4th grade english language arts/reading pacing calendar · humble isd 2011-2012 4th grade english...

Humble ISD 2011-2012

4th Grade English Language Arts/Reading Pacing Calendar

Humble ISD 2011-2012 4th Grade Reading Calendar

Revised 1/12 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-June1* Flex Weeks

*End of Nine Week Grading Period

4th

Grade – Unit 1; Weeks 1-3

Humble ISD 2011-2012 4th Grade Unit 1, Weeks 1-3

Revised 1/12 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 before reading

on (Fig.19C).

• Leave tracks of my thinking by jotting down

notes to hold thinking and expand

understanding as I read (18C/5F).

• Monitor my comprehension by paying

attention to my thinking as I read (Fig.

19C).




understanding breaks down (fix-up

strategies) before reading on (Fig.19C).

• I can use strategies to refocus when

meaning breaks down and stop and repair it

before reading on (Fig. 19C).

• Leave tracks of my thinking by jotting

down notes to hold thinking and expand





understanding breaks down (fix-up

strategies) before reading on (Fig.19C).

• Leave tracks of my thinking by jotting

down notes to hold thinking and expand


• Focus on both the content and the process

and understand both are important to

deepen understanding (Fig.19C).

• Establish purposes for reading to enhance

comprehension (Fig.19A).

• 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 posing and answering

questions with appropriate detail and by

providing suggestions that build upon the

ideas of others (28A, 29A/1B,G,D, 2A-C,I,

3A-E,G-J).

• Make appropriate choices for independent

reading and articulate why I made my

choice (9A/4E,H,I).

• Demonstrate the expectations for

independent reading workshop time

(9A/4E,H,I).

• Read for increasing periods of time

(Humble ISD EOY expectation is 30

minutes of purposeful continuous reading)

(9A/4E,H,I).

• Produce evidence of texts read (reading

logs, journals, etc.) (9A/4E,H,I).

(TEKS/ELPS)

Interactive Read-Aloud – 4th

Grade – Unit 1, Week 1


Revised 1/12 3

Target(s) for the Week: Self monitor my reading to check understanding, making corrections and adjustments when understanding breaks down before reading on; Leave

tracks of my thinking jotting down notes to hold thinking and expand understanding as I read; Monitor my comprehension by paying attention to 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: *Train to Somewhere by Eve Bunting

Connect & Engage: Teacher (T) introduces book providing

the students (Sts) with background knowledge about the

setting and characters of 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 what you hear

and how you can leave tracks of your thinking in your

reading.

Model: T reads portion of text as she is models thinking

aloud-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 Sts to T&T to discuss:

*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. 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

turn and talk sessions,

listening, and sharing

relevant information.

T anecdotal notes as

she monitors the

conversations going on

around the room.




Revised 1/12 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.

Sts notes that reflect their

thinking.

Anecdotal notes by T..

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 T&T 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.

Collaborate: Groups of 3 to 4

T models how students 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 and then discuss

book in small groups

Sts share any big ideas

or lingering questions

they have from the

story. T records 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. * 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.

Strategies That Work 2 by Harvey & Goudvis, pp. 78.




Revised 1/12 5

Target(s) for the Week: Self monitor my reading to check understanding, making corrections and adjustments when understanding breaks down before reading on; Leave tracks

of my thinking jotting down notes to hold thinking and expand understanding as I read; Use strategies to refocus when meaning breaks down and stop

and repair it before reading on

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 explains how you 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 *________, thinking aloud about

the confusing parts to show what happens when meaning breaks

down and what you can do to fix it.

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

strategies Sts noticed T use.

Fig. 19C/ Self monitor my reading to check understanding,

making corrections and adjustments when understanding breaks

down before reading on; Leave tracks of my thinking jotting

down notes to hold thinking and expand understanding as I read;

Use strategies to refocus when meaning breaks down and stop

and repair it before reading on

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?

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

St thinking from

independent reading

(through T/St

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: continue reading/ think 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

they strayed from their

inner conversation

during independent

reading.

The Sts will notice and

articulate what the T

does as a reader to

monitor and repair

comprehension




Revised 1/12 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 My Name Is. T introduces new article e My

Name is Now… This are article is about… T has Sts T&T.

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: What

connections can you

make to this 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.

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 My

Name Is Now… 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. T

will walk around and monitor Sts as they work in the whole group

area to complete the article.

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.

Independent Practice:

Sts. have a copy of My

Name Is Now…

Sts read and note their

inner conversation, when

they stray, and how to get

back on track. Use post-its

to mark places they stray

from inner conversation

Choose a fix-up strategy to

help repair comprehension.

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

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 Where In The World Did We Come From?

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 Where In The World Did We Come From? and note their inner conversation, when they stray, and how to get back on track. Use post-its to mark places they stray from inner conversation. Record information on think chart.

Gather back as a

group and ask students

to share fix-up

strategies they used as

they read

independently. Add

any new responses to

the Anchor Chart.

Sts will complete think

chart

Toolkit p.42

Why Meaning Breaks

Down/Fix up Strategies

MATERIALS: Comprehension Toolkit by S. Harvey, Lesson 2 and pg. 42; *Stealing Beauty- is the lesson text but T should choose a different informational article currently

reading- students are not reading this text, T uses only as a model for lesson strategy. Possible source- The Source Book of Short Text, pp. 91 (a separate resource in the

Comprehension Toolkit). Toolkit Texts Grades 4-5 by S. Harvey, pp. 50-51; 52




Revised 1/12 7

Target(s) for the Week: Self monitor my reading to check understanding, making corrections and adjustments when understanding breaks down before reading on; Leave tracks

of my thinking jotting down notes to hold thinking and expand understanding as I read; Use strategies to refocus when meaning breaks down and stop

and repair it before reading on; Establish purposes for reading to enhance comprehension; Explain how monitoring helps me as a reader; Focus on both

the content and the process and understand both are important to deepen understanding

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 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

students each a copy

Read first part of The Chocolate Belt to build some

background knowledge for Sts before reading Chocolate:The

Happy Food.

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

Chocolate:The Happy Food

Skim article-talking with

partner

Attend to the text features

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 their inner conversation-

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

article for students 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: What are you

thinking so far?

T & T: Sts respond to

specific questions from the

teacher

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.

Anecdotal notes as

teacher monitors the

conversations




Revised 1/12 8

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 Chocolate:The Happy Food.

Model: Read a paragraph, stop and give students time to

record their own thinking on the article-Continue 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

Jot down thinking on the

article as T reads

T& T: Share 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 T.

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 shows 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 conv. 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)

Student’s notes that

reflect their thinking,

oral responses

Anecdotal notes by

teacher.




Revised 1/12 9

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: Students/partners choose an

article (Tigers Roar Back; A

Strange Tree) or poem.

Read Write & Talk with

partner

Look for evidence of

something learned and 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

Student’s notes that

reflect their thinking, oral

responses from the

Collaborative/Independent

Practice.

Anecdotal notes by

teacher.

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

Toolkit Texts Grades 4-5 by S. Harvey, pp. 28-29, 30, 31 (available for Spanish and English)

The Reading Workshop by F. Serafini, pp. 90-92

Poems for Day 5 lesson

4th Grade – Unit 2; Weeks 4-6


Revised 1/12 10


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

• Recognize that thinking about what I already

know will help me understand new

information (Fig.19F)

• Make meaningful connections from the text

to myself; to what I know about the world;

and to what I have learned from other text

(Fig.19F)

• Develop schema for authors, text structures

(identify nonfiction text features and

describe their purposes) and genres (11D,

13B/4D,F)

• Stop, think about, and react to new information and

merge my thinking with it (Fig.19F)

• Recognize that some of my prior knowledge may

be inaccurate and that reading can clear up

misconceptions and change thinking (Fig.19F)

• Recognize that thinking about what I already know

will help me understand new information (Fig.19F)

• Develop schema for authors, text structures

(identify nonfiction text features and describe

their purposes) and genres (11D, 13B/4D,F) • Identify and discuss the problem, the events of

the story, and the problem resolution in

increasingly complex text (6A/4G/I)

• Identify whether the narrator or speaker of a

story is first or third person (6C)

• Compare and contrast the adventures or

exploits of characters (e.g., the trickster) in

traditional and classical literature (3A/4G,I)

• Explain how using schema helps me as a reader

(Fig. 19)

Rea

din

g H

abit

s

• Listen to and participate in teacher and

student-led discussions by providing

suggestions that build upon the ideas of

others (28A, 29A/1B,D, 2C,I, 3C-E,G-J)

• Develop reading goals for myself during

independent reading time (9A/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 (18C/5F)

• Express changes in understanding in response to

new ideas in a text (28A/1D, 2C, 3B,C,D,G-J)

• 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) (9A/4E,H,I)

• 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)

(9A/4E,H,I)

• Listen to and participate in teacher and student-

led discussions by providing suggestions that

build upon the ideas of others (28A, 29A/1B,D,

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

(TEKS/ELPS)

Interactive Read-Aloud – 4th Grade – Unit 2, Week 4


Revised 1/12 11

Target(s) for the Week: Recognize that thinking about what I already know helps me understand new information; Stop, think, and react to new information and merge

my thinking with it; Make meaningful connections from the text to myself, to what I know about the world, and to what I have learned from

other text; Develop schema for authors, text structures (identify nonfiction text features and their purposes), and genres

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?


close of Shared Reading and/or

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/

Purpose

(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, *__________ by _________.

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) 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.

Lesson recap: Wow readers! 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.

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

map key?

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 1/12 12

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?



Reading Workshop.)


students know it?)

Graded/Ungraded

4

Continue

Feature /

Purpose

chart

Connect & Engage: Yesterday we had a great discussion about some

more NF features and their purpose. Good readers use this information

to build schema.

Collaborate: Today you will work in partners to look for more non

fiction features and fill out your features/purpose think sheet. We will do

this using your science and social studies text books. T will move about

room supporting students and facilitating conversation/thinking.

T will chart new features and their purpose on co-constructed anchor

chart.

Lesson recap: Good readers notice text features and gain new learning

from them in order to build their schema.

Collaborative Practice: Sts look through their

Science and Social

Studies texts looking for

text features

Sts record on sheet text

feature & where

located/specific purpose

Sts/Partners share what

they learned about how

particular features support

understanding

Add to anchor chart

Sts identify features

and describe their

purposes and how they

help us understand

information concepts

and ideas.

Sts record new learning

and what text features

helped them understand

the content

5

Continue

Feature /

Purpose

chart

Connect & Engage: Yesterday…today we will continue show how good

readers use NF features to help them learn new information and build

their schema.

Collaborative/Independent: T introduces article Sts will use.

Sts will find features and think about their different purposes, charting

this as they go.

T listens in and works with partners to clarify their thinking.

T charts any new features and their purpose on the co-constructed anchor

chart.

Lesson recap: You have done a great job of using text features to help

you gain new information and build your schema. As you are reading NF

in IR, remember to use this strategy to help you as a reader.

Collaborative/Independ

ent Practice: With

partners or individually,

Sts use article Ancient

Mexico to find features

and record the feature and

its purposes on their think

sheet.

Sts record some new

information learned from

the features.

Partners share what they

learned about how

particular features support

understanding

Add to anchor chart

Sts identify features

and describe their

purposes and how they

help us understand

information concepts

and ideas.

Sts record new learning

and what text features

helped them understand

the content

MATERIALS: Comprehension Toolkit book 2 Activate and Connect, Lesson 4 by Harvey & Goudvis

Toolkit Texts Grades 4-5, by Harvey & Goudvis, pp. 32 Ancient Mexico-Where and When




Revised 1/12 13

Target(s) for the Week: Stop, think, and react to new information and merge my thinking with it; Recognize that some of my prior knowledge may be inaccurate and that

reading can clear up misconceptions and change thinking; Recognize that thinking about what I already know will help me understand new

information

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?



Reading Workshop.)


students know it?)

Graded/Ungraded

1

Language

That Signals

New

Learning

Connect & Engage: Today we will continue to work with the book we

used last week *____________. This author is such a great writer. These

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 1/12 14

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?



Reading Workshop.)


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?

Sts think sheet with

new learning and

questions about new

learning encountered




Revised 1/12 15

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?



Reading Workshop.)


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.

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

Icebergs or Jai Alai. 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

anecdotal notes from

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 4-5 by Harvey and Goudvis, pp. 12 & 24. (Day 5)




Revised 1/12 16

Target(s) for the Week: Explain how using schema helps me as a reader; Identify the problem, the events of the story, and the problem resolution in increasingly complex text;

Identify whether the narrator or speaker of a story is first or third person; Compare and contrast the adventures or exploits of characters (e.g. the

trickster) in traditional and classical literature; Develop schema for authors, text structures (identify nonfiction text features and describe their

purposes) and genres; Identify whether the narrator or speaker of a story is first or third person.

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?


close of Interactive Read

Aloud Reading or Reading

Workshop.)


students know it?)

