section will be about. Then reading the section,

recording information on their FQR. Sts come back together to share out

their thinking with the whole group. Add new thinking to the anchor chart.

Lesson recap: It can be really hard to remember new and unfamiliar

information. That is why we read nonfiction with a pencil in our hand, so we

can take notes on information to learn and remember it. You did a great job

today, noting the important facts and then merging your thinking with it.

We’ve learned that by merging our thinking with the facts from our reading

it helps us learn and remember the information.

Sts share out their thinking

on their section.

Look for:

• FQRs that reflect

questions and

responses as well as

facts.

• Facts that are

accurate

• Authentic questions

that readers really

wonder about

• A variety of

responses including

connections, new

learning, inferences,

and reactions




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students know it?)

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4

-3 Column

Chart

Facts/

Questions/

Responses

Connect & Engage: Choose another short NF text. Continue same lesson

outcome. (Example text Penguins in Motion). Introduce the new article by

describing a bit about it and your own thoughts. Ask students to: flip through

the article and notice the photographs, subheadings, and any other features

as well as the text. After previewing, ask Sts what the topic/subject is. After

you’ve had a minute to look at it, T&T to a partner about anything that

interests you related to the topic. Why do you think the author wrote this

article? What was his purpose? Discuss how the writer has organized this

article. The writer has organized the information he wants you learn under

subheads. Let’s read each subhead and predict what the author is expecting

us to learn from each section. Sts T&T. What do you predict you will learn

about (topic) when you read this article?

Model: Remind Sts that readers draw conclusions from everything they

read. Authors expect us to read between the lines We use clues from the text

and what we know to infer and draw conclusions from what we’ve read.

(Refer to previous lessons in inferring.) Explain that it is important that

readers draw conclusions from NF text too. Emphasize that having support

for your conclusions is an important aspect of drawing conclusions. When

we read today, we are going to continue using our FQR form, merging our

thinking with facts from the text. We are also going to draw conclusions

from what we read. When we draw a conclusion, this can be added to your

Response column on your form.

Read the first section, stopping to share your thinking, choosing the most

important facts, questions and responses. (We are also going to think about

what conclusions we might draw from our reading. We can add conclusions

to the Response column of the form.) After reading the first section highlight

the sentence(s) that states the author’s purpose (They are birds… But that

doesn’t mean…). Sts T&T about their own thinking. What conclusion can

we draw from what we just read? Draw a graphic organizer on the board

consisting of several squares connected with arrows to a larger rectangle.

(You may want to place the rectangle above the squares to show that the

information in the squares “support” the conclusion.) Explain to students that

in order to draw a conclusion (point to the rectangle); you need to make sure

to have plenty of support (point to the squares). Fill in the graphic organizer

based on the reading. (Example: Conclusion: Penguins are built to walk on

ice. Support: Webbed feet, flaps to steady themselves can slide on their

bellies.)

Lesson recap: We know that readers of nonfiction merge their own thinking

with the facts from their reading. One way that readers merge their own

thinking is by drawing conclusions. We take the clues from the text and infer

to draw a conclusion about the big ideas in what we read.

We draw conclusions every day. Today we learned…about (topic). You can

use the FQR form with your independent reading.

T&T: Talk to your partner

about anything that interests

you related to the topic.

T&T: What do you think

was the author’s purpose in

writing this text?

T&T: What do you predict

you will learn about (topic)

when you read this article?

T&T: Talk with your

partner about what you are

thinking.

Sts share important

facts/questions/respons

es from their own

reading.

T observations and







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Chart(s)



Student Outcomes)



be doing?



and/or Reading

Workshop.)


students know it?)

Graded/Ungraded

5

3 Column

Chart

Facts/

Questions/

Responses

Connect & Engage: Yesterday we started reading (Title)

(Penguins in Motion. Review facts learned, questions,

responses, and conclusions. Today we’re going to continue

reading. Read the next subhead/heading (Zipping Through the

Water). We’re going to need to infer what the next section will

be about. T&T about what you infer the next section will be

about. Sts share out.

Guide: Ask the Sts to record the facts, their questions/responses

& conclusions as you read and think through the text together.

Let’s try it together in the next section. Anyone have any facts,

questions, or responses? What conclusion(s) can you draw?

What details support that thinking? Discuss.

Collaborate: Read the last section(s) subhead/headings.

Partners work together, reading the subhead/heading and

thinking first what the section will be about. Then reading the

section, recording information on their FQR. Support Sts in

drawing conclusions about their section and what details support

that thinking. . Sts come back together to share out their thinking

with the whole group. Add new thinking to the anchor chart.

Lesson recap: You have done a great job recording your facts,

questions, and responses/conclusions. We take notes with FQRs

because FQRs let us merge our thinking with the information to

better understand. Thinksheets like the FQR give a place to

share and explore your thinking. When you really think about

what you read, and merge your thinking with the facts, you are

much more likely to remember the important information. And

remember, you can’t write everything down, so you need to think

about the information and write what you think is important to

remember. Let me know how it is going when you use it in your

own reading.

T&T: With your partner,

infer what you think the

next section will be about.

T&T: Share with your

partner your thinking.

Facts/questions/responses?

What conclusion can you

draw?

Sts share out their

thinking on their

section.

Did your students:

• merge their

thinking on an

FQR form to take

notes when

reading

nonfiction?

• understand that

merely jotting

down the facts

isn’t enough, and

that recording

their questions

and responses

helps them better

understand what

they read?

• include a variety

of responses such

as connections,

reactions, and

inferences?

• draw reasonable

conclusions from

their reading?

Are Sts able to

explain how

determining

importance helps

them as a reader?

MATERIALS: Day 1-3 Suggested Lesson Text: Wings in Water –Toolkit Texts for Grades 2-3 page 26 (or any short NF text organized around subheads.) Lesson adapted

from Comprehension Toolkit Book 5-Lesson 16. *FQR form Page 69 Comprehension Toolkit Book 5

Day 4-5 Suggested Lesson Text: Penguins in Motion-Toolkit Texts for Grades 2-3 page 13 (or any short NF text organized around subheads.)



Revised 11/11 85

Target(s) for the Week: Distinguish between interesting details and important information to help determine what to learn; Notice how the author has organized an informational

text (categories and subcategories, sequence, and others); Use text features (e.g. bold print, captions, key words, italics) to locate information and make

and verify predictions about contents of texts; Produce a main idea that will focus on the entire selection

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students know it?)

Graded/Ungraded

1

-3 Column Chart

Important

Information/

Interesting

Details/

My Thinking

Connect & Engage: My Puppy is Born: Ella’s Puppy Journal. (Sts

need their own copy. (Take out the timeline on pg. 33 before giving

Sts a copy of the article.) Introduce the new text; skim & scan the text

and pictures, think about how the writer organized the information;

read the subheads and predict what the whole piece is about and each

section. Ask Sts what they notice about how the author organized the

information. (a diary; each subhead is a date; text is sequential and

can’t be read out of order like a lot of NF text). We know that the best

way to read nonfiction is with a pencil in hand. We also know that

when there is a lot of information, we have to be able to determine

what information is important to remember. Explain how knowing

how the writer organizes the text helps the reader better understand

the important information the writer wants us to remember. We are

learning to distinguish important information from interesting details

as we read. We are going to sift and sort all the information we read

into 3 categories: important information, interesting details, my

thinking. Introduce the note-taking form/thinksheet for sorting and

sifting information. Give each St their own form or have them write in

their reading journals, creating the 3 columns… We’ll want to

remember the important things about the topic, so we’ll write these in

the first column. We can add interesting details that really engage us

in the second column, labeled Interesting Details. And remember,

your responses, questions, or opinions about what we’re learning are

important so don’t forget to write them in the last column, My

Thinking.

Model: Read the first 2 sections/dates. Think aloud, mark the text for

important information and write questions, thinking in the margins.

Let’s look back over the text we read and our margin notes. Will you

share what you think is important to remember? Sts T&T. Model

sifting the important information from the details. Write the important

information in the first column-Important Information. (Let’s put that

detail in the Interesting Detail column. And let’s add that question to

the My Thinking column. Sts write on their own forms/reading

notebooks. .

Lesson recap: Today we learned that readers need to sift and sort

the more important information from the detail. This article is written

like a diary or journal. So far the important information we’ve

learned… Some of the interesting details that helped us understand

the important information…

T&T: Talk about anything

you know related to the

topic.

T&T: Share what you think

is important.



place where they made

an inference or


information.

T observations and






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Student Outcomes)

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and/or Reading

Workshop.)


students know it?)

Graded/Ungraded

2

-3 Column Chart

Important

Information/

Interesting

Details/

My Thinking

Connect & Engage: Yesterday we learned…Today we are going to read

more of the Puppy Journal.

Guide: Read the next 3 journal entries, marking the text, making margin

notes as you go. Think through the text together with the Sts to sort and

sift information. Stop at the end of each section and ask Sts to T&T and

fill out their form (important information, interesting details, my

thinking). Share out with group and discuss. Add to anchor chart. Who

has some information they want to share? As you share your information,

tell us whether you think it belongs in the Important Information or

Interesting Details column. I’ll write your thoughts on the chart and you

can write it on your copy of the chart. Where would you put the

information you shared? Turn to someone near you and talk about the

information you want to write down.

Lesson recap: We want to learn and remember important information

when we read. Interesting details may add to our understanding and keep

us engaged, but may not be essential. We recorded the important

information and interesting details on our anchor chart and your

personal chart. In the My Thinking column, we recorded our questions

and responses, merging our thinking with the information and expanding

our thinking about the topic.

T&T: Talk with your partner

about the information you want

to write down.

T&T: What is this section

about? (What can you infer this

section is about?)



place where they made an

inference or recognized

important information.

T observations and anecdotal

notes during T&T, share

time, and independent

3

-3 Column Chart

Important

Information/

Interesting

Details/

My Thinking

Connect & Engage: Yesterday…Review important information from the

journal. Explain that today, Sts are going to finish reading the last 2

entries in the journal and then decide on their own, then with their

partners-Important Information/Interesting Details/My Thinking.

Collaborate: Put Sts in groups of 3 to 4 to read through the rest of the

article independently and then together decide/record important

information etc.

As Sts share out their thinking, add to anchor chart. Before you start

working on your own, let’s summarize what we’ll be doing. We want to

learn and remember important information here. Interesting details may

add to our understanding and keep us engaged, but may not be essential.

And in the My thinking column, we record our questions and responses.

These help us merge our thinking with the information and expand our

thinking about the topic. You’ve done a great job so far. Are you all set to

try this on your own? Any Sts that find reading the text or responding to it

in writing a challenge, you may need to work with in a small group and

continue to read and think through the text together. Together make a

timeline using just the important information.

Lesson recap: How smart you are! You sifted and sorted the more

important information from the details. Working with the note-taking

form seemed to really help you determine what’s important to remember.

You asked great questions and those engaging details kept us interested.

Collaborate: Put Sts in groups

of 3 to 4 to read through the

rest of the independently and

then together decide/record

important information etc

Sts share out their thinking

on their section.

Did your Sts?

• distinguish between

interesting details and

important information?

• summarize information

that is important to

remember and merge

their thinking with it?

• understand how the

author organized the

information?

• locate information and

make and verify

predictions about

contents of texts?



Revised 11/11 87

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students know it?)

Graded/Ungraded

4

-2 Column

Chart

Main Idea/

Supporting Details

Connect & Engage: Main ideas and details help us

understand the world around us. For example, a main idea

about caterpillars is that they turn into butterflies. Their body

changes completely and they eventually can fly. A detail is that

caterpillars have many legs. Another detail is that caterpillars

eat leaves. The main idea is that caterpillars turn into

butterflies. Sts T&T. As we read___ (Example text used for this

lesson), we will be looking for main ideas and details about the

story.

Introduce the story, scanning the pictures, predicting, etc.

Model: Read part of the story, stopping to think aloud. (If

using The Art Lesson, read to where it says Tommy drew and

drew and drew.) I’m thinking about main ideas and details.