Graded/Ungraded

1

Story

Structure

Chart

(chart

showing

book title,

characters,

events

including

problem and

solution (to

use to

compare &

contrast

stories at the

end of the

week)

First Person

/

Third Person

definition

anchor chart

Connect & Engage: We will continue to use our schema/prior

knowledge/background knowledge to help us as we read a new genre –

traditional literature, specifically a trickster tale. A trickster tale is a

short narrative that uses animals with human features to help us

understand human nature and human behavior. We had have trickster –

prankster tales from the earliest times. T has Sts T&T about a

schema/PK/BK they have about trickster tales. T listens in and selects

Sts for sharing.

Model: T introduces the story. Something good readers notice when

they are reading is whether the narrator of the story is first or third

person. T explains first & third person. So as I read the first page I am

going to figure out if this story is being told in first or third person. T

reads, and then shares clues from text she used to figure it out. We will

also begin to think about how good readers identify the characters and

events of a story. Those events will include the problem and the solution

of the story. I have a chart we will track all of this on. T reads some

more and then stops to discuss characters and events so far in story and

charts. When T encounters problem of story she models her thinking

about the problem and invite Sts to T&T about their thinking. T will

read and model thinking of character actions and events of story through

end of the lesson time. T charts events on anchor chart.

Lesson recap: Good readers use prior knowledge as they read. They

also pay attention to the characters, the story events that include the

problem of the story. They use what they know about other stories like

this to help them understand this story.

T&T: What do you know

about trickster tales?

Have you heard one

before? What was it

about?

T&T: What is your

thinking about the

problem in the story?

Sts share how they are

using schema/PK in their

independent reading.




Revised 1/12 17

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?


close of Interactive Read

Aloud Reading or Reading

Workshop.)


students know it?)

Graded/Ungraded

2

Story

Structure

Chart

Connect & Engage: Yesterday we began to read *_________, a

trickster tale from the genre of traditional literature. Today we will

finish this story, looking for the events that lead up to the

solution/resolution to this tale.

Model/Guided: T continues to read, stopping to model her thinking,

using her schema/PK about other stories. T allows T&T for students to

share their thinking as well. T charts events and character actions as they

occur in the story. When T gets to solution/resolution, Sts will T&T. T

reads to the end of the book.

Lesson recap: You did a nice job practicing what good readers do as

they read fiction. Good readers notice the characters, their actions and

the events of the story. They understand that there will be problems

throughout the story and that there will be events that lead to a solution

or resolution of at least some of those problems. Think about how this

strategy can help you in your own IR reading books.

T&T: What are you

thinking so far? Do you

have any schema/PK that

is helping you to think

this?


the solution/resolution

might be based on the

story events so far?




T observations and


T&T and whole group

discussions.

3

(new)

Story

Structure

Chart

First Person

/

Third

Person

definition

anchor chart

Connect & Engage: Today we will read another trickster tale. We will

use another story structure chart to help us map out the characters, their

actions and the events of the story. We also identify if the narrator is

speaking in first or third person using word clues from the text. (T

choose trickster tale from another series.)

Model: T will use the process from Day 1 to introduce the story,

determine first/third person (invite Sts to T&T to see if they can

determine). T reads further into the story, having Sts T&T and then chart

characters, their actions and the events of story, including the problem

on their own think sheet. T encourages Sts to use PK about previous

trickster tale to help understand this one. T will chart all information on

class anchor chart.

Lesson recap: As good readers, you have been doing a great job

recording your thinking about the characters and story events. I like how

you are using your PK from the other trickster tale to help you

understand this one.

T&T: Is the story being

told in first or third

person? What helped you

to know that?

T&T: What are you using

from the other trickster

tale to help you

understand this one?

T&T: What is your

thinking about the

problem in the story?




T observations and


T&T and whole group

discussions.




Revised 1/12 18

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?


of Interactive Read Aloud

Reading or Reading

Workshop.)


students know it?)

Graded/Ungraded

4

Story

Structure

Chart

Connect & Engage: Today we will finish the trickster tale we began

reading yesterday. We are using the PK we got from the previous tale

along with the characters and story events to help us better understand

this story. This is what good readers do.

Guide: T will follow process of Day 2 to complete this trickster tale.

Guide Sts as they record story events and T&T about the

solution/resolution to the story. T will chart on classroom anchor chart

as well.

Lesson recap: As good readers, we are learning how to use our PK

from one text to another to help us understand the story better. We also

use the characters and story events to help us determine what will

happen. Using our schema this way helps us as readers; not only in the

books we read this week but in other fiction books we will read at a later

time.

T&T: What are you

thinking so far? Do you

have any schema/PK that

is helping you to think

this?


the solution/resolution

might be based on the

story events so far?




T observations and


T&T and whole group

discussions.

5

Venn

Diagram

Connect & Engage: This week we have read and thought about two

trickster tales from traditional literature. Reading one book and then

another like it helped us build some schema for this type of text. We used

that schema to help us understand the story events and the characters.

Today we will compare these two stories, looking at the adventures of

the characters to compare and contrast them.

Model/Guided: T will use the anchor charts and Sts will use their think

sheets to compare & contrast these two trickster tales. Collaborative/

Independent: Sts will use The Trial of the Wolf and the Third Little Pig

(Reader’s Theatre). T will have Sts activate PK for The Three Little Pigs

(traditional version) and support Sts not familiar with story. T will move

around room listening in on Sts conversation to compare/contrast

stories.

Lesson recap: As good readers, we use our PK to help us better

understand what we are reading. We use what we know about authors,

text structures, genres, and literary elements to help us make sense of

what we are reading. Using schema helps us to ask questions, predict

and infer as we read. As good readers, we are always activating,

building and revising our schema when we read.

T&T: Compare & contrast some of the character adventures from our two trickster tales. Collaborative/Independent Practice: Sts activate PK for the story of The Three Little Pigs with partner in T&T. Use PK to help understand The Trial of the Wolf and the Third Little Pig as they read it. Sts to determine first/third person. Compare contrast this story with The Three Little Pigs looking at the character adventures- Wolf’s perspective (POV) vs. pig’s perspective (POV). Sts use Venn Diagram

Sts share how the Point of

View (POV) is different

in these two versions of

the tale.

Sts share how using

schema helps them as a

reader in all different

genres.

T observations and


collaborative work.

Sts Venn Diagram to

compare & contrast

stories.

MATERIALS: Interactive Read Alouds Grades 4-5 by Linda Hoyt, pp. 278-280

*Suggested trickster tales from traditional and classic literature: Anansi Does the Impossible; Anansi and the Talking Melon; Anansi the Spider; Anansi and the Moss-Covered

Rock; Anansi’s Feast; Coyote: A Trickster Tale from the American Southwest; Raven: A Trickster Tale from the Pacific Northwest; Zomo the Rabbit: A Trickster Tale from West

Africa; Jabuti the Tortoise: A Trickster Tale from the Amazon; Pig Boy – A Trickster Tale From Hawaii; Trick of the Tale – Trickster Tales; Sister Tricksters – Rollicking Tales of

Clever Females



Revised 1/112 19


Comprehension Strategy: Questioning

Week 7

10/3-10/7

Week 8

10/11-10/14

Week 9

10/17-10/21

Get

tin

g t

he

Mea

nin

g

• Ask questions to clarify meaning, help

me think, learn about what I am reading,

and to pursue further investigations

(before, during, and after reading) (Fig.

19B)

• Understand that all of my questions may

not be answered through reading (Fig.

19B)

• Participate in student-led discussions by

posing questions with appropriate detail

(27A/2D,I, 3F)

• Explain how using questioning helps me

as a reader (Fig. 19)

• Learn strategies (skimming and scanning,

inferring, sharing and discussing prior

knowledge) for answering different types and

levels of questions (Fig. 19B)



(27A/2D,I, 3F)

• Explain how using questioning helps me as a

reader (Fig. 19)

• Keep questions in mind and search for

answers in the text while listening, reading

and during discussion to extend my

learning (Fig. 19B)

• Follow and remember multiple events in a

story, often involving the stories of

multiple characters, to understand the plot

(6A/4G,I)



(27A/2D,I, 3F)

• Explain how using questioning helps me as

a reader (Fig. 19)

Rea

din

g H

abit

s

• 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 (18C/5F)


paraphrase what the reading was,

maintaining meaning and logical order

(e.g., generate a reading log or journal;

participate in book talks) (9A/4E,H,I)

• Use data from experts, reference texts, and

online searches to locate information that

addresses questions (24Aii/2E, 3F, 4D)








reading log or journal; participate in book

talks) (9A/4E,H,I)









participate in book talks) (9A/4E,H,I)

(TEKS/ELPS)



Revised 1/112 20

Target(s) for the Week: Ask questions to clarify meaning, help me think, learn about what I am reading, and to pursue further investigations (before, during, and after

reading); Understand that all of my questions may not be answered through reading; 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?



Reading Workshop.)

Evidence of Learning (How will I know if my students

know it?)

Graded/Ungraded

1

Thick/Thin

Questions

(definitions

chart)

Cheyenne

Again

Questions/

Answers

(2 column

Chart)

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 think beyond the text. Good readers also

understand that not all their questions are answered through reading. We

will practice asking questions and the kinds of questions we are asking.

Model: (T displays anchor chart w/ thick/thin question definitions

written on it) Asking questions is important. The questions we ask need to

help us think and learn bout the text. By that I mean, is this question I ask

really going to help me think beyond the words in the text. Sometimes

these types of questions are called “thick” or interpretive questions.

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

other type of question we ask is called a “thin” or literal question. Thin

questions are often asked when the reader doesn’t understand the

meaning of a word or is clarifying something. A question that can be

answered with yes or no is also a thin question. The answers to thin

questions are restated from the text. 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 those questions that make us think

beyond the words in the text. T reads title of book *Cheyenne Again and

looks at the cover. T begins by modeling a question she has before

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

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

T begins reading the first two pages of the book. I am thinking of some

questions… A thin or literal question would be: Why does his father say

he should leave? That kind of question helps me to restate what is in the

book. Now this question: What would the boy have been thinking as he

was told he had to leave his family... is an interpretive or thick question,

it makes me think beyond the words of the text. What questions do you

have so far? Can you tell if it is a thick or thin question? T reads &

models questioning strategy for 2 more pages of text. T charts her

questions and the answer if it was in the text.

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

questions, before, during and after reading, the questions they ask can be

thick or thin questions. Thick questions help the reader think beyond the

text. Good readers also discuss possible ideas for answers not found

through reading the text.

T&T: Share a time when

you asked a question as you

read.

T&T: What are you

wondering before we begin

to read *____________.

T&T: What are you

wondering about so far? Is

your question a thick or thin

one?

T&T: What might be some

possible answers to this

question?

Sts share

-What you have learned

about asking

questions?

-What are some of the

connections you have

made in your

independent reading

books? How have these

connections helped you

as a reader?

T observations and


T&T and share time.



Revised 1/112 21

D

A

Y

Anchor

Chart(s)


(Teacher Behaviors and Student Outcomes)

Guided and/or Collaborative Practice

What will my students be doing?


of Shared Reading and/or Reading Workshop.)


know it?) Graded/Ungraded

2

Thick/Thin

Questions

(definitions

chart)

Cheyenne

Again

Questions/

Answers

(2 column

Chart)

Connect & Engage: Yesterday we began to read and ask questions about our book *Cheyenne Again. Good readers work hard to ask interpretive or thick questions, questions that will help them understand or learn something about the text. Noticing that questions do not always get answered in the text is also something important for good readers to understand. I will be asking you to share your interpretive (thick) questions and possible ideas to answer them today as we continue to read. Model: Let’s review the questions on the anchor chart. Some of my questions were answered – those literal/thin questions. But some of my questions were not answered. Today we will talk more about possible ideas to answer those questions. T continues with the text by reading the next page, modeling at least one thick question and adding it to the chart. I wonder… how was Cheyenne feeling when they took away his clothes and cut his braids? This question makes me think beyond the text, the book did not say how he felt. I’m thinking he must have felt very sad. He was losing everything that made him who he was. T&T-how do you think Cheyenne felt? T listens in and selects a few Sts to share. Guided: T then invites Sts to listen as she reads a few more pages of the text and to write down their questions on their think sheets (1 question/box). T invites Sts to T&T (throughout the book) sharing the questions they have and possible ideas to answer those questions. T listens in and scaffolds Sts if they are having trouble asking thick questions. T will chart some of the Sts questions. T will ask Sts to listen and notice when/if their questions are answered in the text. Sts can put line under the answered question and write the answer. T & Sts work through 2-3 pages of the book. Lesson recap: Today you learned that good readers stop and notice whether their questions are answered or not. You learned that good readers discuss possible ideas to answer questions.

Sts will have a sticky note think sheet to write down questions and answers in the guided practice portion of the lesson. T&T: What possible ideas do you have about how Cheyenne felt in this part of the story? 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 some possible ideas for the questions that are still unanswered?

Sts share -What do you know about asking questions (what have you learned)?

-How does asking questions help you as a reader?

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

3

Thick/Thin

Questions

(definitions

chart)

Cheyenne

Again

Questions/

Answers

(2 column

Chart)

Connect and Engage: Yesterday you learned that…. Guided Practice: Today let’s look back at the anchor chart. Some of our questions were answered. Now think back from some clues in the text and see if you can answer any of our other questions. T&T about possible ideas. T listens in to Sts and selects a few Sts to share. Who has an idea of some possible answers to our questions? Now do any of you have any more questions? I thought so. You may wonder some of the same things I wondered, or you may have different questions. Continue to write your questions on your think sheet as I continue to read the text. When you have written down some questions, we can share a few. T reads aloud to end of the book, guiding Sts thinking about questions. T invites Sts to share their questions and notice if they were answered. T adds new questions and answers to the anchor chart. Lesson recap: You are doing a great job of what good readers do. They ask questions as they read to learn more, to think more deeply beyond the text and to clarify confusion. Good readers notice when their questions are answered and discuss possible ideas for those that are not.

Sts continue to use their sticky note think sheet to write down their questions and answers as the T reads the text. T&T: Discuss possible answers to unanswered questions. Share with group. T&T: What are you wondering about?

Sts share -What you have learned about asking questions?

-How is asking questions helping you as a reader?

T observations and anecdotal notes on Sts T&T and share time. Sts sticky note think sheet



Revised 1/112 22

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?



Reading Workshop.)


know it?)

Graded/Ungraded

4

Thick/Thin Questions (definitions chart) Cheyenne Again Questions/ Answers (2 column Chart)

Connect and Engage: All week we have been learning that good readers ask questions as they read. Good readers also recognize that not all of their questions are answered when they read. Collaborative Practice: Now we will form groups of four and share your questions with each other. We want to focus our discussion on unanswered questions since talking to each other could help you come up with the answers. As Sts talk in their small groups, T moves around and listens in on their conversations and joining in to support or scaffold their thinking. T invites Sts to share their questions in a large group. T may have specific groups/questions she wants to focus on in order to highlight the lesson focus. Lesson recap: Wow! The questions you discussed today were very thought provoking. Remember when I said at the beginning of the week that the most important questions are those we cannot find an answer to as we read. Those questions require thoughtful discussion with others. You are doing a great job as readers asking questions.

Collaborative Practice: Sts discuss some of their unanswered questions from Cheyenne Again. Sts record answers on their sticky note think sheets.

Sts share a question/possible answers discussed in their collaborative group.

T observations and anecdotal notes on Sts T&T and share time. Sts sticky note think sheet

5

Connect and Engage: Yesterday you learned that readers ask questions as they read and recognize that not all questions are answered through reading. Sometimes readers discuss and share possible ideas to answer their questions. Model/Guided: Fiction and non fiction are not the only genres in which good readers ask questions. Today we are going to read a piece of poetry together. As we read, begin to notice the questions you are already wondering. T reads the poem to Sts. When I read the first line of this poem, I already wondered…Why does the author compare daybreak to a blank piece of paper? As I read on, I didn’t really find the answer so I may want to discuss this question for possible ideas/answers. Who else has questions about this poem? T&T to share your questions. T listens in and then selects Sts to share a few questions. Independent/Collaborative: Now you will work again today in groups. You each have a copy of the poem and your think sheet. Read the poem again to yourself and write your questions on your think sheet. Once everyone is done, you will begin a discussion about possible ideas to answer questions not answered in the poem. T moves around to each group listening in to support or scaffold thinking. T invites Sts to share their questions in a large group. T may have specific groups/questions she wants to focus on in order to highlight the lesson focus. Lesson recap: You are learning strategies to help you better understand what you are reading. We have practiced using our BK and now asking questions. As you move to IR, begin to think about the questions you ask as you read. Write some of those questions down and then begin to notice if they are answered through your reading.

Sts need copy of think sheet and poem. Collaborative Practice: Sts re-read poem with group and use the sticky note think sheets to record their questions –both literal and interpretive. T&T: What did you wonder about in this poem?

Sts share a question/possible answers discussed in their collaborative group. Sts share -How has asking questions this week helped you as a reader?

-What might you begin to do in your independent reading time?

T observations and anecdotal notes on Sts independent/collaborative practice and the share time. Sts sticky note think sheet of answered/unanswered questions.

MATERIALS: Interactive Read Alouds Grades 4-5 by Linda Hoyt, pp. 7, From Literal and Interpretive Questions lesson

*Lesson Text (Days 1-4) - Use suggested text or if Sts have heard the text, alternate text listed in lesson matrix on pp. ix

**Poetry (Day 5) - pp. 8 Daybreak or T may select another poem




Revised 1/112 23

Target(s) for the Week: Learn strategies (skimming & scanning, inferring, sharing/discussing prior knowledge, and using outside sources) for answering different types and

levels of questions; 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

Strategies for

Answering

Questions

(possible

examples)

-keep reading,

sometimes the

answer is in

the text

-skim and scan

text for

answer

-talk to a friend

to discuss and

share

background

knowledge

-infer

-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 think 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 __________. 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_____. 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.

Support/elaborate Sts responses and add 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 (list

resource). 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 ____makes me think ______! T writes

question on the anchor chart. We’ll keep reading to see what happens. T

then shares how to chart since strategy of “reading on” answered the

question. This type of question only required me to read on. It is a right

there kind of question, one I can find in the text. T reads and stops to

share how to clarify understanding of a vocabulary word. I am always

monitoring my comprehension as I read, making sure I understand what

the words in the text mean. T reads on and asks another question. T

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

models how to infer an answer. Readers use clues from text and their BK

to figure out or infer their answers. This kind of question was a higher

level question. I couldn’t just read on to answer it in the text. I will note

the strategy used on the chart. T charts: “used clues from text and

inferred”.

Lesson recap: Today you learned that good readers ask authentic

questions as we read. You also learned some strategies good readers use

to answer their questions.

T&T: What do you already

know about ________?

Or

What are you wondering

about ________?

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?

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 1/112 24

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

Questions/ Answers/ Strategies for Answering Questions (three column chart) Strategies for Answering Questions (possible examples) -keep reading, sometimes the answer is in the text

-skim and scan text for answer

-talk to a friend to discuss and share background knowledge

-infer -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? So here is what I am wondering… T models a question and invites Sts to T&T about their own questions. 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. I was able to answer the _____ question I had. Here’s what I did…I noticed clues in the words “_____________”. Those words plus my back ground knowledge helped me figure out or infer my answer. Other clues that helped me infer the answer… any ideas what they were? Sts T&T and then as a class, discuss Sts responses and chart. T finds opportunity to model how Sts might skim and scan to find an answer in the text. T reminds Sts that higher level questions require more thinking than just reading on or skimming & scanning the text. Guided Practice: Let’s review the strategies we have used to answer questions. –read on, talked with someone discussing and sharing BK, used text clues and BK to infer, and skimmed & scanned. 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 charts their strategies on their think sheet.

Sts share some of the strategies readers use when they answer a question. Think about the strategies we used today.

T observations and anecdotal notes Sts T&T and share time. Sts think sheet with their questions/answers/strategies for answering questions.

3

Questions/ Answers/Strategies for Answering Questions (three column chart) Strategies for Answering Questions (See Day 2)

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 discussing and sharing BK, used text clues and BK to infer, and skimmed & scanned. Guided Practice: T & Sts continue to work on questions Sts have about the text. T & Sts discuss strategy Sts used to answer their question. Chart this on anchor chart. T may want to have some outside sources on lesson text topic 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 chart their strategies on their think sheet.

Sts share a strategy used today to help them answer their question from the text.

T observations and anecdotal notes Sts T&T and share time. Sts think sheet with their questions/answers/strategies for answering questions.




Revised 1/112 25

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

4

Strategies for

Answering

Questions

(possible

examples) -keep reading, sometimes the answer is in the text




Connect & Engage: Yesterday we finished our article about ______.

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 had been reading. Let’s review the strategies we have used

to answer questions. – read on, talking with someone discussing and

sharing BK, using text clues and BK to infer, skimming & scanning, and

use of outside sources.

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

called **_______that will give us more information about ______. 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. 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 ______.

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

anecdotal notes Sts T&T

and share time.

Sts think sheet with their

questions/answers/strategi

es for answering

questions.




Revised 1/112 26

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

5

Strategies for

Answering

Questions

(possible

examples) -keep reading, sometimes the answer is in the text




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

**_______. 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. T reviews Strategies

anchor chart.

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 **__________ or

__________. 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: 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. Be sure to use these strategies in your IR

books.

Independent Practice: Sts

choose article, completing

their think sheet as they

read.

Sts share

-What questions did

you have and what

strategies did you use

with your own article

today that helped you to

answer the questions

you had while you were

reading?

-What did you learn

about asking questions?

-How did asking

questions help you as a

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

BK and doing further

research?

MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Book 3 Ask Questions, Lesson 8; * Lesson Text options – Article that offers Sts to find answers in the text but

to also use text clues and BK to infer answers to questions. Topic should have outside sources that can be brought in. **Toolkits Texts Grades 4-5 by Harvey & Goudvis, pp. 8

Living at the Bottom of the World; pp. 4 The Scoop on Dino Poop (Choose one article for Day 4 & use the other on Day 5 along with another article, T may want to select article

at a lower reading level for Sts who need this)




Revised 1/112 27

Target(s) for the Week: Keep questions in mind and search for answers in the text while listening, reading and during discussion to extend my learning; Explain how using

questioning helps me as a reader; Follow and remember multiple events in a story, often involving the stories of multiple characters, to understand the plot;

Participate in student-led discussions by posing questions with appropriate details

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Story Map

(pp. 95 of

Interactive

Read Alouds

Grade 4-5)

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. 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, Mufaro’s Beautiful Daughters, we

will look for these events and ask questions of the things we wonder

about.

Model: What are you wondering about this story before we begin? T

begins the book and reads through “made her crop more beautiful than

anyone else’s…” 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 characters 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 “Both of you must go!” The initiating event is the one that

launches the action. It is also the event that makes the problem in the

story clear to the reader. I am thinking about what has happened so far.

I think the initiating event was when Manyara told Nyasha that someday

Nyasha would be her servant. That makes the problem clear to me. T has

Sts T&T about initiating event/problem of the story. T listens in and

selects Sts to share thinking. T records events on story map anchor chart

and invites Sts to T&T about questions they have so far in story. Sts

share questions briefly with class.

Lesson recap: Good readers ask questions, those questions that make us

think beyond the words in the story. You have had some great questions

so far. 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!


about plot?

Sts record their questions

throughout the reading of

the book on a sticky note

think sheet.

T&T: What are you

wondering about this book

before we begin?

T&T: Why is the

introduction important?

What have you learned

about the setting and

characters?

T&T: Do you agree? Is this

the initiating event of the

story? Can you identify the

problem?

T&T: What are you

wondering about so far in

the story?

Sts share

-Explain how asking

questions helps them

as a reader.

T observation and

anecdotal notes from Sts

T&T and share time.




Revised 1/112 28

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

Story Map

(pp. 95 of

Interactive

Read Alouds

Grade 4-5)

Connect & Engage: We are learning how a group of events –the plot-

come together to create the story. As good readers you are also noticing

those questions you have as you are listening to and discussing the story.

Model/Guided: So far in our story, Mufaro’s Beautiful Daughters, 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 write down your questions. We

will stop after a couple of pages to identify some rising events and discuss

your questions. T reads through 2-3 pages of the book and stops to model

some rising action she notices. On this page 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

questions at this point? T & Sts share and discuss a question briefly. T

reads the next three pages and has Sts once again identify the rising

action/events in the story. T records events in the rising action on the

story map anchor chart.

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, asking those deeper

level questions that make you think beyond the words in the text.




think sheet.

T&T: What rising

action/events did you notice

in the pages I just read?

T&T: What are you

wondering about at this

point in the story?

Sts share

-Explain how asking


as a reader

T observation and

anecdotal notes from T&T

and share time.

Sts sticky not think sheet

of questions.

3

Story Map

(pp. 95 of

Interactive

Read Alouds

Grade 4-5)

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 *Mufaro’s Beautiful Daughters. 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

record questions on think sheet. T&T with your partner. What was the

climax- the turning point in the story? 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. T completes the anchor chart after discussion of falling events. T

asks Sts to think about any lingering questions and jot them on their think

sheets.

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 still had lingering questions even after we finished the book.




think sheet.

T&T: What do you believe

the climax of the story was?

What helps you to think

that?

T&T: What was the falling

action/conclusion of this

story?

T&T: What are your

lingering questions?

Sts share

-Explain how asking


as a reader

T observation and

anecdotal notes from T&T

and share time.

Sts sticky note think sheet

of questions.




Revised 1/112 29

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

4

Story Map

(pp. 95 of

Interactive

Read Alouds

Grade 4-5)

Connect & Engage: This week we have been learning to follow and

remember the events of the story to understand the plot. We’ve also asked

questions that we have kept in mind while listening and reading our text.

Today we will take some time to discuss some of those lingering

questions.

Collaborate: T places Sts in groups of 3-4. We have worked several

times over the last 3 weeks in collaborative groups to discuss those

questions we most want answers for. Today, you review your questions

on your own and select one or two that you most want to discuss with

your group. Each person in the group will share their questions. The

group will select a question to discuss. You may work on more than one

question. T listens in on group discussion, supporting Sts as needed. T

selects groups to share their questions/discussion at the end of lesson.