Tommy is on the cover and two of the first three pages tell how

much Tommy likes to draw. I think a main idea is that Tommy

really loves art. Now I’m thinking of details. There are lots of

details, but I want to think about details that support the main

idea. The main idea is that Tommy really loves art. A detail

that supports the main idea is that he wants to be an artist

when he grows up.

Guide: Read to where Tommy is drawing on his sheets. I am

thinking about the main idea and the details that support the

main idea. I still think the main idea is that Tommy really loves

art. There are a lot of details here (flip through the previous

pages slowly so the students can look again). I am looking for

the details that go with our main idea. Sts T&T: What details

support the main idea that Tommy really loves art? Sts share

out. Discuss.

Chart the Main Idea and the supporting details of the parts read.

Lesson recap: All the work we have been doing in

determining important information and sifting and sorting

interesting details and important information helps us

determine the main idea. The main idea or important idea

about Tommy is…. The supporting details… tell more about the

main idea.

T&T: Think together.

The main idea is that we

are all students in this

classroom. Talk about

some details that you

can share about our

classroom.

T&T: What details

support the main idea

that Tommy really loves

art?

Sts share important



T observations and



independent reading



Revised 11/11 88

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students know it?)

Graded/Ungraded

5

-2 Column

Chart

Main Idea/

Supporting Details

Connect & Engage: Yesterday we started talking about the

main idea of a piece and the details that support that

important idea/main idea. So far, we think the main idea

is… and some details that support that main idea are…

Today, we are going to continue reading and looking for

main ideas and details about the story.

Guide: Read to where the pain blew off the paper. T&T

about the main idea and supporting details. Sts share out and

discuss. Add new thinking to the anchor chart. Read to

where Tommy was told to take his crayons home. We have

heard lots more details… Which ones support our main

idea? Sts share out and discuss. Add to anchor chart.

Continue to the end, pausing to give Sts time to T&T and

wonder if the main idea chosen in the beginning is still a

good one and which details support that main idea.

Sometimes stories have several main ideas. What do you

think about this one? Was there more than one main idea, or

did the one we selected work well for the whole book? Sts

T&T. Let’s look back at our chart. Do we need to add

another main idea? (If Sts think of another main idea, ask for

the supporting details.)

Lesson recap: We could tell that we were right about the

main idea of The Art Lesson because the main idea or the

important idea runs through the whole story. Some of the

details that support this main idea are… A main idea will

always have supporting details.

T&T: Do you still

think the main idea is

about Tommy loving

art? Have you found

any supporting details

that you think are

important?

T&T: Which details

support our main idea?

T&T: St talk about the

main idea selected.

. T observations and



independent reading

MATERIALS: Day 1-3 Suggested Lesson Text: My Puppy Is Born: Ella’s Puppy Journal Toolkit Texts for Grades 2-3 page 26 (or any short NF text organized around

subheads.)

Day 4-5 Suggested Lesson Text: The Art Lesson (Other suggested texts found in the Lesson Matrix at the beginning of Interactive Read Alouds 2-3 under the standard: Identify

main ideas and supporting details) Lesson adapted from Interactive Read Alouds 2-3 pg. 49



Revised 11/11 89

Target(s) for the Week: Produce a main idea from an expository or mixed selection that will focus on the entire selection; Identify the details or facts that support the main idea;

Produce a main idea from a narrative selection that will focus on either a single paragraph or a series of paragraphs; Explain the difference in point of

view between a biography and autobiography; Follow and explain a set of written multi-step directions; Explain how determining importance helps me

as a reader

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students know it?)

Graded/Ungraded

1

Main Idea

Supporting Details

Connect & Engage: Introduce the new text; (choose a biography such as example lesson text, Young Thomas Edison). Sts T&T (activate

PK/Schema) Preview the text, skim & scan the text and pictures, think about how the writer organized the information, make predictions etc.) This is a biography. A biography tells the true story of a person’s life and

is written by someone else. The author’s name is different than the

subject. An autobiography is when a writer writes about his/her own life.

Young Thomas Edison has dates and names. These seem to be facts about

someone’s life, but the story is not told by Thomas Edison. I think this is a

biography about Thomas Edison. Why would we read a biography or

autobiography? I know that Thomas Edison was a famous inventor but I

don’t know anything about him when was young. I wonder how he came

to invent so many useful things. What was his life like? I’m anxious to

read and find out.

Model: The author of Young Thomas Edison includes many main or

important ideas about Thomas Edison as a boy. The supporting details, or

facts and examples, tell more about each main idea. As we read, we are

going to use a chart like this to record details that support some main

ideas about Edison. (Sts have or create their own form Main Idea/ Supporting Details.) Explain that you will use the Main Ideas and Details

chart to identify main ideas and details. Read the first page (T331), pausing to ask Sts why they think the author names inventions that were

not available in Edison’s time. Stop at the end of the next page (T330). The main idea tells about the paragraph topic; each detail tells more

about the main idea. What do all the sentences tell about? (The details

about Edison and his experiments.) Which sentence sums up this

information? The first one does. That sentence tells the main idea. (As a

child, Thomas loved to experiment.) Sts T&T: Can you name some

details that tell more about Thomas’s experiments? (He turned his

family’s cellar into a… He enjoyed mixing different chemicals). Continue reading, stopping to model the main idea/supporting details. (P.332-333-

Main Idea: Thomas received an excellent education. Details…) Read to the end of pg. 334. Sts T&T: How can you tell that young Al was

determined to keep doing experiments? Why were experiments important

to Edison? What conclusions can you make? Lesson recap: There can be more than one main idea. In this piece about

young Thomas Edison, the main ideas we have recorded so far are… We

also have details that support the main ideas. Refer to the chart to review

what we have learned so far about Thomas Edison when was young. The

main ideas are the important ideas that the writer wants us to learn, and

remember.

T&T: Have you ever heard

of an inventor named

Thomas Edison? What do

you know about him?

T&T: What do you predict

you will learn about (topic)

when you read this article?

T&T: What is the author’s

purpose in writing this text?

T&T: Why do you think the

author names inventions

that were not available in

Edison’s time?

T&T: Can you name some

details that tell more about

Thomas’s experiments?

T&T: What conclusions

can you draw from this

information?

Sts share main idea and

details that support it.

T observations and



independent reading



Revised 11/11 90

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students know it?)

Graded/Ungraded

2

Main Idea

Supporting Details

Connect & Engage: Yesterday… Today we are going to continue

reading Young Thomas Edison, and think about the main ideas and

supporting details.

Guide: Continue reading through pg. 339. What details have we read that

support the main idea that Edison love to learn and experiment? T&T. Sts

share their thinking with the whole group. Discuss, and then add new

thinking to the anchor chart. Continue reading, pause after pg. 344 and

ask Sts to T&T: What details support the main idea that Thomas did not

let hardship or disappointment discourage him? (He kept inventing even

after no one would buy his Electrical Vote Recorder; he thought of

deafness as an advantage that helped him concentrate.) Continue reading

through pg. 347. What is the main idea of the paragraph on this page?

(Edison invented many useful devices. What details support that idea?

(His carbon transmitter made the telephone and microphone possible. He

invented the phonograph and the electric light bulb.) Continue reading to

the end of the story. Ask Sts to T&T.

What conclusion can you draw about why people in Edison’s time thought

his inventions were strange and incredible? (Sample answers: People in

those days didn’t understand as much science as we do today; other

scientists in Edison’s time had not thought of useful things to make using

the information that Edison learned from his experiments.) Why do you

think that the author wrote Young Thomas Edison? (To inform and

entertain; to inspire readers; to tell an inspiring story of a real person

whose inventions changed the world.)

Lesson recap: We know there can be more than one main idea. In this

piece about young Thomas Edison, we recorded many main ideas. For

each main idea we had supporting details/facts and examples that

supported the main ideas. Refer to the chart to review what we learned

about the young Thomas Edison. The main ideas are the important ideas

that the writer wants us to learn, and remember.

T&T: What are the supporting

details to the main idea…?

T&T: What is the main idea of

the paragraph on this page?

What details support that idea?

T&T: What conclusions can

you draw about…?

Sts share main ideas and

supporting details-facts

and examples- that

support it

Did your students:

• find the main ideas and

supporting details?

*Assessment: Grab and Go!

Main Ideas and Details



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Student Outcomes)

Guided and/or


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and/or Reading

Workshop.)


students know it?)

Graded/Ungraded

3

-2 Column chart

Main Idea/

Details

Connect & Engage: I brought in this great article that is divided

into sections, introduce introduced by subheads. Scan the sections

and see if you can get an idea of what each section might be

about. After you have taken a minute to flip through the article,

T&T to your partner about what the sections may be about, as

well as anything you know or wonder about animal helpers. We

have been talking for a long time about how hard it can be to pick

out the bigger ideas when we read nonfiction. Sometimes the

details lie in interesting but isolated facts that actually distract us

from the understanding. We need to separate those interesting,

isolated details from the supporting ones, which build our

knowledge about a topic. As readers, we can think about and

combine the supporting details to better understand the larger

topic. (You can create a 2 column chart for Sts to use or they can

create a chart in their reading notebooks.)

Model: Think aloud about how to pick out the topic and the

details that support that topic. Also mention any responses you

might have. Write responses on the article. As I read this article,

I’m going to model how I sift the main idea from the supporting

details. I’m thinking from the title that this article is about____, so

it is likely that each section will have some information related to

our topic. As I model my thinking and write down the main idea,

details, and responses on the chart, you can do the same on your

form. Afterward you will have a chance to try it. First, I’ll read the

title. Then, I’ll read the first section. This is so interesting. T&T:

What do you think? Anyone have any ideas? I’m thinking the

main idea of the whole article is___. This article is going to be

about____. Write supporting details. I will write these details in

the Detail column. Did you notice that I don’t write sentences, but

just a few words in the Detail column that relate to the main idea?

We need to keep this short so that when we go back and take a

look at the form, we can quickly recall and understand the

information. Read the next section. Add supporting details to the

anchor chart. Sts add to their forms. Discuss why not all the

details were listed. (They may be interesting…)

Lesson recap: Today we started reading about ____. We think the

main idea is…. These details support that. Discuss the supporting

details. We need to separate the interesting isolated details from

the supporting ones.


about what the sections may

be about.

T&T: Talk about your

thinking. Anyone have any

ideas?

Share main

idea(s)/supporting

details from

independent reading

T observations and



independent reading



Revised 11/11 92

D

A

Y



Student Outcomes)

Guided and/or


be doing?



and/or Reading

Workshop.)


students know it?)

Graded/Ungraded

4

2 Column chart

Main Idea/

Details

Connect & Engage: Yesterday we started talking about…

So far, we think the main idea is… and some details that

support that main idea are…

Today, we are going to continue reading and looking for

main ideas and supporting details. .

Guide: Read the next two sections, stopping after each

section to discuss the learning, the main idea and the

supporting details. Listen as I read the next paragraph.

Listen for details that relate to the bigger idea. Guide a

discussion to support the learning. Now that you’ve heard

the next section, T&T about what those paragraphs were

about. Was the main idea still___? If so, did you notice any

details that give us more information? Jot them down in the

detail column and don’t forget to add your responses. I will

come around and listen to you. What did you discover?

Collaborate: Explain to Sts that they will work with a

partner on the last section(s). They will continue with the

same thinking, reading the subheading(s), writing down the

supporting details and noting any responses on the article.

Partners can share out and compare thinking. Discuss the

new learning. Add to anchor chart.

Lesson recap: Great job today. You thought about the main

idea and pulled out the details that supported it. As you go

through school, you will be asked over and over again to

find main ideas when you read and to pick out the most

important information that supports them. Think about

doing what we did when you read independently.

T&T: Was the main idea

still___? Did you notice

any details that give us

more information?

Sts share out their

thinking on the last

section(s) of the

article.

T observations and



independent reading

Analyze St responses

on their form.

Did your students:

• begin to use the

Main Idea/Details

form?

• understand and

articulate how the

details support and

develop the

bigger/main idea?

*Assessment Grab and

Go

Main Idea



Revised 11/11 93

D

A

Y



Student Outcomes)

Guided and/or


be doing?



and/or Reading

Workshop.)


students know it?)

Graded/Ungraded

5

Procedural

Texts

Connect & Engage: Choose a selection of different procedural texts.

Today we are going to read a different type of nonfiction text.

(Procedural) Show Sts the selection of procedural texts and let them look

through them.

Sts T&T: What do you notice about this type of writing? As Sts share out,

guide their thinking to the characteristics of How-To/Procedural writing.

Instructions are a type of information text. You are so smart. You

noticed… They tell how to do or make something. Ask Sts to explain the

author’s purpose in writing these texts. Explain the importance of

understanding how this text is organized and recognizing the important

facts that need to be understood.

Model: Introduce the procedural/how-to article or book you are using in

the lesson. If using short texts, give Sts their own copy. Ask Sts to T&T

about the author’s purpose for writing this text. Explain that while in

some informational/nonfiction, it doesn’t have to be read in order (give

example from previous lessons) that this type of text has to be read in

order.

Model how to read this type of text. If there is an introduction we read

that part first. Ask Sts to find the heading Materials. Read together the

materials listed. Discuss how helpful it is that the author uses pictures and

words to make the directions clearer. Explain that instructions tell, in

order, the steps to follow when doing an activity. The steps are usually

numbered, and often begin with order words such as first, next, then, and

last. Model reading the first step and following the directions.

Guide: Sts read the next directions. Discuss how the pictures clarify

exactly what the author wants the reader to do. Ask Sts to T&T with a

partner and retell the procedure in their own words following each step.

Collaborate/Independent: Sts T&T about what the author did to make

the directions easy to follow. Explain that Sts will need to carefully read

and follow the directions to make their own… (whatever procedure you

introduced

Lesson recap: Today we read a different type of nonfiction text-a

procedural text. They tell how to do or make something. You are so smart!

You saw how this text was organized (materials listed, pictures, numbered

order) and were able to read this text and follow the directions to make…

T&T: What do you

notice about this type of

writing?

T&T: Why did the writer

write this piece?

T&T: Retell the order of

events in this How-To in

your own words.

T&T: Talk with your

partner about what the

author did to make sure

the reader could follow

the directions.

Sts share their

understandings of

procedural text,

(characteristics on

procedural writing)

Are students able to:

• identify the topic

and explain the

author’s purpose?

• locate facts that are

stated in text?

• follow and explain

a set of multi-step

directions?

**

MATERIALS: Day 1-2 Suggested Lesson Text: Young Thomas Edison by Michael Dooling-Journeys Unit 2 Lesson 10 (SB p. 326)

*Assessment/Independent practice-Journeys T383 Main Ideas and Details (Grab-and Go Practice Book Vol. 1 p. 129)

Leveled readers Biographies (The Wright Brothers, George Washington Carver, The TV Kid)

Day 3-4 Suggested Lesson Text: Animal Helpers from Toolkit Texts 2-3

Day 5 Suggested Lesson Text: A collection of procedural texts. Choose one for the lesson.

*Assessment: Texas Journeys Practice Book Vol. 2 pg. 64 (T399 Unit 4 Lesson 20)

**Determine Importance Strategy Wrap-Up Comprehension Toolkit Book 5 pg. 66, Assessment suggestions- Comprehension Toolkit Book 5 pg. 67 & 68



Revised 11/11 94

Target(s) for the Week: Synthesize big ideas and issues from a collection of facts; Stop and think to synthesize the information as I go; Distinguish between the gist and my

personal response to the information; Revise misconceptions when confronted with new evidence and information.

D

A

Y



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Connect & Engage: Introduce Sts to the article Sts preview the article. Sts

T&T about any BK or questions they have. Explain the purpose of the lesson.

You have a lot of practice writing your thinking on post-it notes. Today,

instead of putting them on your own article, we are going to put them up on

the article on the board so that we can all share our thinking. I noticed when I

read the article that there is a lot of information that’s new to me. I will need

to think very carefully about that information to make sure I understand it. I’ll

also be thinking about the bigger ideas or questions that the article raises and

that expand my thinking. I’ll show you.

Model: Model how to activate background knowledge to get to a bigger idea.

When I read the title, I learned some important information… I’ve got some

background knowledge about…. Discuss your BK. Write thinking on post-it

and post it to the article/board. What I did just now was to use my BK to get to

a bigger idea. That’s what we mean by expanding our thinking-moving from

facts to ideas. If Sts have questions, write them on a post-it. As I read, follow

along and notice how I’m thinking out loud about what I’m learning. Read the

first section of the article. Thinking about the information allowed me to draw

conclusions and identify important issues in the article.

Lesson recap: Today we started reading a new article about… We are

learning to look very carefully at new information. We also are thinking about

the bigger ideas/main ideas and our questions.


about your thinking. What

do already know about___?

What questions do you

have-what are you

wondering?

Share main

idea/important

information from

independent reading

T observations and




2

Connect & Engage: Yesterday… Ask Sts to T&T and discuss the article so

far.

Guide: Sts share out their thinking. Demonstrate how to get to bigger ideas

and questions by sharing thinking. (You did something really important___

your thinking illustrates how you’re trying to understand the experiences and

feelings of something beyond your own experience. You are raising some

interesting issues.)

Collaborate: Explain to Sts they are going to read the rest of the article with

their partner. Think about how you can expand your thinking by discussing it

with partner. When you’ve done some great thinking and talked about the

article with your partner, write down your thoughts on the post-its and then

come up and share them on the board. Send the group off to read and respond

with a partner. Pull Sts back together. Together, summarize the last part of the

article. (This is a really important idea we’ve gleaned from the text. We can

synthesize the important information and draw some conclusions. Ask

everyone to stop and think for a minute about one important idea they have

learned from the article then T&T about it. Ask them to jot their ideas on their

post-its then come up and share them on the board. Then we’ll have a

summary of the big ideas and issues you’ve come up with.

Lesson recap: When we read ____, we thought carefully about new

information. We need to think very carefully about that information to make

sure we understand it. We also thought about the bigger ideas or a question

that the article raises and that expands our thinking.

T&T: Talk to your partner and

jot down your questions and

inferences on a post-it note, and

be ready to share to share your

thinking.

T&T: Talk with your partner

about one important idea you

learned from the article.


from their collaborative

work with partners.

Confer to assess Sts’

understandings and resolve

misconceptions.

Did your Sts:

• respond to the

information with

questions, connections,

and inferences that

expand their thinking?

• synthesize the facts to

consider larger

questions, issues, and

ideas?

• make their thinking

visible and learn from

each other as they

shared responses,

questions, and ideas?



Revised 11/11 95

D

A

Y



Student Outcomes)

Guided and/or


be doing?



and/or Reading

Workshop.)


students know it?)

Graded/Ungraded

3

2-Column Chart

Synthesizing and

Reading for the Gist

Gist/Thinking

Connect & Engage: Introduce new article. Sts preview and T&T

about their BK.

Explain what it means to synthesize information and read for the gist.

Before we read this article, I want to share something with you. You

know how hard it can be to remember all of the information we read.

When good readers read nonfiction, they read for “the gist”-the most

essential information, the bigger ideas. To do this, they have to

synthesize the information. When we synthesize, we pare down the

information, delete some of the less important details, and come up

with the bigger picture. Give analogy of The Three Bears. The gist,

or synthesis, recounts important information and gives big ideas,

sometimes even the lesson or the moral of the story. So a synthesis of

The Three Bears might go like this: A girl wandered into an empty

house and caused a lot of mischief. When the owners, a family of

bears, found her, she learned the hard way not to go into a stranger’s

house when no one is home. Explain how readers add their thinking to

the information to synthesize it. When we read for the gist, we need to

add our thinking to the information.

Model: Synthesizing is a strategy that helps us change our thinking

when we read. Remember when I said that Goldilocks learned the

hard way? That was my thinking after I finished reading it. When we

synthesize, we combine our thinking with the information to come up

with a big idea. Introduce 2 column chart-Gist/Thinking. In the first

column I am going to write down the big ideas of the section, and then

in the second column, I am going to write down my thinking.

This article is divided into sections with subheads. We see them over

and over again in nonfiction, don’t we? Standard subheads, question

subheads, and inferential subheads. Demonstrate how to sift through

the information deleting the ancillary details to arrive at the gist. I’m

going to start reading this section. (Make a quick list of the most

important information and leaving out the unimportant details.) Use

this list to write the “gist” of the section and your thinking on the

anchor chart.

Lesson recap: When we synthesize, we combine our thinking with the

information to come with a big idea. When we synthesize information

we don’t have to include all of the details. We need to pare it down to

the most important one. When we write for the gist, I try to collapse

all of the writing in the text into a shorter form but still include the

bigger, most important ideas.


about this topic?

Sts share their thoughts

about the bigger ideas

or questions they had

during their


T observations and






Revised 11/11 96

D

A

Y



Student Outcomes)

Guided and/or


be doing?



and/or Reading

Workshop.)


students know it?)

Graded/Ungraded

4

2-Column Chart

Synthesizing and

Reading for the Gist

Gist/Thinking

Connect & Engage: Review synthesizing and getting the “gist.”

Guide: Read and talk through how we arrive at the gist and respond with

our thinking. So let’s try to come up with the gist of these next two

paragraphs together. Turn and talk about the gist. Remember to delete

less important details and pare down the information into a shorter form.

What are some of the ideas that we should include in the gist? Did we

include the most important information? T&T about this. Ask Sts to write

the gist down on a post-it marked “Gist”. If you think you have a better

gist, write that down.

One important aspect of synthesizing information is that when we come

across new information, we often start to think differently. New

information changes our thinking. Take a moment to notice your inner

conversation. What are you thinking as you reflect on the content of these

two paragraphs. Jot those thoughts on a second post-it marked

“Thinking.”

Collaborate: Give directions for jigsawing in small groups. You are

going to work in groups of four while I walk around and listen in on your

thinking. We’re going to jigsaw the rest of this article. Choose a section to

read and respond to. Talk to each other and then decide on the gist. Once

you have agreed on the gist, one member of the group can record it on a

post-it for the whole group. After writing the gist, you will each get to

write your thinking on your own post-it note. We will come back together

at the end of Reading Workshop and each group will one post-it

representing your collaboration on the gist and other post-its

representing individual thinking. Gather as a group and discuss how they

arrived at their synthesis. (Sts can read and respond during independent

reading.)

Lesson recap: When we synthesize the information to get the gist, we

need to remember to sift through all the details to come up with the big

picture.

T&T: What do you think the

“gist” is of the section we just

read?

T&T: Did we include the most



collaborative work.

Did your Sts:

• slow down and think

about the text,

separating the ancillary

details from the bigger

ideas to get the gist?

• summarize the big

picture in a few words?

• distinguish between text

information and their

thinking, to engage

more fully with the text

and better understand

the material?



Revised 11/11 97

D

A

Y



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

5

3 Column Chart

Facts/

Opinions/

Changes in

Thinking

Connect & Engage: Continue with the same article. I noticed yesterday

that many of you had strong opinions about how the kids had to work so

hard. It’s really a good thing to speak up about what you think-to voice

your opinion. It shows that you care about issues or events that affect

people in other countries. What I found interesting about your responses

is that you had many different opinions about the issue. We should feel

free to express our opinions and thoughts about what we read. Your

questions and responses were really honest. I found myself agreeing with

a lot of you. But as I read more of the article and really thought about the

information, I began to change some of my thinking. I still think … but I

began to think a little differently about it. Sometimes we change our

opinion when we learn more information. Gathering more evidence about

the topic or issue changes our thinking. Basing our opinion on facts and

information is what it means to have an informed opinion. And being

willing to change our minds in the face of new information means we have

an open mind. That’s really important.