Lesson recap: Good readers understand the importance of discussing

their questions from the text. Following the plot, all those events that

create the story, offers the opportunity to wonder and ask questions. It

helps the reader better understand the story.


will review their questions

on their own and select 1-2

questions to share with

group. Groups will select a

question and work to

discuss. Group will be

prepared to share to the

whole class a question and

their discussion/answer.

Sts share

-Question and

discussion/answer

from their group.

T observation and


collaborative practice and

share time.

Sts sticky note think sheet

of questions.

5

Connect & Engage: Good readers can follow and remember the events

of the story, in order to understand the plot. Today you will have a go at

this. We will use a different text format – **Reader’s Theatre but the

events of the story will still be in there.

Independent: You will work with a partner to read, discuss and chart

the characters and events of your **Reader’s Theatre story.

(Sts need to read from a variety of formats including plays and Reader’s

Theatre) 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, asking questions is important. Readers

ask questions to think, to learn new information, clarify confusion or

pursue further investigation. 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 this

independent practice.

Sts record questions on a

sticky note think sheet.

Sts share

-Why it is important to

understand the events

of the story.

-What they have

learned about asking

questions as they read.

-Explain how asking


as a reader.

T observation and



Sts completed story map

and think sheet of

questions.

MATERIALS: Interactive Read Alouds Grades 4-5 by Linda Hoyt, pp. 89 Sequence of events/plot lesson

*Guide to Interactive Read Alouds Grades 4-5 Suggested Lesson text pp. 29

**Independent practice text: Short Readers Theatre at Sts independent reading levels. (May want to select shorter text Readers Theatre)



Revised 1/12 30


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

ared

Rea

din

g)

• Use the text and my prior knowledge to

create a picture in my mind of what I am

reading (creating mental images that go

beyond visualizing, using the senses)

(Fig. 19C,D)

• Visualize to draw conclusions and

support them with text evidence and

experience (Fig. 19C,D)

• Explain how visualizing helps me as a

reader (Fig. 19)

• Use the text and my prior knowledge to create

a picture in my mind of what I am reading

(creating mental images that go beyond

visualizing, using the senses) (Fig. 19C,D)

• Identify the author’s use of similes and

metaphors to produce imagery (8A/1H, 4J)

• Explain how the structural elements of poetry

(e.g. rhyme, meter, stanzas, line breaks) relate

to form (e.g. lyrical poetry, free verse)

(4A/1H, 4J)

• Explain how visualizing helps me as a reader

(Fig. 19)

• Use the text and my prior knowledge to

create a picture in my mind of what I am

reading (creating mental images that go

beyond visualizing, using the senses) (Fig.

19C,D)

• Visualize to recall information to sequence

and summarize the main events and explain

their influence on future events (Fig.

19C,D, 6A/4G,I)

• Describe the structural elements particular

to dramatic literature (5A/4J)

• Explain how visualizing helps me as a

reader (Fig. 19)

Rea

din

g H

abit

s

(In

dep

end

ent

Rea

din

g)

(Dis

cuss

ing

Bo

ok

s)

• 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 (18C/5F)





participate in book talks)

(9A, 1A/4E,H,I)








reading log or journal; participate in book

talks)

(9A, 1A/4E,H,I)










(9A,1A/4E,H,I)

(TEKS/ELPS)



Revised 1/12 31

Target(s) for the Week: Use the text and my prior knowledge to create a picture in my mind of what I am reading (creating mental images that go beyond visualizing, using

the senses); Visualize to draw conclusions and support them with text evidence and experience; Explain how visualizing helps me as a reader

D

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Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?



Reading Workshop.)


know it?)

Graded/Ungraded

1

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

text and their prior knowledge as they read. But good readers must go

beyond just visualizing their image. In order to really understand the

text, good readers use their senses to construct sensory images. T uses

introduction from *suggested lesson resource and the lesson text

*Dogteam by Gary Paulsen.

Model: T reads the first two pages of the text. I am focusing on the

sensory images I can create from this. There are illustrations here, but I

know the best images are the ones I create in my mind. I can visualize a

full, round moon in the dark sky. It is a bit harder to think about the snow

looking blue and white… I get the strongest sensory image when it says,

“You can read in the dark.” That is a really bright moon! T has Sts

T&T about any sensory images they created in this section of the text. T

listens in and selects a few Sts to share.

T reads through the page that begins “The Dance…” Wow! I am noticing

the sounds that this page elicits. As I construct sensory images here, I am

thinking about the “song of the runners”. To me, that is a sound of wood

sliding over the snow, rubbing and scraping. What sensory images are

you getting here? T listens in and selects a few Sts to share.

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

they create sensory images. They think about how things might smell,

feel, sound, and taste.

T&T: What sensory images

did you create?


are you getting now?

Sts share

-What have you learned

about using your senses

to go beyond just

visualizing?

T observations &


T&T and share time.

2

Connect & Engage: Yesterday we… Today we will continue to create

sensory images as we finish our book *Dogteam by Gary Paulsen.

Model/Guided: T begins the text where they left off on Day 1 and

models her sensory image supporting it with evidence from the text. Sts

T&T to share their sensory images as T listens in. Selected Sts share. T

continues through the text to the end, stopping to elicit sensory images

from Sts. If time permits, T can reread the text, inviting Sts to close their

eyes and focus closely on their senses, using them to make the setting

and movement of the dogs come alive.

Lesson recap: Good readers use their senses to create those sensory

images that go beyond just visualizing or getting a picture. You have

done a great job of using your senses as we read Dogteam. As you read

your IR books, use your senses to go beyond just making a picture in

your head. Note in your reading journal, a sensory image you captured.

T&T: What are your

sensory images in this part

of the text?

Sts share


about using your senses

to go beyond just

visualizing?

T observations &


T&T and share time.



Revised 1/12 32

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Anchor

Chart(s)


(Teacher Behaviors and Student Outcomes)

Guided and/or Collaborative Practice

What will my students be doing?


of Shared Reading and/or Reading Workshop.)


know it?) Graded/Ungraded

3

Language

from the text

that evokes

sensory

images

Connect & Engage: We are going to continue with the work of good

readers and practice creating sensory images using the text Owl Moon

by Jane Yolen. When the author weaves words together to create mental

images that activate our senses, it is called imagery. As readers, we use

our mental images to draw conclusions about the text supporting them

with our experience and text evidence.

Model: T reads the first page. I am trying to get a picture in my mind and

the words that Jane Yolen has chosen are really helping me. “The trees

stood still as giant statues. The moon was so bright the sky seemed to

shine.” Wow! Isn’t that amazing? She could have said “There was snow

on the ground.” That would have been okay but I wouldn’t have felt the

experience so clearly. She says the trees are like giant statues. Her words

really help me see that in my mind. T reads the next two pages of the

text. I really liked the word “crunched”. She said their feet “crunched”

over the snow. That activated my sense of hearing. I could hear the

sound of their feet breaking though the crust on the top of the snow. I bet

her legs were tired as she walked through the snow, it is a lot of work to

walk on snow when your feet break through the top of it. I draw this

conclusion because I grew up with snow and have “crunched” tiredly

through the snow myself. I also really liked “my shadow bumped after

me”. That made me realize that it didn’t float smoothly along, but it

bounced and bumped along the way a little person would walk in the

snow. Sts T&T as T listens in and selects a few Sts to share.

Lesson recap: Good readers use the words of the text, their background

knowledge and their senses to create sensory images that help them

understand what they read. Good readers draw conclusions from the

images they visualize supporting it with text evidence and their prior

knowledge.

Sts are listening and

noticing the T’s sensory

images.

T&T: What have you

noticed about the imagery?

What sensory images has it

created for you?

Sts share

-What sensory images

have you created from

the IR book you are

reading?

-How does creating

sensory images help you

as a reader?

T observations &


T&T and share time.



Revised 1/12 33

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Student Outcomes)

Guided and/or


be doing?



Reading Workshop.)


know it?)

Graded/Ungraded

4

Language

from the text

that evokes

sensory

images

Connect& Engage: Yesterday we…So as we finish our book Owl Moon

by Jane Yolen, we will continue to use our senses- taste, sight, touch,

hearing and smell to create sensory images. We will use our images to

draw conclusions that are supported by text evidence and our

experiences.

Guided: T continues the text, reading and stopping every couple of

pages to let Sts T&T about their sensory images and any conclusions

they have drawn about the text using those images. Conclusions are

supported by text evidence and Sts experiences. (e.g.: When I read the

words “I didn’t ask what kinds of things hide behind the black trees in

the middle of the night. When you go owling you have to be brave.” I am

drawing a conclusion that she is afraid even through the text does not

say that specifically. The woods can be dark and scary and the trees

create shadows. I know I would be afraid.) T listens in to T&T and

selects Sts to share.

Lesson Recap: You have done some great work! Good readers go

beyond just visualizing as they read. They use their senses and create

sensory images to help them understand the text. Good readers use those

images they create to help them draw conclusions that are support by

text evidence and personal experiences. During IR, be sure you are

paying attention to those sensory images you create and note them in

your reading journal so you can share with others.


have you created?

T&T: What conclusions

have you been able to draw?

What part of the text or

personal experience helped

you to think that?

Sts share

-What sensory images

have you created from

the IR book you are

reading?

-How does creating

sensory images help you

as a reader?

T observations &


T&T and share time.

5

Connect & Engage: All week we have been creating sensory images in

our reading. Good readers understand the importance of going beyond

just a picture in their head. They understand that sensory images help the

reader to really understand the text. Today you will be responding to a

short fiction piece using your senses. Sharing what you see, hear, feel,

taste and smell.

Independent: Sts read the short fiction piece. Sts will underline the

words/phrases that helped them create their mental images. Sts respond

on a think sheet writing their sensory images from the text. I see… I

hear… I smell… I feel… I taste…T moves around room and conferences

with Sts, supporting them as needed. T facilitates share time as Sts share

some of their responses.

Lesson Recap: Wow! You have done some great work as good readers.

You know that good readers visualize beyond just a picture in their head.

They create sensory details that really help them understand the story.

Good readers use their mental images to help them draw conclusions in

the story using the evidence from the text.


read a short fiction piece

and respond on a think sheet

to the piece using their

senses- see, hear, taste,

smell and touch.

Sts share-

Sensory images they

created from the short

fiction piece

-How does visualizing

help you as a reader?

T observations &


Independent Practice.

Sts completed sensory

image think sheets.

MATERIALS: Interactive Read Alouds Grades 4-5 by Linda Hoyt, (Day 1-2) pp. 35 Construct Sensory Images lesson; (Day 3-4) pp. 233 Imagery lesson

*Suggested Lesson Text- Guide to Interactive Read Aloud Grade 4-5 pp. 54 (Day 1-2); pp. 56 (Day 3-4) **Independent Practice lesson text – Interactive Read Alouds Grades 4-5, pp. 229 or 317 or

other short fiction piece at Sts independent reading level.




Revised 1/12 34

Target(s) for the Week: Use the text and my prior knowledge to create a picture in my mind of what I am reading (creating mental images that go beyond visualizing, using the senses); Explain

how visualizing helps me as a reader; Identify the author’s use of similes and metaphors to produce imagery; Explain how the structural elements of poetry (e.g. rhyme,

meter, stanzas, line breaks) relate to form (e.g. lyrical poetry, free verse)

D

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Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Metaphor /

Simile

Definition and

examples

chart

Poems on

chart paper

containing

metaphors or

similes

Connect & Engage: Last week we learned that good readers go beyond

visualizing just a picture in their mind as they read. The use the words of

the text to create sensory images in order to get a very vivid movie

running in their mind as they read. We will use this same strategy this

week as we read poetry. Today we will look specifically how metaphors

and similes help to produce imagery in poetry.

Model/Guided: Metaphors and similes are tools that help poets and

writers create wonderful images with their words. How many of you

know what a metaphor or a simile is? A metaphor transfers the identity

from an object that a word usually describes to another object it

describes by comparison. T shows this example- Her eyes were

shimmering jewels. The shimmering jewels describe her eyes. The

identity of the jewels was transferred to the other object- the girl’s eyes.

A simile is a figure of speech in which two unlike things are compared or

contrasted using the words like or as. The clouds were like cotton

candy. While clouds and cotton candy are not like things, they share a

"like quality". I am going to share some poems that contain metaphors

and similes. Let's see if you can hear them and point them out. T reads

first *poem and points out the metaphor. Discuss what object is

transferring identity. As I read the metaphor, the vivid mental image that

is created in my mind is _______. T share next metaphor poem and

invites Sts to identify the metaphor and T&T about the mental image it

creates for them.

T shares the simile poems in the same way. Discuss the two objects that

are being compared or contrasted. Does author use word as or the word

like in the simile, If time allows, T shares other poems that contain

metaphors and similes and Sts discuss the mental images they create.

Lesson recap: Good readers use the language the author/poet writes to

help them create vivid mental images just like we did today as we looked

at the use of metaphors and similes.