Model: Explain that you are going to put up a chart (give Sts a copy) to

help organize their thinking. (Three column chart: Facts/

Opinions/Changes in Thinking) As we reread the article, I’m going to

show you how I record facts as well as my opinion. Follow along and

write your own thoughts on your chart, too. Demonstrate how thinking

and opinions can change as you reread and learn more information.

(Include misconceptions that clear up when you have more information.)

Sts can T&T about their own thinking.

Guide: Think through more of the text together. Discuss some of the Sts’

findings and opinions. Note how thinking changes when we learn new

information. Make sure they refer back to the information or evidence

from the text that prompted the change.

Independent: St can continue rereading the article during independent

reading and responding on their thinksheet/form. Bring Sts back together

at the end of reading workshop to share. Make sure they refer back to the

information or evidence from the text that prompted the change.

Lesson recap: You are all doing something so important. You are using

evidence to support your thinking. I also noticed that when you were

discussing this information, you built on and added to each others’ ideas.

That’s having a really good discussion-when we learn from each other

and incorporate everyone’s thinking into our own. Now that’s an

informed opinion.


about some information you

learned from what we just

read.

Sts share new information

learned and/or how their

thinking or opinions may

have changed.

Did your Sts:

• understand the

difference between facts

and opinions?

• revise thinking and

opinions in the face of

new evidence and

information?

MATERIALS: Day 1-2 Suggested Lesson Text: Choose a NF article that can be completed in 2 days. Sources include: National Geographic Explorer, Time for Kids, Time for

Kids, Comprehension Toolkit Source Book of Short Text – Toolkit Texts 2-3-Lesson adapted from Comprehension Toolkit Book 6 Lesson 23 pg 14

Day 3-4 Suggested Lesson Text: Choose a NF article that can be completed in 2 days. Sources include: National Geographic Explorer, Time for Kids, Time for Kids,

Comprehension Toolkit Source Book of Short Text -Lesson adapted from Lesson 25 pg. 36

Day 5 Suggested Lesson Text: (Use the same text from Days 3 & 4) Thinksheet pg. 64- Comprehension Toolkit Book 6

3rd



Revised 1/12 98

Testing As A Genre

Demystify the test to students – explain why tests are used, how tests are constructed, how the results will be used and who creates them. Discuss

the specific requirements of the testing situation; no talking, timed exercises, different sections of the test and how we are going to prepare for the

tests.

• Allow students to share their concerns about the test. Have students brainstorm what they remember about the tests and clarify any

misconceptions. Make a chart about what they remember.

• Ask students what strategies they use, keeping in mind the challenges with self-reporting data, students saying they use strategies that they

don’t.

• Readers read differently when taking tests:

• Have students immerse themselves in actual reading passage examples and discuss what they are finding in there.

• What elements, structures and literary devices are used to create these passages?

• Investigate the language used in the passage and the questions

• Make charts of terms used in the questions, question vocabulary

• Discuss words used in directions; define, compare, contrast, explain, describe, evaluate, list, identify, summarize, interpret, review, prove,

analyze, always, never, main, central, usually, conclude, resolves, conflict, etc.

• Discuss the importance of carefully reading the questions, underlining the important parts.

• Have students develop a "scavenger-hunt" mentality when reviewing the questions and the passages, looking for particular things.

(Adapted from Unit of Study: The Inauthentic Passage Genre by Frank Serafini)

Additional Resources Needed (Access Via ELAR Department Website/Teacher Resources/Grade Level/RWS Additional Resources: • Graphic Organizer (GO) Resource Document – Grade 3: As you review/prepare your lessons for Interactive Read Aloud, incorporate

suggested GO lessons, as appropriate. If your students need additional instruction on GO, separate from Interactive Read Aloud lesson, refer

to the materials section on the GO Resource Document for assessment passages that include different type of GO.

• Vocabulary – Small Group Lesson Activities – Grades 3-5

3rd



Revised 1/12 99


Comprehension Strategy: Summary (Author’s Purpose, Organization, Theme, Vocabulary, Graphic Organizers)

Week 27

3/19-3/23

Week 28

3/26-3/0

Week 29

4/2-4/5

Get

tin

g t

he

Mea

nin

g

• Determine the elements/critical attributes of

a good summary (Fig. 19E)

• Differentiate between good and bad

summaries (Someone else’s work) (Fig.

19E)

• Use information from the text and my own

knowledge to determine important

information and write text summaries (Fig.

19E)

• Summarize the main ideas and supporting

details in a text in ways that maintain

meaning and logical order (Fig. 19E)

• Explain how summarizing information helps

me as a reader (Fig. 19E)

• Identify explicit cause and effect

relationships among ideas in text (13C/4K)

• Become familiar with author’s purpose and

how it is assessed (12A/4J,K)

• Use context to determine the relevant

meaning of unfamiliar words or distinguish

among multiple meaning words and

homographs (4B/1F, 4F)

• Paraphrase the themes and supporting

details of fables, legends, myths, or stories

(5A/4I,K)

Rea

din

g H

ab

its

• Read independently for a sustained period

of time and paraphrase what the reading was

about, maintaining meaning and logical

order (e.g., generate a reading log or

journal; participate in book talks

(11A/4E,H,I)

• Write responses to literary or expository

texts that demonstrates an understanding of

the text (20C/4K, 5B,F,G)


of time and paraphrase what the reading

was about, maintaining meaning and logical



(11A/4E,H,I)



the text (20C/4K, 5B,F,G))


of time and paraphrase what the reading

was about, maintaining meaning and logical



(11A/4E,H,I)



the text (20C/4K, 5B,F,G)

(TEKS/ELPS)

Weeks 30-31 Reteach/Review based on individual student data




Revised 1/12 100

Target(s) for the Week: Determine the elements/critical attributes of a good summary; differentiate between good and bad summaries; use information from the text and my

own knowledge to determine important information and write text summaries; summarize the main ideas and supporting details in a text in ways

that maintain meaning and logical order; Explain how summarizing and helps me as a reader

D

A

Y

Anchor

Chart(s)









1

Def of

Summary

Add Guidelines

for Summaries

During this week, Sts will need to read or re-read passages before the lessons.

Consider this when planning lessons. Most of the articles recommended are from

the DBA. These articles need to be incorporated into independent reading before the

explicit lessons. Sts re-read the passage before the lesson during independent

reading. Introduce the article and expectation before Sts read. Ask Sts to identify

the genre and characteristics. You will need the resource *Guidelines for Summaries

(not all summaries will have a concluding sentence).

Connect & Engage: Define a summary/how it helps us as a reader (anchor chart).

To summarize is to put into your own words a shortened version of written or spoken

material, stating the main points and leaving out everything that is not essential.

Summarizing is more than retelling; it involves analyzing information,

distinguishing important from unimportant elements and translating large chunks of

information into a few short cohesive sentences. Fiction and nonfiction texts, media,

conversations, meetings, and events can all be summarized.

Model: Skateboard Tricks: T displays (projects from the DBA assessment) an

example of a good summary (correct answer) from article. T talks thru it w/students

(main idea, supported by important info (gist) and a concluding sentence. Show text

evidence (where the statements came from). Introduce Guidelines for Summaries.

Add to anchor chart. Compare the Guidelines with the correct answer summary.

Display other answer choices and discuss why they aren’t a good summary.

Lesson recap: To summarize is to put into your own words a shortened version of

written or spoken material, stating the main points and leaving out everything that is

not essential. A good summary…

Students re-read selection Skateboard Tricks before the

lesson

Sts can share the “gist” of

their independent reading.

Observation of St

responses

2

Def of

Summary

Guidelines for

Summaries

Sts re-read the selection Vaqueros (DBA) before the lesson during independent

reading. Introduce the article and expectation before Sts read. Ask Sts to identify the

genre and characteristics.

Connect and Engage: Yesterday we learned…Go over Summary Guidelines

Model/Guided Practice: Vaqueros Create with students Main Idea statement from

the article. Project the answer choices from the assessment. T talks thru the

summary question/answers with Sts; the main idea, supported by important info

(gist) and possibly a concluding sentence, deciding on the best summary and why.

Show text evidence (where the statements came from).

Lesson recap: Summarizing is more than retelling; it involves analyzing

information, distinguishing important from unimportant elements and translating

large chunks of information into a few short cohesive sentences. While sentences in

a summary are in the same sequence as the details from the text, it is not retelling

the beginning, middle and end. The summary is going to include the main

idea/message and supporting critical details.

Sts re-read the selection

Vaqueros (DBA) during

independent reading before

the lesson.

T&T: What is the main of

this article?

Sts can share the “gist” of

their independent reading

Observation of St

responses




Revised 1/12 101

D

A

Y

Anchor

Chart(s)









3

Def of

Summary

Guidelines for

Summaries

Students should read *The Pony Express before the lesson during independent

reading. Introduce the article and expectation before Sts read. Ask Sts to identify the

genre and characteristics.

Connect & Engage: Review the Guidelines for Summaries (anchor chart).

Collaborate: Sts collaborate with partner to choose the best summary and

defending/explaining choice (main idea, important supporting detail etc.). Project the

answer choices (from the assessment) and with Sts discuss each choice and why it

was/wasn’t the best choice.

Lesson recap: A summary retells the main idea and the most important details in a

reading passage. A summary includes both the main idea and important details.

Sts re-read the drama before

the lesson then collaborate

with partner to choose the

best summary. Share with

whole group- be ready to

defend answers.

T&T: Did you include the

main idea and the most




work with partners.

Sts summary of the

article

4

Def of

Summary

Guidelines for

Summaries

The text for the **Cloze procedure for summaries (Resource).

Connect & Engage: Sts complete the Cloze procedure for Guidelines for

Summaries, filling in the blanks then checking the Guidelines for Summaries.

Collaborate: Sts reread the poem The Well-Worn Path and collaborate to produce

a summary fitting the guidelines. They must be able to state the main idea (why) and

critical supporting details. Together as a class, write the summary for the poem.

Lesson recap: Reiterate that they can summarize a section of a piece they have read

(scene, paragraph), a poem, drama, etc. A summary includes both the main idea and

important details.

Students fill in missing words

for Guidelines for Summary.

T&T: What is the best

summary of The Well-Worn

Path?

Sts can share a summary

of their independent

reading

Sts summary responses

5

Day 5 Chart

What we

Learned about

Summarizing

and

Synthesizing

(from previous

week)

Connect & Engage: Introduce new text; George Changes His Tune (a short

selection with one summary question that Sts have to complete). Ask Sts to identify

the genre and characteristics.

Independent: Sts read through the piece then choose correct answer. As a class, go

over each answer looking for the critical attributes of a good summary.

Lesson recap: Ask Sts to T&T: Is there anything we need to add to our

Summarizing and Synthesizing anchor chart from last week? Review how

synthesizing and summarizing helps us a reader.

George Changes His Tune

T&T: Is there anything else

we can add to our

Summarizing and

Synthesizing anchor chart

from last week?

Did your Sts:

• slow down and think

about the text,

separating the

ancillary details from

the bigger ideas to

get the gist?

• summarize the big

picture in a few

words?

• include the main idea

and important details

***Summarizing Rubric

MATERIALS:

Day 1 Suggested Lesson Text: article - Skateboard Tricks *Guidelines for Summaries (Resource)

Day 2 Suggested Lesson Text: article -) Vaqueros (DBA)

Day 3 Suggested Lesson Text: Journeys Texas Assessment Preparation (purple book-available online through Think Central), The Pony Express Pg. 5-6 (short text with 1

summary question-available online through Think Central).