T&T: What mental images

do you have when you hear

the metaphor in this poem?

T&T: What mental images

do you have when you hear

the simile in this poem?

Sts share


mental images from

your IR books? What

words helped you to

create the sensory

details?

T observation and


T&T and share time.




Revised 1/12 35

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Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

Structural

Elements of

Poetry

Rhyme/

Meter(Rhythm)/

Stanzas/

Line breaks

Connect & Engage: Poetry like other genres has structural elements. We have

looked at the structural elements of fiction and how creating mental images

helped us as readers as we thought about the characters, setting, plot of the story.

Today we will learn about the elements particular to poetry and how those

elements help us with our mental images.

Model: First we will look at “what are the structural elements of poetry” and

how that looks different in various forms of poetry. T reviews the definitions of

the structural elements of poetry referring to the anchor chart. T selects a form of

poetry – free verse. As we look at and read a free verse poem we can see some of

the structural elements… T reads the poem (e. g.: Secrets by Naomi Shihab Nye.

Free verse poetry does not contain a set meter/rhythm. Did you notice this as I

read it? This free verse poem does not rhyme. The use of line breaks by this

author shows us how she wants us to read it. As I read it, I began to see a

suitcase I carry on trips but then as I read the words “…one light and liquid

suitcase, one glittering suitcase filled with tiny unspoken tales.” I changed my

image to a suitcase that was not really a suitcase at all, just a place in my heart

that holds my secrets.) T reads poem again and invites Sts to T&T about their

mental images from the poem. T listens in. Now let’s look at a lyrical poem.

Lyrical poems combine rhyme and rhythm to create a song like sound. T shares

an example such as Rope Rhyme by Eloise Greenfield. T shares her thinking

about how the different elements of poetry relate to this form-lyrical poetry. T

invites Sts to share their thinking as well. Sts T&T to share their mental images.

Lesson recap: Good readers understand the structural elements of the genres

they read. When we understand the elements it helps us understand the text we

are reading.

T&T: What is your image

from this poem? What lines in

the poem helped you create the

image?

Sts share


mental images from your

IR books? What words

helped you to create the

sensory details?

T observation and anecdotal

notes from Sts T&T and

share time.

3

Connect & Engage: Yesterday we…Today we will look at some other forms of

poetry and see how the structural elements are used in these forms.

Model/Guided: T reviews the structural elements of poetry on anchor chart. T

displays a different form of poetry – humorous- and reads the poem to Sts.

Together T & Sts look at the poem and sees how the poet used the structural

elements. Sts T&T about the mental images created by the words in the poem.

Independent: Sts select a poem and after reading it, identify the structural

elements and how the poet used them in that form of poetry. Sts sketch the

mental image created by the poem. T moves around the room, scaffolding Sts as

needed.

Lesson recap: Good readers understand and use the structural elements of the

genre they are reading to help them better understand the text. As you are

reading different genres in your IR time, notice the structural elements and use

them to help you in your reading.

T&T: What elements are you

noticing in this poem?


from this poem? What lines in

the poem helped you create the

image?


practice identifying the

structural elements of poetry in

a self selected poem. Sts sketch

their mental image of the poem

and underline words in the

poem that helped them create

their image and writes their

understanding about the poem.

Sts share their thinking in a

small group or with the class.

Sts share

-What were some of the

structural elements that

helped you understand this

poem?



share time.

Sts complete sketch of

mental image from the poem.

Words/phrases in poem that

supported their image. Sts

response of their

understanding of the poem.




Revised 1/12 36

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Guided and/or


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students know it?)

Graded/Ungraded

4

My Sensory

Images:

I hear

I see

I smell

I feel

I taste

Connect & Engage: We have spent some time in fiction and poetry

using the text, our prior knowledge and our senses to create mental

images when we read. We have worked to create not just a picture but a

vivid image with sensory details. Good readers do this in non-fiction as

well.

Model/Guided: We are going to read an article called **The Power of

Niagara Falls. As I read, we will stop the use the language from the text,

our prior knowledge and our senses to create vivid mental images that

will help us really understand what we are reading. The mental image we

create is our understanding of what we read. T begins the article and

stops after the first paragraph. Wow! That is a lot of water! When I read

the part about the 176 foot drop, I can feel my stomach lurch a bit like

one of those rides at Six Flags that suddenly drops down. Oh! I noticed

that I used one of my senses here in my mental image, I am going to

record that feeling I described to you on the anchor chart. T charts the

information and then continues the article. T stops at end of each

paragraph to let Sts T&T and record any sensory images they had onto

their think sheet. T & Sts work through the article.

Lesson recap: Good readers use the text, their PK and their senses to

create vivid mental images in any genre they read so they get a better

understanding of the text.

Sts follow along with own

copy of The Power of

Niagara Falls as T reads

aloud.

Sts use think sheet to record

I hear… I see… I smell… I

feel… I taste…

Sts respond about their


T&T: What is your sensory

image here? What senses

did you use?

Sts share-

What were your

sensory details? What

words in the text helped

you to create that

sensory detail?

T observation and


T&T and share time.

Sts think sheets with their

sensory details and their

response about their


5

Connect & Engage: Yesterday we…Today you will get a chance to try

this independently.

Independent: Sts select an **article to read. After they read the article

they will think about their mental images, noticing the sensory details.

Sts will record their sensory images on a think sheet like the one used on

Day 4. T will move around the room, scaffolding Sts as needed. T selects

a few Sts to share their sensory details from their think sheet.

Lesson recap: You have done some great work as good readers!

Creating mental images is so important no matter what we are reading.

Good readers use the text, their PK and their senses to create vivid

mental images. Doing this helps them better understand the text they are

reading. As you read in IR, be sure you are using these strategies to help

you understand your text.


read article, recording the

sensory details of their

mental images on a think

sheet. Sts underline words

in the text that support their

mental images.

Sts share

-What were your

sensory details? What

words in the text helped

you to create that

sensory detail?

-How does visualizing


T observation and



Sts completed think sheet

and article with part of

text underlined.

MATERIALS: Suggested Lesson Text: All the Small Poems and Fourteen More by Valerie Worth - “horses”-simile (pg. 106); “frog”- simile (pg. 32); “soap bubbles”-metaphor (pg. 83);

“lawnmower“ metaphor (pg.51) or you may select your own examples.

The Poet’s Toolbox (Elements of Poetry: Definitions) pp. 26 www.nps.gov/.../3.%20The%20Poet's%20Toolbox%20 Source Book for Short Text (part of the Comprehension Toolkit) by Harvey & Goudvis, pp. 117 (Day 4) pp. 116 (Day 5) or T may select articles from Time for Kids, National Geographic, Discovery Kids or other student magazine. Text should be at Sts independent reading level for Day 5




Revised 1/12 37

Target(s) for the Week: Visualize to recall information to sequence and summarize the main events and explain their influence on future events; Describe the structural elements

particular to dramatic literature; Use the text and my prior knowledge to create a picture in my mind of what I am reading (creating mental images that

go beyond visualizing, using the senses); Explain how visualizing helps me as a reader

D

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Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Event

Timeline Chart

Connect & Engage: Visualizing is important because it helps the

readers create mental images in their head as they read. Visualizing

also helps the reader recall information in order to put it in sequential

order and retell the events of the story. For the next few days as we read

*Duke Ellington: The Piano Prince and His Orchestra by Andrea Davis

Pinkney, we will create mental images to help us do this.

Model: T reads the first page and stops to model the mental image

created. T reminds Sts that good readers go beyond just a visual image;

they incorporate the sensory details to create the most vivid image

possible. When I hear the words “Duke had to start with the piano basic,

his fingers playing the same tired tune ~ one-and-two-and-one-and two.

Daisy and J.E. made Duke practice day after day.” I picture him at the

piano, with a discouraged look on his face, just pecking out the notes on

the keyboard. I can feel the ache of his back practicing day after day. I

see his mom watching over him and hear her saying ‘keep practicing,

you have 15 minutes left!” T invites Sts to T&T and share their images.

T listens in and selects a few Sts to share. T charts first event: Duke quit

piano lessons because it didn’t seem like music to him. I’m thinking that

based on this event-Duke not liking piano lessons- he must find another

way to learn to play the piano because he does grow up to become a

famous musician. Good readers notice events in the story and how those

events affect/influence future events.

Guided: T continues the book, stopping after each main event of the

story (e. g. read next 4 pages, and then the next 3 pages) to have Sts talk

about the images they have created. T listens in and selects a few Sts to

share. T & Sts discuss how this event might influence future events in

the story. T adds the event(s) on the chart.

Lesson recap: Good readers create mental images as they read. They

use these images to recall information in order to retell the events of the

story.


so far in our book? What

sensory details are there?

Sts share


mental images you

have created in your IR

books? What sensory

details were included in

your image?

T observation and


T&T and share time.




Revised 1/12 38

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Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

Event

Timeline Chart

Connect & Engage: Yesterday we…Today we will read through to the

end of our book, creating mental images as we go. Good readers use

sensory details in their mental images so that they can go beyond just a

picture in their mind. Vivid mental images help the reader better

understand the story.

Guided: T continues with the text, reading (e.g. next 5 pages, next 3

pages, last 2 pages) and then stops after each main event to allow Sts to

T&T about the mental images they’ve created. T and Sts discuss mental

images and their effects on future events. T adds event to the chart. T and

Sts use the chart to talk about the mental images created for each of the

main events of the story. T has Sts T&T to retell the main events of the

story using their mental images.

Lesson recap: Good readers use their mental images to help them recall

information in order to retell the main events of a story.

T&T: What is your mental

image in this part of the

text?

T&T: Use your mental

images to recall

information and retell the

main events of the story.

Sts share


mental images you have

created in your IR

books? What sensory


your image?

-How does creating

mental images help you

as a reader?

T observation and


T&T and share time.

3

Elements of

dramatic

literature

Story Map

Characters

Setting Events

(plot)

Mood/tone

Point of View

Connect & Engage: Good readers use visualizing in various forms of

text, including dramatic literature or plays. Today we will take a look at

the structural elements, the parts that make up a play (dramatic

literature.) The structural elements of a play include a dialogue or script,

a cast of characters, setting, scenes and acts, and stage directions. These

elements make up the play’s structure. The author selects the words he

will use to write the script, the scenes/acts and the stage directions. These

words give the reader a mental image of what is happening in the play so

the reader can better understand the story line.

Model: T selects a Readers Theatre or play as lesson text. T reviews

structural elements of dramatic literature. T displays text using document

camera so all Sts can see it. T explains layout of the text and how the

elements are relayed to the reader through the dialogue of the characters,

the narrator and through the stage directions. T reads first few pages of

the text and asks Sts to identify the setting and information about the

characters of the play so far. T&T about the structural elements of this

play so far? T charts words/phrases that helped to understand the

characters, setting and introductory event (act/scene). T continues to read

through the next main event (act/scene) of the text, scaffolding Sts as they

T&T about it. What are you visualizing now? How is the script/dialogue

of the characters and the stage directions helping you to create that

picture?

Lesson recap: Good readers use mental images to understand the text

they are reading. The dialogue in a play tells the story. Good readers

must use the dialogue to help them understand the characters and events

of the story.

T&T: What is the setting

for this play? What have

you learned about the

characters so far?

T&T: What is the picture

in your mind? What in the

script helps to support that?

Sts share



created in your IR

books? What sensory


your image?

-How does creating


as a reader?

T observation and


T&T and share time.




Revised 1/12 39

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students know it?)

Graded/Ungraded

4

Elements of

dramatic

literature

Story Map

Characters

Setting Events

(plot)

Mood/tone

Point of View

Connect & Engage: Yesterday we…Today we will finish our Reader’s

Theatre text, thinking about the script and how it helps us create the

images in our minds of the characters and events of the play.

Guided: T continues to read the play, stopping to have Sts T&T about

the mental images they are creating. T continues to chart the words from

the text that helped Sts understand the events of the play. T & Sts work

through the Reader’s Theatre. T has Sts T&T about the tone/mood of the

play. T has Sts T&T about the mental images they created throughout the

play. Sts work with partner to recall the information to retell the play. T

listens in to partners. Sts share whole group to the retell the events of the

story.

Lesson recap: Good readers can visualize in any genre. They use the

words/phrases from the text to support their images. Good readers use

these images to help them recall information and retell the main events.

T&T: What is the picture in

your mind? What in the

script helps to support that?

T&T: Recall the

information and the mental

images you created to retell

the play.

Sts share



created in your IR

books? What sensory


your image?

-How does creating


as a reader?

T observation and


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 are not

available, it is okay for the highest reader to read the play to the

group/partner).

Connect & Engage: You are doing a fantastic job thinking about the

structural elements in dramatic literature (plays/readers theatre)! You

will have a chance to read a play and use the script, the cast of

characters, the scenes/acts and stage directions to help you create mental

images.

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

selected Readers Theatre, stopping to create mental images of the

characters, setting, events (acts/scenes.) 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. Understanding the

structural elements of a play and the importance of each to the story line

is something good readers pay attention to. Continue to notice the mental

images you are creating in your IR books. Be sure you are creating

images that include those sensory details we have practiced.

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, setting,

events (acts/scenes0 of the

play. 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



share time.

Sts script with

words/phrases underlined

the indicate text that

supported their mental

image.

MATERIALS: *Suggested lesson text Duke Ellington: The Piano Prince and His Orchestra by Andrea Davis Pinkney; other text choices Grandfather’s Journey by Allen Say; Sweet Clara and

the Freedom Quilt Deborah Hopkinson. Day 3-5: Readers’ Theatre or play that contains stage directions; scenes/acts; cast of characters and a script.



Revised 1/12 40


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

• Merge my prior knowledge (schema)

with text clues to come up with an

idea that is not explicitly stated by

the author (Fig. 19D)

• Use the context to infer the meaning

of unfamiliar words or multiple

meaning words and concepts (2B/1F,

4F)

• Infer from text features (visualize) as

well as text words (Fig. 19D)

• Explain how inferring helps me as a

reader (Fig. 19)

• Use background knowledge and text clues

to make a reasonable inference and draw a

conclusion (NF) (Fig. 19D)

• Read with a focus question in mind (Fig.

19B, Fig. 19D) (NF)

• Use the facts to infer an answer to a

specific question (Fig. 19B, Fig. 19D)

(NF)

• Explain how inferring helps me as a reader

(Fig. 19)

• Use background knowledge and text

clues to make a reasonable inference

and draw a conclusion. (Fig. 19D)

• Read with a focus question in mind and

infer to come up with an answer and

draw a conclusion (Fig. 19D)

• Use the facts to infer an answer to a

specific question (Fig. 19B, Fig. 19D)


reader (Fig. 19)

Rea

din

g H

abit

s

• Write responses to literary or

expository texts and provide

evidence from the text to

demonstrate understanding (18C/5F)

• 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;


(9A/4E,H,I)

• Recognize the genre of the text and

use it to form expectations

(9A/4E,H,I)

• Write responses to literary or expository

texts and provide evidence from the text to


• 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)

(9A/4E,H,I)

• Recognize the genre of the text and use it

to form expectations (9A/4E,H,I)

• Write responses to literary or

expository texts and provide evidence

from the text to demonstrate

understanding (18C/5F)


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)

(9A/4E,H,I)

• Recognize the genre of the text and use

it to form expectations (9A/4E,H,I)

(TEKS/ELPS)



Revised 1/12 41

Target(s) for the Week: Merge my prior knowledge (schema) with text clues to come up with an idea that is not explicitly stated by the author; Use the context clues to infer

the meaning of unfamiliar words and concepts; Infer from text features (visualize) as well as text words; 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

4 Column

Chart

Word /

Inferred

Meaning/

Text Clues/

Sentence

(pp. 6 in

Toolkit Book

4)

Connect & Engage: For the next few weeks, we are going to work on a

new strategy that builds on the questioning strategy. It’s called

“inferring” and it is at the heart of reading. We frequently answer our

own questions by making an inference. T&T for a moment – what does it

mean to infer? T elicits information from Sts. When writers write, they

don’t spill information onto the page; they leak it slowly so readers can

draw their own conclusions. This makes reading much more fun, and we

can use our inferring skills to figure out what is happening. This week,

we are going to practice inferring the meaning of unfamiliar words –

words that we don’t know by using the context clues (words in the text

surrounding the unknown word) and your background knowledge to help

figure out the meaning of unfamiliar words. You know math equations,

right? This is a Reading equation. T. writes BK + TC = I on Anchor

Chart. T. explains BK + TC = I. What do you know about earthquakes?

T&T. T elicits BK from Sts and then talks specifically about the San

Francisco earthquake of 1906. As I read a bit of this 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. And I need to think about our equation.

Model: Okay, I am going to show you this as we begin reading The

Earth Dragon Awakes: The San Francisco Earthquake of 1906 by

Laurence Yep, so watch what I do. I have a 4 column-chart to record my

thinking. T reviews the anchor chart and then reads the first seven

paragraphs. I think I would be scared! I noticed as I read the sentence

“The tenement creaks and groans...” I am not sure what tenement is, so I

think I will go back and read a few sentences before this one. Now I will

continue re-reading the sentence with tenement in it and the one after it.

I am inferring this word means house or an apartment. I know in

earthquakes not just things inside a house shake but the house itself

shakes. My mental image here is_____. T fills out the anchor chart. T

reads on and selects another word to model. What did you see me do?

How did I figure out the unfamiliar words? Sts share their observations.

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 does it mean to

infer?

T&T: What is your BK

about earthquakes?

Sts watch T infer meaning

of unknown words.

Sts share their observations

of the T as she inferred

meaning of unknown words.

Sts share

-What kinds of

questions are you

asking in your IR?

-What mental images

are you creating?

T observation and


T&T and share time.



Revised 1/12 42

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

BK + TC

= I

4 Column

Chart

Word /

Inferred

Meaning/

Text Clues/

Sentence

(pp. 6 in

Toolkit Book

4)

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 The Earth Dragon Awakes: The San Francisco

Earthquake of 1906

Model/Guided Practice: T begins on pp. 308 and models inferring of

unknown word “debris”. T asks Sts to T&T about “debris.” What do you

think it means? What helped you to think that? (BK, TC) T shared how

she inferred the word and jots down her thinking on the Anchor Chart

from Day 1. T helps Sts create a sentence using the word debris. T enters

information on the Anchor Chart from Day 1 as Sts write it on their think

sheet. 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 debris? 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 debris, see ______. T has Sts notice any other

unfamiliar words in the text as she reads further on. T & Sts stop to infer

meaning of other unfamiliar words using same process.

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.

Sts have their own or share

a copy of story and 4

column think sheet that

matches the anchor chart.


the word debris means?

Sts continue T&T as they

encounter other unfamiliar

words.

Sts share

-How do 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

BK + TC

= I

4 Column

Chart

Word /

Inferred

Meaning/

Text Clues/

Sentence

Connect & Engage: Yesterday we…Today we will continue reading our

historical fiction story The Earth Dragon Awakes: The San Francisco

Earthquake of 1906, 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 their own or share

a copy of story and 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 1/12 43

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

4

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 Riding the Rails 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 strategy 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.


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



share time.

Sts completed think

sheets on inferring of

unfamiliar words.

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 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 test?

T observation and


T&T and share time.

MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Book 4 -Infer Meaning, Lesson 10 Infer the Meaning of Words; *Lesson text-Day 1-3- Texas Journeys/Senderos student

anthology, pp. 304; ”; **Collaborative Practice Articles Day 4 - Source Book of Short Text (in Comprehension Toolkit) “Riding the Rails” pp. 95; Day 5: TAKS type passage; Think sheet pp. 71

Book 4 of Comprehension Toolkit




Revised 1/12 44

Target(s) for the Week: Use background knowledge and text clues to make a reasonable inference and draw a conclusion; Read with a focus question in mind; Use the facts to

infer an answer to a specific question; 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

Connect and Engage: Last week we learned an equation for inferring.

T&T to a partner, what is that equation and how do we use it to help us

as readers? You are right. Good readers use the text clues including the

text features and their BK to infer the meaning of words and to answer a

question they may have. Today we will take a look at an article called

*________ It is an article from _______.

Model: Good readers gather information from the text and from their

BK to help them infer. Text clues do not always need to be words. We can

use the photographs and other visuals the text provides. Let’s take a look

at those. T displays article on document camera for all Sts to view. T

begins by looking at _______. I am already noticing that ________.

Then when I look at the photo and read the caption I am inferring that

________. T invites Sts to look at the other text features on this page as

she reads them aloud. Sts T&T about what they are thinking. T listens in

and selects Sts to share their thinking. T models her inferences through

the rest of the text features, reading and discussing any headings or sub

headings. Sts again share their thinking about the article. So what are you

wondering most about? I am wondering _____________? This kind of

question is called an essential question. Essential questions are ones

that might come up in different situations again and again. We will

explore more in our reading tomorrow using our essential question.

Lesson recap: When good readers begin an article, they look at all the

text features not just the words. And when good readers wonder about

something not answered, they try to infer the answer by using the text

clues and their BK.

T&T: What does TC + BK

= I mean? How does it help

us as a reader?


about what you have learned

so far? What are you

wondering?

Sts share

-What unfamiliar words

have you had to infer

meaning for in your IR?

-How do you think

inferring helps you as a

reader?

T observations and

anecdotal notes for Sts

T&T and share time.




Revised 1/12 45

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

“Essential

Question”

Facts /

Inferences

Connect & Engage: Yesterday we used the text features of the article

*___________ to help us infer the meaning to some things we wondered

about. Good readers use text clues and their BK to infer meaning.

Model: Today I am going to read some of this article _________.

Remember we are reading with a question in mind: "__________?” I’m

going to write this question on the top of our chart. T tells Sts this is an

essential question – essential questions are ones that might come up in

different situations again and again. Watch me as I think aloud about this

essential question. I will jot down facts in the first column, and what they

lead me to infer in the second column. T reads article until she comes to

text evidence (fact) that will lead to an inference about the essential

question. T jots fact on chart. I am inferring that __________. T adds this

under “inferences” section. T reads on and makes another inference. T

has Sts T&T about what they might be inferring. T listens in and selects

Sts to share their thinking. Remember that we will have to read between

the lines when we read, and then draw conclusions by merging our

schema with the text. Reading is much more interesting when the reader

has to figure stuff out.

Lesson recap: When good readers have an essential question, one that

comes up over and over again in the text as they read, they need to infer

the answer. Using your BK and the TC helps you do this. Notice if you

are having any essential questions in your IR reading and make a note of

them in your reading journal.

T&T: What are you

inferring? What helps you to

think that?

Sts share

- What unfamiliar

words have you had to

infer meaning for in

your IR?

-How do you think


reader?

T observations and


T&T and share time.

3

“Essential

Question”

Facts /

Inferences

Connect & Engage: Yesterday we…Today we will continue to read and

infer about our essential question. You each have a copy of the article

and a two column think sheet to record your thinking.

Guided: T continues to read article, stopping after each paragraph to

give Sts time to T&T and write down a fact and their inference about that

fact. T works to end of the article. T scaffolds Sts who are having

difficulty. As we work, go back to our essential question. All of the facts

we gather and inferences we make should be related to this question.

Lesson recap: You are doing a fantastic job keeping the essential

question at the forefront as you find facts and make inferences. Good

readers understand that these kinds of questions help them focus as they

read, better understanding the text.

Sts have copies of the two

column think sheet with the

essential question written

across the top.

Sts write their facts &

inferences on their think

sheet.

T&T: What is your

fact/inference?

Sts share

-Have you ever had an

essential question in

your reading? Did you

try to infer an answer?

-How do you think


reader?

T observations and


T&T and share time.


with facts and inferences

on the essential question.




Revised 1/12 46

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

4

Connect & Engage: As good readers you have gathered many facts and

inferences about our question:_______________? Today we will spend

some time in groups sharing our facts and inferences and answering our

question.

Collaborate: T places Sts in groups and has them work in different parts

of the room to discuss their findings and to talk about whether the

disaster could have been prevented. T brings Sts back to share as a

whole group, facilitating the conversation about the essential question,

being sure that Sts are using text evidence when they infer.

Lesson recap: Good readers share their thinking with others. You did a

wonderful job of sharing your facts, inferences and having a discussion

about that essential question: “____________?” Begin to pay attention

when you read your IR books, looking for facts and making inferences

about those essential questions you are having. Use your reading journal

or sticky notes to track your thinking.


work in groups to share and

discuss their facts/inferences

to the essential question.

Sts share

-What were some of

your facts and

inferences?

-What is your thinking

about the essential

question? What

conclusion can you

draw?

-Why do you think it is

important to have an

essential question as

you read?

T observations and



share time.

5

Connect & Engage: Good readers understand the importance of

inferring as they read. Many times answers to our questions go

unanswered, but as good readers we know we can look for text clues and

use our BK to infer a possible answer. Today you will get a chance to

practice this on your own with a NF article or book.

Independent Practice: Sts will complete a short TAKS type passage

and questions on word meaning before beginning the other part of the

independent practice. T provides Sts with leveled non-fiction text (books

or magazine articles). Sts use their two-column think sheet to jot down

their thinking. Sts share what they read and inferred. T can encourage

Sts to think about and write an essential question if they have one.

Lesson recap: Visualizing and inferring are important strategies good

readers use to help them better understand the text they are reading.

Good readers understand that they must use the clues from the text and

their background knowledge to visualize and infer. Great Work! Be sure

to use these strategies in your IR.


read and write facts and

inferences on their think

sheet. Sts can use an

essential question if they

have one. Sts will share

their thinking with group.

Sts share

-What was your

essential question if you

had one?

-What facts and

inferences did you have

about your article?

-How does inferring

help you as a reader.

T observations and


independent practice and

share time.

Sts complete TAKS like

passage/questions on

word meaning

Sts completed think sheet

of facts and inferences

MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Book 4 Infer Meaning, Lesson 11 Infer with Text Clues

*Lesson text- Days 1-4: Nonfiction article that lends itself to an essential question that requires inferring. Possible resources: TIME for Kids; Kids Discover; Texas Journeys/Senderos NF article in the

student anthology; BOLD Print guided reading magazine; DO NOT use Titanic article-it is being used in 5th grade.