Day 4 Suggested Lesson Text: **Cloze for Guidelines for Summaries (Resource)-Poem The Well-Worn Path (DBA)

Day 5 Suggested Lesson Text: Journeys Texas Assessment Preparation Book (purple book-available online through Think Central) George Changes His Tune Pg. 6-7

***Summarizing Rubric (Resource)

Texas Journeys and Texas Write Source-Texas Assessment Preparation: (St consumables)-The following assessment articles have questions on summarizing:

Big Brother and the Bats pg. 9-12 (this article was used for the CBA-summary question was not included), Jim Thorpe pg. 14-17, Worm Bin pg.19-22, Snowflake Bentley pg. 47-

51, Listen, Rabbit! Pg. 62-65, John Chapman, The Real Johnny Appleseed, pg. 66-72




Revised 1/12 102

Guidelines for Writing a Summary (Use your own words!)

1. The beginning sentence is a main idea statement of the story, article,

selection, or passage.

2. Not every detail is included in the summary.

3. If the detail is included in the summary, the detail must be important

and support the main idea.

4. Sentences in the summary are in the same sequence as the details from

the text.

5. The ending sentence of the summary may be a:

• Conclusion or a restating of the main idea.

OR

• Statement about the result or ending of the text.




Revised 1/12 103

Guidelines for Writing a Summary (Use your own words!)

1. The sentence is a statement

of the story, article, selection, or passage.

2. Not every is included in the summary.

3. If the is included in the summary, the detail

must be and the main idea.

4. Sentences in the summary are in the same as the details

from the text.

5. The sentence of the summary may be a:

• or a restating of the main idea.

OR

• Statement about the result or of the text




Revised 1/12 104

Summarization Rubric

Summary

Elements

Developing

1

Notable

2

Exemplary

3 The beginning

sentence of the

summary is the

main/big idea of

the story.

Summary does not

include a main idea.

Main idea is

included, but is

poorly written or

not written in your

own words.

Main idea is not

only well written,

but written in your

own words.

The summary

provides details

that are important

and support the

main/big idea.

Details are not

included in the

summary.

Details are

included in the

summary but do

not support the

main idea.

Details provided

are important and

support the main

idea.

Summary is brief

and is in the same

sequence as the

story.

Summary is too

long and contains

unimportant details

and not in sequence

of the story.

Summary is in

sequence of the

story. The

summary is brief

OR contains

important

information, but

not both.

Summary is brief,

contains important

information and is

in sequence of the

story.

The ending

sentence of the

summary is a

conclusion,

restating the main

idea or a

statement about

the result or

ending of the text.

The ending

sentence is just

another detail of

the story.

An ending sentence

is provided in the

summary but it is

not a conclusion,

restating the main

idea or a

statement about

the result or

ending of the text.

The ending

sentence is not

only well written,

but written in your

own words and

concludes the

summary.

Complete

sentences are used

and summary is

free of

grammatical

errors.

Summary is not

written in complete

sentences and

contains

grammatical errors

Complete

sentences are used

or summary is free

of grammatical

errors, but not

both.

Complete

sentences are used

and summary is

free of

grammatical errors

Total Points Possible: 15 points Score: Points



Revised 1/12 105

Target(s) for the Week: Becoming familiar with author’s purpose and how it is assessed; identify explicit cause and effect relationships among ideas in text

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or

Collaborative


be doing?



and/or Reading

Workshop.)

Evidence of

Learning (How will I know if my

students know it?)

Graded/Ungraded

1,

2,

&

3

Author’s

Purpose

Examples of

question

types

Key

Words/Ask

a Key

Question

(Example)

To

persuade:

Is this

passage

meant to

persuade or

convince

readers to

do

something?

(*See Resource Author’s Purpose)

Connect and Engage: Authors write for different purposes, or reasons. Some reasons

that authors write are to entertain, to explain, to inform, or to persuade. It is up to the

reader to figure out the author’s purpose.

Model/Guided:

1) Purpose words: Read through and help Sts become familiar with the examples of

questions that indicate this is a question about author’s purpose. (See Resource Author’s

Purpose-Recognize the item type.)

2) Text Type: Explain that after they have determined that the test question is asking the

author’s purpose, Sts then think about the text type (news article, fiction story etc.). For

example, fact-based newspaper articles (text type) should be associated with the purpose

to inform; advertisements and editorials (text type) should be associated with the purpose

to persuade; instructional manuals should be associated with the purpose to explain or

list steps, realistic fiction associated with the purpose to entertain, to tell a story about,

etc. (Help Sts understand that to entertain does not mean the selection has to make them

laugh or feel good. As a purpose it essentially means to provide an easy read and to tell a

story.) Begin by having anchor examples: Fact based news articles-inform,

advertisements & editorials-persuade, instructional-explain or list, etc. (Try to use

familiar text from past reading/writing lessons)

3) (See Resource Author’s Purpose Ask Key Questions): Next, explain to Sts how they

can think through the answer choices on the assessment by posing a question about the

key words in each option. (In order for students to be able to pose helpful questions, they

need to have a good understanding of purpose words and text types.) Think aloud how

posing a question about the key words will help think through choices. Display and

discuss the Author’s Purpose key questions on an anchor chart. With Sts, read through

different examples, then use the key questions and work together to figure out the

author’s purpose. (See Resource Author’s Purpose-Key words/Ask a key question.)

Guided/Collaborative: The Grand River & Happy Birthday, Eva on day 2. Sts read The

Grand River then collaborate with partner to answer 2 questions about author’s purpose.

Repeat with Happy Birthday Eva on day 3. Sts could read the selection during

Independent Reading before the lesson. These articles could also be summarized. Sts

share out. Work together to prove answers.

Lesson Recap: Reiterate the relationship between text type and author’s purpose.

Review the key words/key questions.

Student copy of

Author’s Purpose

Resource

T&T: Decide

author’s purpose

Sts read The Grand

River then

collaborate with

partner to answer 2

questions about

author’s purpose.

Repeat with Happy

Birthday, Eva. These

articles could also be

summarized.

T&T: Sts collaborate

to identify the key

words/ask the key

questions to decide

author’s purpose.

Sts can summarize

their reading from

Independent reading

Observation of St

responses



Revised 1/12 106

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

4

&

5

Connect and Engage: Cause-effect. There is usually at least one recognizable clue in the stem

of an item testing cause-effect. The words cause, effect, why, because,

result, or outcome in the stem tell Sts to think about relationship between

two events. The distractors for a cause-effect item can be true events

from the passage or they can be misrepresented events; either way, the

distractors will be wrong because they do not have a direct connection to

the event specified in the item stem. In the typical structure of a text,

usually a cause precedes an effect; the author presents a cause and effect

in close proximity so that readers will recognize that relationship exists.

Therefore, Sts who track down the events in the item stem and option and

find that two exist reasonably close together are provided with a hint that

a cause-effect relationship might exist between them.

Model: to understand cause and effect, ask yourself what happened

(cause). Look for words and phrases that signal a cause-and-effect

pattern. These words include: as a result-because-since-so…

Ask a key question:

Key Questions

Cause-effect Does [this] lead to [that]? Or Did [that]

cause [this]?

Model thinking through the cause & effect question from A Gift of Trees

(DBA). In a cause-effect relationship item, the cause can be provided and

Sts must recognize the effect, or the effect can be provided and St must

recognize the cause. When the stem does not use the words cause or

effect, it might be difficult initially for St to understand which part of a

cause-effect relationship they are searching for. St can use the key word

because to know that they are looking for cause and that the stem

provides the effect. Ask a key question: when a cause-effect item

provides the effect in the stem and asks for the cause, as is the case with

this item, St can become confused because the information feels

“backward.” Posing the relationship as a question can help test the sense

of each option: Question 19: Mayor Ozaki sends Mrs. Taft a second gift

of cherry trees because:

A the first gift was full of harmful insects?

B the first gift died soon after it was planted?

C Americans loved the first gift so much that they wanted more?

D Gardeners cut down the first gift to build the Lincoln Memorial?

Students collaborate to

summarize and explain

author’s purpose

A Gift of Trees (DBA)

Sts share summary,

author’s purpose or

organization from their


Students’ written

responses.



Revised 1/12 107

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?



and/or Reading

Workshop.)


students know it?)

Graded/Ungraded

4 &

5 c

on

tin

ued

Sts read the short text **Building the Future Work together to use the

key question strategy.

Question 1: Charles thinks he has the best job in the world because-

Question 2: Cause Effect: Each day, Charles’s back hurt

• Did Charles’ back hurt because he did not like his job?

• Did Charles’ back hurt because he met other workers?

• Did Charles’ back hurt because driving spikes was hard work?

• Did Charles’ back hurt because Charles wiped his brow?

Guided: Read the short passage **Take a Closer Look! Explain that

sometimes the structure of events in the passage can be a clue about the

cause-effect relationship. By locating the events in the passage Sts can

find the direct connection to the event specified in the item stem

(questions 3, 4, & 5). Guide Sts to locate the event in the question in the

passage then find the cause that is directly related and closest to the event

(right before or right after).

Sts can also summarize the selections and determine the author’s

purpose.

Lesson Recap: Looking for cause and effect can help you understand

what happens in a selection and why the events happen.

MATERIALS: * Author’s Purpose Resource

Day 1-3 Suggested Lesson Text: Texas Assessment Preparation Book (purple) (These are short passages with 2 questions on author’s purpose.) The Grand River pg. 97, Happy

Birthday, Eva pg. 98-99 (available online through Think Central)

Texas Journeys-Texas Write Source Texas Assessment Preparation St consumables- (These are test selections that contain author’s purpose questions) Wild Elephants Forever pg.

35-38, Snowflake Bentley pg. 47-51

Day 4-5 Suggested Lesson Text: A Gift of Trees (DBA) **Building the Future pg. 77 **Take a Closer Look! Pg. 78-79 Texas Assessment Preparation (purple) (available online

through Think Central)



Revised 1/12 108

Author’s Purpose-3rd Grade Strategies

Recognize the Item Type The word purpose indicates that this item tests an author’s purpose for writing. (What is the purpose of this passage?)

Alternate Versions of Purpose Items • Why did the author most likely write the passage?

• The author probably wrote the passage to tell readers…

• In paragraph X, the author _______in order to_______.

• Why does the author include paragraphs X & Y?

• What is the purpose of the passage?

• Why does the author compare________ to ________?

• The purpose of both selections is to…

• Which of the following would best support the author’s purpose?

• The author wrote this passage to-

Answer choices are provided for one item to indicate what the options for purpose items generally look like.

The reader can tell that this selection-

• Could be found in a magazine

• Is about Max

• Tells a made-up story

• Could be found in a book of poems

What is the most likely reason the author wrote this story?

F To tell readers a story about...

G To share with readers a story about...

H To inform readers about...

J To persuade readers to...

Key Words/Ask a Key Question Think through the answer choices by posing a question about the key word in each answer option:

A. To persuade

Is this passage meant to persuade or convince readers to do something?

B. To inform

Is this passage meant to tell readers how to do something or share facts about something

important? To teach or explain?

C. To entertain

Is this passage meant to tell readers a story?

D. To explain

Is this passage meant to explain something important to readers? To show them?

By answering these questions, some purposes will be particularly easy to eliminate. Persuade Entertain Inform Explain

To get you to act or to

agree with an idea

To tell a story To tell facts To tell why something

happens or how to do

something

Example: an

advertisement for a

computer game

Example: a funny story

about a child who

becomes a champion at

a computer game

Example: a newspaper

article about a person

who invented a

computer game

Example: directions

that come with a

computer game



Revised 1/12 109

Multiple-Meaning Words

Recognize different versions of how this item might be tested.

Example version of a multiple-meaning item:

Read the dictionary entry below. burst [burst] v. 1. to explode or break apart 2. to be very full 3. to do something suddenly 4. to be very

happy about something

Which definition best matches how the word burst is used in paragraph 8? (Seconds later, Monica burst

into her older brother’s room.)

A Definition 1

B Definition 2

C Definition 3(Correct answer)

D Definition 4

An alternate Version of a Multiple-Meaning Item: Read this sentence from paragraph 8.

Seconds later, Monica burst into her older brother’s room In which sentence does the word burst have the same meaning that it does in the sentence above?

A The pressure of the water caused the balloon to burst.