**Independent Practice Articles- Toolkit Text Grade 4-5; Kids Discover, Time for Kids, National Geographic for Kids

Think sheet pp. 72 Book 4 of Comprehension Toolkit




Revised 1/12 47

Target(s) for the Week: Use background knowledge and text clues to make a reasonable inference and draw a conclusion; Read with a focus question in mind and infer to come

up with an answer and draw a conclusion; Use the facts to infer an answer to a specific question; 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

Our

Questions

About

Saving the

Salmon

Connect & Engage: We will continue our inferring work this week in a

narrative NF text called Come Back, Salmon by Mary Cone. T&T, what

do you already know about salmon?

Model: This is what I am most wondering about "_______" so watch me

and notice what I do. The first thing I’ll do is look for the Table of

Contents and see if I can find a page about ________. Remember good

readers use the text features to help them when they are reading with a

question in mind and inferring. In addition to the Table of Contents, I’ll

skim and scan the headings on each page. The pictures help me a little

bit, too. Here’s a page called “_____” and another page called

“_____.” My BK tells me that these pages are not related to my question

so I’ll have to keep looking. Here’s “________". I’m inferring that I

might find out about_______ right here. T reads the page. I’m finding

text clues to help answer my questions. I’m going to jot this down on my

sticky note. I will use the information I learned but put this in my own

words. T writes information in her own words and reads it aloud to Sts.

What did you notice me do today as I read with my question in mind?

Sts share their observations in T&T and then with whole class. T

supports Sts if any parts were missed.

Lesson recap: Good readers sometimes a question they want answered,

so they read with that question in mind. They use the text features and

the text to help them infer if they are on the right track to finding the

answer to that question.

T&T: What do you already

know about salmon?


_____?

Sts observe T as she reads

with question in mind.

Sts share their observations

of the T's strategy.

T&T: What did you notice

the T doing as she read with

a question in mind?

Sts share

-Have you used

inferring to determine

any unfamiliar words

in your IR? What

strategies did you use?

-How did that help you

as a reader?

T observation and


T&T and share time.




Revised 1/12 48

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

Our

Questions

About…

Connect & Engage: Yesterday we activated our schema about ______ and

shared some questions we wanted to have answered. We know good readers use

the text features and the text to help them infer where the answer to the question

might be located in the text. Let’s continue our quest for answers in Come Back,

Salmon.

Guided Practice: I’m still wondering if _________. Let’s work together to see

what else we can find. T shows the book on the document camera or hands out

multiple copies to reading partners. Let’s work together to see if we can find any

additional information. T & Sts look at the headings and illustrations for the

answers to the question in mind and jot down their thinking as they find them. T

has Sts notice what they are doing when they read to answer a question. That’s

right, first you inferred, and then you checked the headings and illustrations to

see if it related to your question in some way. You combined your text clues with

your thinking and found evidence in the text. Finally, you put that information in

your own words on your think sheet. Did you have more than one answer?

Sometimes questions do have more than one answer.

Lesson recap: We know good readers use the text features and the text to help

them infer where the answer to the question might be located in the text.

Students have sticky note

think sheets or sticky notes

to record their thinking.

Sts share

-Have you used

inferring to determine

any unfamiliar words

in your IR? What

strategies did you use?

-How did that help you

as a reader?

T observation and


T&T and share time.

3

When we read

to answer a

question…

(anchor chart

created at

share time)

Connect & Engage: We worked together to gather some answers to the question

we had in mind as we were reading Come Back, Salmon. Good readers use the

text features and the text to help them infer where they might read to find the

answer to the question they have in mind. You all had many questions we have not

even gotten to, so today you will work in groups of 2 or 3, selects a question and

see if it can be answered. You might even have new questions as you read. If so jot

those down and you can work to answer those as well.

Collaborate: Sts work in groups of 3 or with partners to jot down questions and

then skim and scan to find the answers to their questions. Sts gather together at

the end of collaborative practice to share their thinking and to create a new anchor

chart with the strategies used to answer their questions. T listens in and scaffolds

Sts as needed. T facilitates the share time and writes strategies Sts used to help

them answer questions on a new anchor chart. (CTK Book 4 pp. 51)

Lesson recap: Fantastic job! You really know how to find the answers to your

questions. You looked for words in the headings, paid attention to the

illustrations, and used your BK and the text clues to come up with answer. You

even realized that some questions have more than one answer, and so questions

lead to more questions! This important strategy can be used when you are reading

NF in your IR.

Lesson recap: Good readers use the text features and the text to help them infer

where they might read to find the answer to the question they have in mind.

Collaborative Practice: Sts work in groups of 2-3 to

read with a question in

mind, using the text

features and text to infer

possible places to read in

the text to find the answer.

Sts may have more

questions as they read to

add to their think sheet.

Sts share

-What are the strategies

you used to find your

answers?

T creates anchor chart

as Sts share strategies.

T observations and



share time:

Assessment:

Sts complete sticky note

think sheet.

Did Sts

-ask authentic questions?

-read to find the answers

to their questions through

inferring?

-discuss the strategies

used to answer their

questions?




Revised 1/12 49

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

4

“Words of

Peace”

poem on chart

paper

(CTK Book 4

pp. 29)

Connect and Engage: For the next two 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

NF poem today called **“Words of Peace”. This poem makes me think

about _______ T&T about some things you know about ____ or the

thoughts you’ve had ________. 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 choices in words made by the poet. 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. “__________”. Hmmm. When I read

those words, I immediately asked myself a question. I wondered,

“________? Since I don’t have answer right now, I will just write my

question here on the chart next to those words. T reads the next line of

the poem “_______”. I think I will stop and think more carefully about

the word “_______”. Clues around the word don’t seem to be helping

me. I have some BK… (T shares BK) So I think it means _________. T

describes any mental image using “I visualize…”.When we comprehend

specific words and vocabulary in the text it helps our understanding of

the text as a whole. T shares when she finds answer to question she

couldn’t answer earlier. T draws an arrow from that part of poem back to

that line. These words are much more meaningful to me now that I have

wondered and inferred about them.

Guided: T and Sts think through another part 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 to help 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?

Sts share


about inferring?

T observation and


T&T and share time.




Revised 1/12 50

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

5

Connect & Engage: You really seemed to enjoy working through the

poem **“Words of Peace". Today you will get a chance to infer another

part of this poem. T&T about the strategies we used to infer the meaning

of yesterday’s poem. Sts share and T fills in any missing strategies. As

you work on your own with another part of this poem, apply these very

strategies. After you finish we will share our thinking.

Collaborate: T distributes copies of poem if Sts do not have copies. 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: You all have done a good job of inferring to better

understand the poet's intentions of this poem. You understand the 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 learn 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 “Words of Peace” so far?


work on own 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


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 1-3 Comprehension Toolkit by Harvey & Goudvis, Book 4 Lesson 14 “Read with a Question in Mind”

Days 4-5: Comprehension Toolkit by Harvey & Goudvis, Book 4 Lesson 12 “Tackle the Meaning of Language”

Suggested Lesson Text: Days 1-3 *Come Back, Salmon by Mary Cone or other non-fiction books with text features Sts can use to make inferences. This book is available for

preview on Google Books (pp. 1-15)

Days 4-5: Toolkit Texts Grades 4-5, pp. 20-21 “Words of Peace” ; All the Small Poems and Fourteen Others by Valerie Worth, pp. 90 “Kite” or other non-fiction poems Sts can

use to infer meaning. Interactive Read Alouds by Linda Hoyt has several poems that could be used.

Do Not use poems recommended in CTK Lesson 14, they are being used in 3rd

grade



Revised 1/12 51



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

• Make inferences about the text and use

textual evidence to support

understanding (Fig. 19D)

• Describe the interaction of characters

including their relationships and the

changes they

undergo (6B/4J,I)

• Infer characters’ feelings and emotions

from descriptions, what they do or say,

and what others think about them (6B,

Fig. 19D/4J,I)

• Continue to use the context to infer the

meaning of unfamiliar words or multiple

meaning words and concepts (2B/1F,

4F)


reader (Fig. 19D)

• Make inferences about the text and use textual

evidence to support understanding (Fig. 19D)

• Infer characters’ feelings and emotions from

descriptions, what they do or say, and what

others think about them (6B, Fig. 19D/4J,I)

• Hypothesize underlying motivations of

characters that are not stated (6B, Fig.

19D/4J,I)


(Fig. 19D)

• Make inferences about the text and use

textual evidence to support understanding

(Fig. 19D)

• Describe explicit and implicit relationships

among ideas in texts organized by cause

and effect, sequence or comparison (11C,

Fig. 19D/4J)


(Fig. 19D)

Rea

din

g H

abit

s


texts and provide evidence from the text

to demonstrate understanding (18C/5F)






(9A/4E,H,I)



• Write responses to literary or expository texts

and provide evidence from the text to


• 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) (9A/4E,H,I)

• Recognize the genre of the text and use it to

form expectations (9A/4E,H,I)









(9A/4E,H,I)



(TEKS/ELPS)



Revised 1/12 52

Target(s) for the Week: Make inferences about text and use 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 do or say, and what others think about them; Continue

to use the context to infer the meaning of unfamiliar words or multiple meaning words and concepts; 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

/interactions

Character/Changes

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

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

How many of you have read a book that you felt like you knew the

characters? It makes the book exciting doesn’t it? T&T about a

character in one of your IR books. We can use what we learn about the

characters to describe them and the changes they undergo. Using the

descriptions by the author as well as the actions and thoughts of the

characters, we can infer their feelings and emotions. Today we will

focus our attention on the characters in our book, looking for how they

act and think throughout the text as we read Coolies by Yin

Model: T begins to read book, stopping to infer meaning of the word

“kowtow”. I am not sure what that word means…When I read on I do

not find any clues so let me re-read the sentence this word is in.

Hmmm when I look at the picture and read the words “crouch on our

knees and kowtow” I am inferring that “kowtow” is like bowing down.

I have seen people in different religions bow down when they are

worshipping or praying. So using the text clues and my schema I think

it means to bow down. (Note: as unfamiliar words come up in text, be

sure to continue to model or guide Sts to stop to infer the meaning like

example given here). T can give this word to a word keeper. T reads

rest of the page and the next page. From the clues in the text I am

inferring that Shek feels very responsible for his family’s well being.

He seems like he is the father-figure or man of the house. The words “I

will send money home and our family will starve no more….take care

of Little Wong.” As good readers we must think about the characters

using the text clues from the author. Understanding the characters

helps us understand the deeper meaning of the text we are reading.

Watch me think out loud as I read more of the text. T continues to read

the text, stopping to describe the interactions of the characters or to

infer the characters’ feelings and emotions. T has Sts T&T about what

they saw her doing. T records character interactions, feelings and

emotions on the anchor chart.

Lesson recap: Good readers understand just how important it is to

notice the characters in the story. They know they must use the text

clues from the author to describe the characters’ interactions and to

infer characters’ feelings and emotions throughout the text. Good

readers also notice when a word is unfamiliar and apply strategies to

solve the word so they can better understand the text.

T&T: Share one character

you really enjoyed in one of

your IR books. Describe the

character to our partner.

T&T: What did you see me

doing as I read some of the

text?

Sts share

-What unfamiliar words

have you encountered in

your IR? What has

helped you figure out

the meaning of the

word?

2 Column chart

Character/feelings

/emotions

/interactions

Character/Changes



Revised 1/12 53

D

A

Y



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

&

3

2 Column chart

Character/feelings

/emotions

/interactions

Character/Changes

Connect & Engage: Yesterday we began to take a look at the characters

in our story Coolies by Yin. We know good readers think about the

characters and how their interactions, emotions and feelings have an

impact on the story. Today you will get a chance to share your thinking

about our characters as we continue to read. You will have a think sheet

that matches the anchor chart to record your thinking.

Model/Guided: T begins the book again and models at least one character

inference before Sts join in. T records character feeling/emotion on anchor

chart. T continues to read and stops at various points to allow Sts to T&T

about character interactions, feelings and emotions. Sts should be jotting

their thinking on their think sheet. T records responses shared by Sts

selected after the T&T. (Note: Day 2 & 3 will be the same process.) T

facilitates the sharing focus discussion. T reads about ¼ of the text each

day.

Lesson recap: You are really doing a great job of understanding how

important it is to notice the interactions, feelings and emotions of the

characters in our book Coolies. Good readers know that this work helps

bring deeper meaning to what they are reading.

Sts record their thinking on a

think sheet that matches the

anchor chart.

T&T: What are you thinking

about the character(s)?

Sts share

-What is something you

are thinking about

(inferring) the character

in our story?

2 Column chart

Character/feelings

/emotions

/interactions

Character/Changes

4

2 Column chart

Character/feelings

/emotions

/interactions

Character/Changes

Connect & Engage: Yesterday we…As we finish our book today and

continue to study the characters' interactions, emotions and feelings, I

want you to also think about any changes the characters have made in

their actions, thinking or personality since the beginning of the book.