B The suitcase burst with clothing and was too large to fit under the bed.

C The football players burst through the large paper sign that said, “Go Team.”

D Her mother burst with pride when she saw her daughter on the theater’s stage.

• Don’t be fooled into choosing the most familiar definition. Most multiple-meaning test items present a

familiar word to Sts to see if they can recognize a meaning for that word that might be less familiar or

unfamiliar to them. That is, the purpose of presenting a multiple-meaning item is not to assess if Sts

already know the most common use of that word but to determine if Sts can understand that commonly

used word has different meanings in different context. They have to look for the meaning that

matches how the word is used in the passage, not the definition that leaps out at them because it is

familiar

• Reread the target paragraph and use context clues to find a synonym for the test word. Reading and

thinking through four dictionary meanings can be overwhelming, Sts should be encouraged to return to

the passage to reread the paragraph in which the tested word appears before they become

encumbered by the four definitions.

• Another good idea is for Sts to challenge themselves to think of a substitute for burst in the tested sentence. Doing so will help them begin thinking about which of the four definitions fits the context.

For instance, in this item, Sts might choose entered as a synonym and substitute it: “…Monica entered

her older brother’s room.” Then Sts can read each of the dictionary meanings to find the one that most

closely means entered.

• Construct try-out sentences with a key word from each dictionary entry. Sts can select a key word or

phrase that represents each dictionary entry. Example: A explode; B full; C suddenly; D happy. (See dictionary entry at top of page.) The try-out sentences with those key words look like this:

A) Seconds later, Monica exploded into her older brother’s room.

B) B) Seconds later, Monica went full into her older brother’s room.

C) Second later, Monica went suddenly into her older brother’s room. (correct answer)

D) Seconds later, Monica went happily into her older brother’s room.

Sts can easily eliminate options A & B. Because the sentences in options C & D make sense, Sts must depend

on their knowledge of the context.



Revised 1/12 110

Target(s) for the Week: Paraphrase the themes and supporting details of fables, legends, myths, or stories; use context clues to determine the relevant meaning of unfamiliar

words or distinguish among multiple meaning words and homographs

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?



and/or Reading

Workshop.)


students know it?)

Graded/Ungraded

1

Common

Themes and

Examples

Create a display board in which a variety of themes are listed. See resource: Themes.

These themes could be: individualism, overcoming challenges, importance of family,

working together, being strong in times of difficulty, etc. (See Resource –Themes-

Common Themes and Examples). Any text selections need to be read/reread before the

lessons. May use the same selections used in the previous lessons that Sts have already

read.

Connect & Engage: Review that fictional stories have messages or lessons. (Refer back

to lessons/charts on inferring themes.) The theme is not a summary of the story or the

main idea but what the author wants the reader to take away, to turn over in their mind,

to apply to your own life experiences. The message or lesson of a story is called the

theme. The Tortoise and the Hare is a fable with a clear lesson, which in fables is often

stated as part of the story. The story ends with the lesson “slow and steady wins the

race.” The theme is the deeper meaning of the story. It usually centers on a big issue that

explores the nature of people or the meaning of life. It often suggests the way in which

people should live. Some examples of themes are the importance of family or the

dangers of dishonesty. An author does not state the theme directly. Readers have to look

carefully to find clues and use them to figure out the theme. This chart shows some of

the clues that will help you identify the theme of a story.

Model: Often Sts need more explicit instruction about what a theme of a story is and

how the author helps readers arrive at that theme. Introduce the display board/anchor

chart of Common Themes and Examples. Discuss the meaning of each theme, providing

many real-life examples as needed to ensure that students understand every theme.

Return to previously read texts and work through the themes together and list under the

theme (or add a new theme) on the anchor chart. (This should be ongoing and include

Sts’ independent reading when applicable.)

An author does not state the theme directly. Readers have to look carefully to find clues

that help them to figure out the theme. These are some of the clues that will help you

identify the theme of a story.

Create a chart:

Title:

Characters

Actions and Plot

Lessons: What do the characters learn?

THEME

Lesson Recap: Remember that the theme is not a summary of the story or the main

idea but what the author wants the reader to take away, to turn over in their mind, to

apply to your own life experiences. Themes often “sound” a certain way (show

examples from the anchor chart/theme display board)--sometimes like good advice from

one person to another.

T&T: Sts may talk with

partners to share their

understanding of some of the

themes.

The Well-Worn Path (DBA)

Sts can share a

summary, and or

author’s purpose and

how their text is

organized.

Observation of St responses



Revised 1/12 111

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?



and/or Reading

Workshop.)


students know it?)

Graded/Ungraded

2

Common

Themes and

Examples

Connect & Engage: Reiterate: An author does not state the theme directly.

Readers have to look carefully to find clues that help them to figure out the

theme. Choose and discuss themes and examples from the anchor chart that was

not covered yesterday or add on to it. Explain to Sts that on an assessment it

will be important for them to be familiar with the common themes. In theme

items on assessments, you must figure out which theme fits the story from

among several other themes. Sts have to guard against being lulled into

thinking that an answer choice is “close enough.” All options will likely tempt

Sts in some way (so as not to be far-fetched and easily dismissed), but only one

option will be closely connected to the passage and therefore correct.

Model/Guided: Focus on key words and ask key questions. By focusing on

key words in the options, students can begin to determine which theme is the

most applicable to the passage as a whole: What is the theme of Big Brother

and the Bats (CBA-Which sentence best states the theme?)

F A kind act from a loved one can mean a lot. (Ask key questions: Was there

a kind act-what and by whom?)

G Fear can make someone do strange things. (Ask key questions: What was

the fear and did someone do strange things? Is this the lesson the author

wanted the characters/readers to learn?)

H Parents always know what is best for their children. (Ask key questions:

Were the parents key characters in the story? Did they give advice that was

followed and learned from?)

J People should always try to overcome their fears. (Ask key questions: Is

there evidence that the character learned to overcome the fear? Was that the

lesson? Is there text evidence to support that?)

Because a theme of a narrative passage is usually related to the main character,

Sts can form key questions about how the main character relates to the key

words. By underlining key words and asking key questions. To build a case for

a theme is to collect events from the passage that specifically relate to it. This

strategy helps Sts bring a critical eye to each option; usually, St discover that

there is far less evidence to support an answer choice than they might think.

Lesson recap: By focusing on key words and key questions, you can build a

case to collect events from the passage that specifically relate to the theme.

This will help you decide between answer choices that are close. On an

assessment, questions may use the words theme, message, or lessons. Ask Sts

to explain what theme is.

Every time we read a book/text that we think fits into one of themes, we can add

it to the theme collection. Students can also submit books that they read during

Independent Reading Time that they feel fit into one of the thematic categories

or record a new category.

Sts use key questions to

figure out the correct answer

for the theme Big Brother

and the Bats (CBA)

Sts can share a summary,

and or author’s purpose

and how their text is

organized.

Observation of St

responses



Revised 1/12 112

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or

Collaborative


be doing?





students know it?)

Graded/Ungraded

3

Common

Themes and

Examples

Connect & Engage: Yesterday… Today we are going to work together using the key

word/key question strategy on the article you read yesterday. Then you will have a

chance to try another very short article yourself.

Guided: Sts return to previously read selections (Skateboard Tricks) and decide on a

theme or Ts may create 3 or 4 options (themes for Sts to choose from). If Sts choose

from 3 or 4 options, guide them to look for and underline key words and ask key

questions. (Refer to day 2 examples.) Which answer has the most evidence?

Lesson recap: Reiterate that theme is the deeper meaning of the story. It usually

centers on a big issue that explores the nature of people or the meaning of life. It

often suggests the way in which people should live. Some examples of themes are…

On an assessment, questions may use the words theme, message, or lesson. Make

sure Sts can distinguish theme (which is inferred) and plot (the events of the story-

what actually happens).



work with partners.

Observation of St

responses

Test passages

4

&

5

Context

Clues

Connect & Engage: Review using Context Clues. Context clues might explain the

unknown word, give examples related to the unknown word, describe the unknown

word.

Modeled: With Sts, read and discuss each of the following sentences and model the

different ways context clues are used. Create an anchor chart with the following

headings and examples:

Clues that Explain: The words small sticks explain the meaning of the word

kindling.

Mom and I gathered kindling from the woods. Then we put the small sticks into

our fireplace.

Clues that Give Examples: The words plays piano and trumpet give examples to

identify the meaning of the word musician.

Mr. Robertson is a musician. He plays piano and trumpet at our school.

Clues that Describe: The words does not like waiting describe the word impatient.

My older brother is impatient. He does not like waiting.

For assessment practice, Sts may read * A Visit to the Police Station and answer 5

questions using context clues.

T&T: Discuss with

your partner the context

clues and meaning of

the phrase_____.

Observation of St

responses

Test passages



Revised 1/12 113

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

4 &

5 c

on

tin

ued

Multiple-Meaning Words (See Resource page) When you are reading, you may

have come across words that had more than one meaning. You can use context

clues to figure out words with more than one meaning. You can look in words and

sentences nearby for these clues. The way the word is used in the sentence or

paragraph can tell you which meaning is correct. Modeled: Read the following

example. I walked into our new house and turned on the light. The place was

beautiful! I started to carry some small, light boxes inside by myself. Light is a

multiple-meaning word. (Homophones-pronounced the same but have different

meanings. You can tell from way it is used in the first sentence it is a noun-a thing.

It refers to something that brightens a room. In the last sentence, light is an

adjective. You can tell that it means not heavy.

Go over how these items may be assessed on a test. Recognize different versions of

how this item might be tested.

Read the dictionary entry below.

burst [burst] v. 1. to explode or break apart 2. to be very full 3. to do something

suddenly 4. to be very happy about something

Which definition best matches how the word burst is used?

(Seconds later, Monica burst into her older brother’s room.)

A Definition 1

B Definition 2

C Definition 3(Correct answer)

D Definition 4

An alternate Version of a Multiple-Meaning Item

Read this sentence.

Seconds later, Monica burst into her older brother’s room

In which sentence does the word burst have the same meaning that it does in the

sentence above?

A The pressure of the water caused the balloon to burst.

B The suitcase burst with clothing and was too large to fit under the bed.

C The football players burst through the large paper sign that said, “Go Team.”

D Her mother burst with pride when she saw her daughter on the theater’s stage.

Use the resource: Multiple-Meaning Words Resource Page for expanded

clarification on the bulleted items below:

• Don’t be fooled into choosing the most familiar definition.

• Reread the target paragraph and use context clues to find a synonym for the

test word.

• Another good idea is for Sts to challenge themselves to think of a substitute

for the word in the tested sentence

• Construct try-out sentences with a key word from each dictionary entry.

T&T: Discuss with your

partner which meaning is

correct/in context.



Revised 1/12 114

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

4 &

5 c

on

tin

ued

Guided: Homographs are words with different pronunciation, meanings and

origins but the same spelling. Some candidates for other common words to work

with; bass, bow, do, read, row, sow, tear. With the Sts, create sentences for the

multiple meanings. I could close the door, because I was close to it. I will wind my

watch when the wind blows. For assessment practice, Sts can read **The Bunraku

Puppets and or Amazing Rain Forests and answer the questions pertaining to

multiple meaning words.

Lesson recap: Review using context clues and the strategies to use/try with

multiple-meaning words on the assessment.

Refer to Vocabulary Lessons/activities for extra work with synonyms/ antonyms

and character traits.

MATERIALS:

Day 1 Suggested Lesson Text: Common Themes and Examples: Themes Resource

Day 2 Suggested Lesson Text: Big Brother and the Bats (CBA)

Day 3 Suggested Lesson Text: Skateboard Tricks (DBA) or any text from previous CBA, DBAs, or familiar texts from reading lessons

Assessments with theme assessment questions from Texas Assessment Preparation Texas Journeys Texas Write Source (St consumables):

Planting Tulips (Drama) pg. 24-28, Mrs. McRitter’s Cricket pg. 41-46, Pecos bill and the Stampede pg. 57-61

Day 4/5 Suggested Lesson Text: Suggested Lesson Text: Journeys Texas Assessment Preparation (online through Think Central) *A Visit to the Police Station pg. 65-67 –

Context Clues

Journeys Texas Assessment Preparation (online through Think Central) **The Bunraku Puppets pg. 37 & Amazing Rain Forests pg. 38-39 are both short texts with questions

assessing multiple-meaning words.



Revised 1/12 115

Themes Strategies

Recognize the Item Type What is a theme of the passage?

A Making a change in your life can be frightening at first.

B Helping others is often rewarding.

C Don’t give up trying something that is hard for you.

D Families teach us about ourselves.

Sts should recognize from the word theme that this item assess their ability to uncover an important

theme in the passage. Alternate versions of theme items are listed below:

• What lesson does (main character) learn?

• What message does the writer want readers to know?

• What is most likely the author’s message?

• In this story, the main character learns a lesson about___.

• What is the moral of this story? (specifically for fables)

• What effect did ___ have on the theme of the play?

Be Familiar with Themes Common Themes and Examples

Overcoming challenges Facing challenges can teach you about yourself. Challenges can often be overcome with hard work and patience.

Facing fears and failure Facing the unknown can teach us a great deal about ourselves. Everyone makes mistakes, so choose to learn from them.

Being an individual Stand up for what you believe in. Find what your talent is and share it with others.

Change Change is often difficult at first. Adjusting to something new takes time.

Being charitable Giving to others is often the best reward. Share with others what you have.

Acceptance Accept, don’t judge, those around you. Accept what you have and make the most of it.

Friendships Value your friendships. Friends can help you get through hard times.

Family Families love you no matter what. Families teach us about ourselves and our lives.

Never Give Up Don’t give up trying something that is hard for you.

Don't Be Afraid to Try New

Things

Making a change in your life can be frightening at first.

Accept Others' Differences Believe in Yourself Be Happy With What You Have

3rd



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Research and Media Literacy

Week 33

4/30-5/4

Week 34

5/7-11

Week 35

5/14-18

Get

tin

g t

he

Mea

nin

g

(In

tera

ctiv

e R

ead

Alo

ud

)

(Sh

ared

Rea

din

g)

• Generate research topics from personal interests

or by brainstorming with others, narrow to one

topic, and formulate open-ended questions about

the major research topic (25A/1E,3G

• Generate a research plan for gathering relevant

information (e.g. surveys, interviews,

encyclopedias) about the major research questions (25B/)

• Follow the research plan to collect information

from multiple sources of information, both oral

and written, including: Student-initiated surveys,

on-site inspections, and interviews; data from

experts, reference texts and online searches;

visual sources of information (e.g., maps, timelines,

graphs) where appropriate (26Ai,ii,iii/2E,3F,4D)

• Follow the research plan to collect information from

multiple sources of information, both oral and written,

including: Student-initiated surveys, on-site inspections,

and interviews; data from experts, reference texts and

online searches; visual sources of information (e.g., maps,

timelines, graphs) where appropriate

(26Ai,ii,iii/2E,3F,4D) • Use skimming and scanning techniques to identify data

by looking at text features (e.g., bold print, italics)

(26B/4D)

• Take simple notes and sort evidence into provided

categories or an organizer (26C/4G)

• Differentiate between paraphrasing and plagiarism and

identify the importance of citing valid and reliable

resources (26E)

• Identify the author, title, publisher, and publication year of sources (26D)

• Improve focus of research as a result of consulting

expert sources (e.g. reference librarians and local

experts on the topic) (27A/4F,4J)

• Understand how communication changes when moving

from one genre of media to another (16A/2F,3I)

• Explain how various design techniques used in media

influence the message (e.g., shape, color, sound)

(16B/4I)

• Compare various written conventions used for digital media (e.g., language in an informal e-mail vs. language in

a web-based news article) (16C/1C,3I,4K)

• Take simple notes and sort evidence into provided

categories or an organizer (26C/4G)

• Differentiate between paraphrasing and plagiarism

and identify the importance of citing valid and

reliable resources (26E)

• Draw conclusions through a brief written explanation

and create a works-cited page from notes, including author, title, publisher, and publication year for each

source used (28A/4J)

Rea

din

g H

abit

s

(In

dep

end

ent

Rea

din

g)

(Dis

cuss

ing

Bo

ok

s)

• Read at expected instructional level (DRA 38) with

fluency and comprehension (3A/4E,4H)


and paraphrase what the reading was about,

maintaining meaning (12A/4J,4K)



• Read independently for a sustained period of time and

paraphrase what the reading was about, maintaining

meaning (12A/4J,4K)




and paraphrase what the reading was about,

maintaining meaning (12A/4J,4K)

Wo

rd

Stu

dy


levels; using a variety of strategies flexibly and

appropriately (1E)

• Spell high-frequency and compound words from a


• Identify problem at word, sentence, or schema levels;

using a variety of strategies flexibly and appropriately

(1E)



• Identify problem at word, sentence, or schema levels;

using a variety of strategies flexibly and

appropriately (1E)



(TEKS/ELPS)

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Third Grade – Research Unit of Study in Reading

Third grade students bring much curiosity and passion to the world of research. They have many questions as they grow in their knowledge of the world and how it works. These students do not all come with personal experience to the things they wonder about. They learn from watching television, reading books and magazines, surfing the Internet. A Unit of Study in Research is the perfect opportunity for students to merge their curiosity with the comprehension strategies they have been learning all year during the Reading Workshop. When students can take what they have learned in modeled, guided, and collaborative practice and apply it to their own topic of interest, the generalization of these strategies are solidified for them as a reader. Now there is an opportunity to pair that learning in reading with what students have learned about expository writing. As readers and writers, they will get the opportunity to dig deeper and explore a topic they are not an expert in so they can ask the authentic questions, research a variety of resources to find the answers and then write about it. You may wish to utilize both the reading and the writing workshop times as you engage students in their Unit of Study on Research. You may wish to use topics tied to curriculum such as Science or Social Studies. These are grade level teacher choices.

About the Unit: This Unit of Study on Research is about the process, not the product. When students are engaged in a meaningful inquiry study process with others to think and work together, learning is more seamless. The unit is designed for students to work together in small groups or teams. The teacher facilitates the inquiry process through explicit instruction/modeled lessons that move students through the stages of inquiry model – immersion, investigation, integration, and publication. The goal is teach the reader, not merely the reading; the communicator, not merely the communication; the researcher, not merely the research. When we focus on teaching strategies for reading, listening, viewing, communicating, collaborating, and researching, learners come away with lots of strategy knowledge for sure, but also a ton of content. Learning, understanding and remembering subject matter is a direct product of knowing how to think, work together, and wonder. (Harvey & Daniels; Comprehension & Collaboration)

3rd



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Definition of Terms

Immersion: Introduce the Inquiry Process; Generate research topics from personal interest or by brainstorming with others, narrow to

one topic, and formulate open-ended questions about the major research topic; generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question

Investigation: Follow the research plan to collect information from multiple sources of information, both oral and written, including: student-initiated surveys, on-site inspections, and interviews; data from, experts, reference texts, and online searches; visual sources of information (maps, timelines, graphs) where appropriate; Use skimming and scanning techniques to identify data by looking at text features (e.g. bold print, captions, key words, italics); Take simple notes and sort evidence into provided categories or an organizer; Differentiate between paraphrasing and plagiarism; Identify author, title, publisher, and publication year of sources; Understand how communication changes when moving from one genre of media to another; Explain how various design techniques used in media influence the message (e.g. shape, color, sound); Compare various written conventions used for digital media (e.g. language in an informal email vs. language in a web-based news article)

Integration: Improve the focus of research as a result of consulting expert sources (e.g. reference librarians and local experts on the topic);Take simple notes and sort evidence into provided categories or an organizer; Differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable resources; Draw conclusions through a brief, written explanation and create a works cited page from notes, including the author, title publisher, and publication year for each source used; Understand how communication changes when moving from one genre of media to another

Publication: Share with others conclusions drawn from research topic

Research Unit – 3rd

Grade – Unit 10, Weeks 33 – 35


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Understandings/Big Ideas of the Stages of Inquiry Essential Questions

Immersion: • Express their own curiosity

• Explore, experience, and learn about topics using texts, visuals, Internet, artifacts, etc

• Think about what they know and connect new information to background knowledge and experience

• Wonder and ask questions

• Read, listen, and view to build background knowledge

• Respond with questions, connections and reactions

• Meet with teams to set schedules, ground rules and goals

Immersion: • How will I generate research topics and then narrow to one topic?

• How will I formulate open-ended questions about my major research topic?

Investigation: • Articulate thoughts and questions that stem from own

interests and experience

• Listen, talk, view and read to gain information

• Write, talk, and draw to think about information

• Develop questions; then read, listen and view to answer them

• Use text and visual features to gain information

• Meet with teams to set and monitor schedule and task completion

Investigation: • How will I generate a research plan for gathering relevant information?

• How will I follow the research plan to collect information from multiple resources?

• How will I use skimming and scanning to identify data by looking at text features? (e.g. bold print, captions, key words, italics)

• How can I take simple notes and sort evidence into provided categories or an organizer?

• How will I differentiate between paraphrasing and plagiarism?

• What do I understand about how communication changes when it moves from one genre of media to another?

• How do various design techniques used in media influence the message (e.g. shape, color, sound)?

• How can I compare various written conventions used for digital media? (e.g. language in an informal e-mail vs. language in a web-based news article)

Integration: • Engage in deeper reading and research using books,

articles, websites, videos, library visits

• Target key ideas and information

• Keep asking: So what? What about this really matters?

• Practice interviewing

• Conduct “people” research: interviews, surveys, questionnaires, focus groups

• Check resources and determine reliability

• Synthesize information to build knowledge

• Meet with teams to monitor schedules, complete specific tasks, and plan for sharing

Integration: • What expert sources can I consult to improve focus of the research?

• How can I take simple notes and sort evidence into provided categories or an organizer?

• What is the importance of citing valid and reliable resources?

• How will I differentiate between paraphrasing and plagiarism?

• What conclusions can I draw about my research topic using a brief, written explanation?

Research Unit – 3rd

Grade – Unit 10, Weeks 33 – 35


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Understandings/Big Ideas of the Stages of Inquiry Essential Questions

Publication: • Co-construct expectations for final projects

• Demonstrate learning and understanding in a variety of ways: performances, posters, models, picture books, poetry

• Become teachers as they share their knowledge with others

• Articulate their learning process and how learning changes

• Reflect on their knowledge building and their cooperative process

• Pose and investigate new questions for further research

• Consider changes to their own beliefs or behavior

• Take action through writing, speaking, community work, advocacy

Publication: • What conclusions can I draw about my research topic to share with others

through my brief, written explanation?

• How do I create a works cited page from my notes?

Note: T and Sts can spend time after publication looking at TEK 14A (Explain the positive and negative impacts of advertisement used in various genres of media to impact consumer behavior) using different forms of media. Professional Text Primary Comprehension Toolkit by Goudvis & Harvey; “Researchers Workshop” on professional resources DVD, Make It Real by Linda Hoyt, Is That a Fact by Tony Stead, Non-Fiction Matters by Stephanie Harvey, Comprehension & Collaboration by Stephanie Harvey and Harvey Daniels Student Resources: Destiny EBSCOhost research, Discovery Educational Streaming, National Geographic for Kids, TIME for Kids, Animal Planet www.bioforkids.com, www.gardenofpraise.com, www.shortcutscomic.com, www.qwiki.com

Research Unit – 3rd Grade – Unit 10, Weeks 33 – 35


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Immersion: Introduce the Inquiry Process; Generate research topics from personal interest or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question

Introducing the Inquiry Process: Inquiry process is the process one goes through when they do research on anything. Adults use this process when they buy a car, go to cast a vote, or choose health insurance. It is about the questions one asks and the way they find the answers to those questions. The inquiry process differs based on the questions asked. Some questions can be answered quickly while others require further research.

Model: T shares a question they are curious about and demonstrates their inquiry process. T asks a question, determines if it is a “quick find” question – one that can be answered quickly by looking on line or asking a knowledgeable person. Share how you found your answer using “quick find”. Explain that Sts will soon learn how to do more extensive research via the internet, books, brochures, articles and interviewing experts etc. for answers that are not quick finds. Note: Topics Sts selected to practice quick find answers may also be topics of interest for further research.

Guided: Sts think of some topics they are curious about. Sts record 3 questions they have about one of their topics Sts T&T to partner about their questions. Are they “quick finds” or will they require more extensive research? T & Sts use a few of the Sts questions to demonstrate “quick find” answers and then those questions that will require further research will be looked at later. Collaborate: Sts can work with partner to answer some “quick find” questions on the internet or by talking with a class expert.

Choosing topics to investigate: We want Sts to have a genuine interest in the topics they choose. Research works best when Sts choose a topic they know something about, care about, want to learn more about and may want to share with someone. Writing down ideas gets the mind started on topics, questions and even more topics.

Model: T and Sts can brainstorm topics for small group research or the T can pre-select topics and then let Sts choose within those topics. Sts may need to work with T support to narrow topic further and more than one group could work within a broader topic (e.g. Antarctica) with different narrowed focus (e.g. changing climate; Emperor Penguins). T then models (with a topic not selected by any group) how to complete T-chart and what is known and what is wondered about the topic. T models how to complete first section of the research work plan. (see lesson that follows).

Guided: Sts brainstorm topic ideas with T to have a selection to choose from for the group research process. Sts then select the topic they want to research. Groups should be 4-5 Sts to keep them manageable. T may want to work with Sts to co-construct ground rules for working groups if necessary. Collaborative: Within each group, Sts create T-chart about what they know & wonder about topic. These wonderings can be used as a starting point for their research. Sts will complete the first section of the work plan after T models (see lesson that follows).



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Immersion (cont)

Make a work plan: Sts must learn to identify the tasks, prioritize the work, monitor their progress and make adjustments to their work. The work plan helps Sts stay the course with their small group inquiry.

Model: T introduces and talks Sts through the work plan as she models each phase of the inquiry process. This will be done within the lesson each day. So as T models a step of research process, she will model how to place it on the work plan. T will continue to model each step of work plan as it comes about in the research process. Make It Real by Hoyt has several examples of work plans pp. 285; 293; 296-97 or T can create own based on needs of Sts or type of research done.

Guided: Sts have own copy of work plan as T models how to fill it out. Sts in the group work together to determine what goes in each section of their work plan and completes that section. As the research process progresses Sts will talk through who is doing what and then Sts each fill out the work plan as it pertains to their tasks. T confers with groups and individuals as needed. T and Sts will revisit the plan for revision about mid-way through the inquiry process or sooner if needed.

Formulating Open–ended questions: Sts will need to ask authentic questions, those questions not answered quickly. Questions that require more than a yes or no answer allow opportunities to dig deeper. This is research.

Model: T models how to formulate open-ended questions that allow for further research vs. yes/no question. (Comprehension Toolkit Book 3, Lesson 8 has information on asking authentic (thick questions. This was covered in Unit 3 Week 7 of the Interactive Read Aloud lesson plans). T models how to record these questions on the work plan.

Guided: Sts observe T formulate open-ended questions. Collaborative: Sts work within their group to formulate open-ended questions about their topic, creating a list of questions they may want to research. Sts record questions on work plan and determine who will work on which questions.



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Investigation: Follow the research plan to collect information from multiple sources of information, both oral and written, including: student-initiated surveys, on-site inspections, and interviews; data from, experts, reference texts, and online searches; visual sources of information (maps, timelines, graphs) where appropriate; Use skimming and scanning techniques to identify data by looking at text features (e.g. bold print, captions, key words, italics); Take simple notes and sort evidence into provided categories or an organizer; Differentiate between paraphrasing and plagiarism; Identify author, title, publisher, and publication year of sources; Understand how communication changes when moving from one genre of media to another; Explain how various design techniques used in media influence the message (e.g. shape, color, sound); Compare various written conventions used for digital media (e.g. language in an informal email vs. language in a web-based news article)

Create research or probe notebooks: Small group inquiry requires a place for Sts to record their thinking, questions, and notes related to their inquiry/research topic. All Sts will need a notebook, preferably with a pocket. These can be made with loose leaf paper and a construction paper cover. Exploring and using multiple sources (books, library, internet, magazines, video, surveys, interviews): Sts need to know it is important to take advantage of the widest range of resources. Researches read and compare many sources. *Lesson may take more than one day to model all the available resource options.

Model: T explains why researchers keep a notebook and shares own notebook. Further modeling with the notebook takes place as T models how to record information gathered from the resources. Model: T may invite the librarian to share with Sts the many resources available to them during their inquiry process. Modeling how to access websites, encyclopedias, magazines. T stresses importance of only using what can be read and understood by the Sts. T or librarian models how communication changes as Sts move from text (books, articles) to web-based media or videos; T also discusses how design techniques (shape, color, sound) influence the message of media; T and Sts look at and compare written conventions used in digital media (formal vs. informal language of a web-based article vs. an e-mail).

Guided: Co-construct an anchor chart of a list of things that are included in a research notebook (topics, project ideas, questions, interviews, diagrams, notes from research. Guided: T & Sts look through resources together to discuss and determine how it could be used, if it is understood etc. Practice with a variety of sources. Sts identify and explain media TEKS 16A-16C after T models. This is on-going throughout investigation stage of the research process. Collaborate: Sts begin to look at resources on topics they have chosen. Divide each group in order to look at a variety of resources (books, articles, internet, video etc.) on their chosen topic. T confers with Sts.



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Investigation (cont)

Using text features to gather data: Sts have used text features throughout the units of study. This lesson modeling again how a reader uses text features to determine and gather important information. Sts will continue this process of using text features through out the remainder of the investigation and integration phases of the research unit. Differentiating between paraphrasing and plagiarism and citing sources: Sts need to put information learned into own words and not just copy what they read. Sts also need to give credit to the source that provided the information with each fact they collect. *It may take 4-5 days to gather data dependent upon the amount of time spent gathering data each day. T may move on to next modeled lesson even though Sts are still gathering data.

Model: T selects a question or sub-topic from topic used for previous modeling of this unit. T shows Sts how to read with the question in mind through a resource or several resources, to find information pertaining to the question/topic. T models how to look at different text features to gather this information (graph, diagram, photo/caption etc) and document it in her notebook. T models how to take simple notes showing Sts the difference between paraphrasing and plagiarism (see Unit 8 weeks 22-24). T models how to identify and record the author, title, publisher, and publication year.

Collaborate: Sts groups choose a question and work together to use the text features to gather information and document it. T works with each group to make sure they understand and provide support as needed. Independent: Sts determine, based on work plan, who will work on each part of the research and then they begin to work with the resources, using the text features to gather pertinent data.

Creating questioning webs or other ways to organize research data: Sts need a place to keep track of the group information collected throughout the research process. *It may take 1-2 days to organize information and then ongoing as Sts gather more information. T may move on with next lesson

Model: T creates an anchor chart with a research question in the middle. T models how as the group gathers information that related to the question(s) in the center, a line is added and the information written briefly on the line, with the source it came from and the name of St who found it. T may choose to model this using one of the small group’s data gathered.

Guided: Sts in the group work together to create question webs and place data gathered so far onto each question web. T works with each group to monitor how they are doing with this strategy. Collaborate: Sts will use this as an on-going part of their research process as they investigate and integrate the information on their topic.



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Investigation (cont)

Monitoring the work plan: Sts need time to stop and reflect on the research work they are doing. They need to review the work plan, looking at their part as a member of the group and then together as a group determine if they are on course or need to alter their work plan. (This lesson may take place later in the research unit if Sts have not gotten far enough in the process to re-evaluate their work plan)

Model: T may use a work group to model this process for the whole class or work in each small group repeating this process with each group. T shares the group’s work plan and then asks group members to read through their research notebooks and materials to answer some questions: How is my part of project going? Am I finding the information I need? So I need help from someone? Will I be able to meet the calendar deadlines set? If there are problems what steps can I take to move ahead? T & Sts work through the questions. T & Sts use two column notes to list what is working well and what changes to the work plan need to be made.

Collaborate: Sts work with their group through this same process to evaluate their work plan and adjust it as necessary. T moves from group to group to model process or to support them as needed.



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Integration: Improve the focus of research as a result of consulting expert sources (e.g. reference librarians and local experts on the topic);Take simple notes and sort evidence into provided categories or an organizer; Differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable resources; Draw conclusions through a brief, written explanation and create a works cited page from notes, including the author, title publisher, and publication year for each source used; Understand how communication changes when moving from one genre of media to another

Improve the focus of research as a result of consulting expert sources:

Sts need to understand that people can be experts on topics. Using local experts and reference librarians can helps Sts to improve the focus of their research and add some “expert” information to the data they gather.

Model: T and Sts co-construct anchor chart of possible interview questions (How did you develop your expertise?, What knowledge do you have in this topic from personal experience? Also questions specific to the topic…) T models interview process with an expert. T and Sts co-construct interview guidelines anchor chart once Sts observe an interview.

Guided: Sts observe T and take notes about information learned. After interview T and Sts co-construct an anchor chart on interview guidelines (listen carefully to expert; ask open-ended questions; ask follow-up questions; jot key points; record important information as soon as interview is over) Independent: Sts interview own local experts on their chosen topic/questions.

Importance of citing valid and reliable resources: Sts need to determine what materials are accurate, fair and reliable. They must weed out the information that is inaccurate, biased or untruthful.

Model: T uses information gathered from own research or some gathered by one of the small groups. T shares 2-3 like pieces of information and shows Sts how to determine if the information is accurate and reliable (for modeling purposes some information needs to be inaccurate information). Together they co-create anchor chart with questions that help determine if a source is accurate and reliable (Does this information come from a respected source? Is it confirmed in another source? Is information up to date?)

Guided: Sts try this with 2-3 like pieces of information, working in their group as T confers with each group to monitor. Independent: Sts work on own information gathered to determine if it is accurate and reliable. This work may be on-going throughout the rest of the research process.

Drawing conclusions about the research topic and its questions: Sts don’t just ask questions, gather and organize data. They also take time to synthesize and draw conclusions about their research. *It may take Sts 2+ days to draw conclusions and create a brief, written explanation.

Model: T models how to take organized data and draw conclusions about it. T models how to create a brief, written explanation of the findings using the modeled topic. T may model with more than one question and show Sts how to organize each brief explanation for presentation.

Guided: Sts observe and participate with T as she models how to create the brief, written explanation of the data gathered. Sts practiced this strategy in Unit 8 Week 26 (synthesizing information) Collaborative/Independent: Sts can work in their group or on their own to create brief explanations of each question researched and how to organize it for publication.



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Publication: Share with others conclusions drawn from research topic

Share with others conclusions drawn from research topic: Sts love learning something new and they love to share it even more. It is important for Sts to synthesize information and draw conclusions about it and then share with others through various forms of presentation (posters, display boards, poetry, video, PowerPoint, book, etc…) *It may take Sts a day or two to publish, but this should not be the focus of the research unit.

Model: T models various publication options reminding Sts of publication options from their unit of study in Expository Writing. T may organize a research presentation day(s) for Sts to present the conclusions they have drawn from their research topic questions. Nonfiction Matters by Harvey, Ch. 13

Guided: Sts observe options for publication; share their own publication ideas Collaborative: Sts work within team to determine a method for publication and presentation to an audience.

Note: T and Sts can spend time after publication looking at TEK 14A (Explain the positive and negative impacts of advertisement used in various genres of media to impact consumer behavior) using different forms of media.

3rd grade english language arts/reading pacing calendar · 3rd grade english language arts/reading...

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