Guided: T reads through to the end of the book, stopping to allow Sts to

T&T. Sts record their thinking on their think sheets. T models her

thinking about how a character has changed since the beginning of the

story. (e.g.)When Shek is lost in the snow, Wong takes on the role of

“brave, care-taker brother” where as most of the story Shek took care of

him. The text tells us that Wong keeps looking for his brother even though

the boss tells him to go back to work. Wong gives his brother the brown

smock he was wearing to help warm him up. Wong cares for Shek until he

is well. T records this thinking in the Character/Changes section of the

anchor chart. At the end of the book, T gives Sts time to T&T and then

facilitates the sharing focus question. T records Sts responses on the

anchor chart.

Lesson recap: Your thinking about the characters in this book was

amazing! By noticing the characters interactions, feelings and emotions

you were able to think more deeply about the story and really understand

it better. This is what good readers do, so as you continue to read in your

IR books, think more deeply about the characters of your stories- their

interactions, feelings and emotions so that you can better understand the

story over all. Be sure to ask yourself “What changes did the characters in

my book undergo?” How are they different than when the story began?”


think sheet much like the

anchor chart.



T&T: What changes did the

characters in our story

undergo? How are they

different than they were at eh

beginning of the story? Be

prepared to share your

thinking with the class.

Sts

Share

-What changes did the

characters in our story

undergo? How are they

different than they were

at the beginning of the

story?

2 Column chart

Character/feelings

/emotions

/interactions

Character/Changes



Revised 1/12 54

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

5

Connect & Engage: We have been practicing strategies for

inferring the feelings and emotions of the characters as we read.

While this strategy stays the same, when a test maker presents

questions about character feelings, emotions and motivations on a

test, the format looks different. Let me show you.

Model: T projects TAKS (STAAR) type passage with questions

on character feelings with the document camera. T and Sts read

through the passage. T shows how question is asked and how the

answer choices are presented. As the reader, we need to go back

into the passage and look specifically at that character’s feeling

or emotion determined by the test maker’s question. T models how

to go back into the passage and use strategies to infer the character

motivation, feeling or emotion to answer the question stem.

Independent: Now you will get an opportunity to try this on your

own using this same passage and answering the remainder of the

questions. Don’t forget to use the text clues to help you infer the

character trait. T moves around room as Sts work independently.

Independent Practice: Sts use the TAKS

(STAAR) type passage to

answer the remainder of

the character trait

questions.

St share

-How does inferring


-with unfamiliar

words?

-with character

interactions, feelings

and emotions?

Sts independent

practice passage and

questions.

MATERIALS: Days 1-4: Suggested Lesson Text: Coolies by Yin; or a text that contains opportunities for Sts to infer characters interactions, feeling and emotions and to see

changes the characters undergo within the story; a lengthier text that can be used for 4 days or 2 shorter texts so the process can be repeated. Possible Titles: Snowflake Bentley by

Jacqueline Briggs Martin; Silver Packages by Cynthia Rylant; An Orange for Frankie by Patricia Polacco; One Candle by Eve Bunting.

Day 5: TAKS (STAAR) type passage with questions on character traits; or a fiction piece of text with T developed questions on character traits using the TAKS (STAAR)

questions stems for TEK 6B.




Revised 1/12 55

Target(s) for the Week: Make inferences about text and use textual evidence to support understanding; Infer characters’ feelings and emotions from descriptions, what they do or

say, and what others think about them; Hypothesize underlying motivations of characters that are not 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

Character/feelings

/emotions

/interactions

Character/

Motivations

Or

Character Map

(e.g. pp. 131 of

Interactive Read

Aloud by Linda

Hoyt or select

your own

character map)

Connect & Engage: Last week we began looking at and thinking

about character interactions, feelings and emotions. We know as

good readers noticing these traits about the characters, helps us

to gain a deeper understanding of the story. In addition to the

character traits we looked at last week, we will hypothesize

(infer) underlying motivations of the characters. Why did the

character do what they did or say what they said. T&T for a

moment about a character from your IR.

Model: (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.) The book I have

chosen for us to spend time reading and discussing this week is

called Sparrow Girl by Sara Pennypacker. In this story set in

China, a young girl works to save the sparrows as the adults in

her village try to get rid of them all. T begins to read the book,

stopping at the end of the first page. Ming-Li’s Older Brother

seems very determined or motivated to get rid of the sparrows. I

wonder where his motivation comes from? T reads to end of

second page I am thinking that Ming-Li wants to help her father

with the grain because if there is enough grain, then they will not

have to get rid of the sparrows. Her motivation is to save the

sparrows not just be helpful to her father. T can chart character /

motivation on anchor chart. T continues to read, stopping to infer

character feelings, emotions and interactions as well as

motivations. T invites Sts to T&T about the text. T listens in to

Sts conversation. T records inferences made about character traits

and motivations on anchor chart.

(T reads ¼ of the book for today’s lesson)

Lesson recap: Good readers understand just how important it is

to notice the characters in the story. They know they must use the

text clues from the author to describe the characters’ interactions

and to infer characters’ feelings and emotions throughout the

text. Good readers also notice the motivations of the characters-

why the character does or says something, especially when it is

not explicitly stated by the author.

T&T: Share one character

you really enjoyed in one

of your IR books. What are

some of their character

traits?

T&T: about character

feelings, emotions,

interactions and

motivations.

T&T: What did you see

me doing as I read some of

the text?

Sts share

-What unfamiliar

words have you

encountered in your

IR? What has helped

you figure out the

meaning of the word?

T observation and


T&T and share time.




Revised 1/12 56

D

A

Y



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

&

3

2 Column chart

Character/feelings

/emotions

/interactions

Character/

Motivations

Or

Character Map

(e.g. pp. 131 of

Interactive Read

Aloud by Linda

Hoyt or select your

own character map)

Connect & Engage: Yesterday as we read Sparrow Girl by Sara

Pennypacker you watched as I read and modeled how to use the text clues

and my schema to infer the underlying motivations of Ming-Li and Older

Brother. Today you will get a chance to share your thinking about our

characters as we continue to read. You will have a think sheet that matches

the anchor chart to record your thinking.

Model/Guided: T begins the book again and models at least one character

feeling or emotion / motivation before Sts join in. T records character

feeling/emotion on anchor chart. T continues to read and stops at various

points to allow Sts to T&T about character interactions, feelings, emotions

or motivations. Sts should be jotting their thinking on their think sheet. T

records responses shared by Sts selected after the T&T. (Note: Day 2 & 3

will be the same process.) T facilitates the sharing focus discussion. T reads

about ¼ of the text each day.

Lesson recap: You are really doing a great job of understanding how

important it is to notice the interactions, feelings and emotions of the

characters in our book Sparrow Girl. Good readers know that this kind of

thinking helps bring deeper meaning to what they are reading.


think sheet that matches the

anchor chart.

T&T: What motivation do you

see in that character? What is

that motivation linked to? What

evidence in the text is helping

you to support your thinking?

Sts share

-How does inferring a

character’s motivations




share time.

Sts think sheet containing

character feelings, emotions

and motivations

4

2 Column chart

Character/feelings

/emotions

/interactions

Character/

Motivations

Or

Character Map

(e.g. pp. 131 of

Interactive Read

Aloud by Linda

Hoyt or select your

own character map)

Connect & Engage: Yesterday we…As we finish our book today and

continue to study the characters interactions, emotions and feelings, I want

you to also think about the underlying motivations characters had for their

actions.

Guided: T reads through to the end of the book, stopping to allow Sts to

T&T. Sts record their thinking on their think sheets. T models her thinking

about the underlying motivations of one character in the story. (e.g. Older

Brother agrees with the village leader and the older men that sparrows were

the enemy and he worked hard to get rid of them until the firecrackers also

injured his pigeon. While Older Brother does not want to disobey the leader

of the village, he sees the destruction that has been caused. His motivation is

now to help Ming-Li save the sparrows that drop from the sky that have not

yet died.) T records this thinking on the anchor chart. At the end of the book,

T gives Sts time to T&T and then facilitates the sharing focus question. T

records Sts responses on the anchor chart.

Lesson recap: Your thinking about the characters in this book was

amazing! By noticing the characters interactions, feelings, emotions and

underlying motivations you were able to think more deeply about the story

and really understand it better. This is what good readers do, so as you

continue to read in your IR books, think more deeply about the characters of

your stories- their interactions, feelings, emotions and their underlying

motivations so that you can better understand the story over all. Be sure to

ask yourself “What were the underlying motivations of the characters?”

How did that motivation effect the story?”


think sheet much like the

anchor chart.



T&T: What underlying

motivations did you find in the

characters in our story? How

did that motivation better help

you understand the story?

Be prepared to share your

thinking with the class.

Sts

Share

-What underlying

motivations did you find

in the characters in our

story? How did that

motivation better help you

understand the story?



share time.

Sts think sheet containing

character interactions,

feelings, emotions; and

motivations.




Revised 1/12 57

D

A

Y



Student Outcomes)



be doing?



and/or Reading

Workshop.)


students know it?)

Graded/Ungraded

5

Connect & Engage: We have been practicing strategies for inferring the

feelings and emotions of the characters as we read. This week we also looked

for the underlying motivations of the characters in fiction. There are

underlying motivations in NF as well. We can infer the underlying motivations

of the people in new articles and NF books. Today we will read an article titled

“The Struggle for Equal Rights”. This topic has many underlying motivations

from the many different groups of people it affected.

Independent: T & Sts read through the article together. As we read this think

about the underlying motivations of the people in this article as well as those

who were opposed to the idea of equal rights. You will use the think sheet to

record your response about the underlying motivations. You will also answer

the multiple choice questions on word meaning and making inferences. T

moves around room as Sts work independently. T facilitates the sharing focus

as Sts share their inferences about the underlying motivations of the people in

the article.

Sts have a copy of the

independent article “The

Struggle for Equal Rights”

and the think sheet.

Independent Practice: Sts use

the article passage to answer

the multiple choice questions

and respond to the article about

the underlying motivations of

the people in the article and or

those opposed to the idea of

equal rights.

Be prepared to share your

answer with the class.

St share

-What underlying

motivations were you able

to infer about the people

in this article.

-How does inferring help

you as a reader?

-with unfamiliar words?

-with character

interactions, feelings and

emotions?

Sts independent practice

passage response and

questions.

Sts Assessment:

-Can Sts identify the

underlying motivation of a

character/person?

-Can Sts use inferring to

determine word meaning?

-Can Sts text clues and

schema to infer the feelings

and emotions of a

character/person?

MATERIALS: Interactive Read Aloud Grades 4-5 by Linda Hoyt; pp.129 Character Development (anchor chart pp.131 and some general ideas where taken from this lesson)

Day 1-4: Suggested Lesson Text: Sparrow Girl by Sara Pennypacker or Other Possible Titles: Ruby Bridges – several versions available; Sixteen Years in Sixteen Seconds: The

Sammy Lee Story by Paula Yoo; One Candle by Eve Bunting; Snowflake Bentley by Jacqueline Briggs Martin

Day 5: Independent Practice response Toolkit Texts by Harvey & Goudvis, pp. 19 “The Struggle for Equal Rights”

See attached Assessment example for Day 5

Assessment Example – 4th

Grade –Week 17

Humble ISD 2011-2012 4th Grade 58 Unit 6, Weeks 16-18

Revised 1/12

The Struggle for Equal Rights

Name Date

1. In paragraph 2, the word segregation means –

A. allowing people of different color to go to

school together

B. separating people because of skin color

C. dancing in the park

D. separating people because of their clothing

2. In paragraph 1, Montgomery, Alabama is

called the cradle of the civil rights movement

because –

F. It is shaped like a cradle.

G. It is in the south.

H. It is where Martin Luther King was born.

J. It is where Rosa Parks refused to give up her

seat, which was the beginning of the civil rights

movement.

3. Blacks couldn’t eat in certain restaurants or

sit in certain sections of trains, buses, or

movie theaters because –

A. sometimes black children were not allowed to

go to school with white children.

B. laws and customs at that time denied African

Americans many of the freedoms that white

people enjoyed.

C. black people were not allowed to vote.

D. the civil rights movement decided to protest the

injustice of segregation.

4. Create a written response about the

underlying motivations of the people in the

article or of the people not in favor of equal

rights.




Revised 1/12 59

Target(s) for the Week: Make inferences about text and use textual evidence to support understanding; Describe explicit and implicit relationships among ideas organized by

cause and effect, sequence, or comparison; 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

Definition

chart for

cause/effect

comparison

sequence

3 Column

chart

Text/

Relationship

of ideas/

Organizational

Structure

(or T can

determine

own anchor

chart)

Connect & Engage: We have been using our schema and the text

clues to make inferences about the text including the interactions,

feelings, emotions and motivations of the characters in those

texts. This week we will be taking a closer look at the

relationships among ideas in a text - the way a text is organized

using cause and effect; comparison and/or sequence. We have

talked about this briefly in our Unit of Study on Explanatory

Writing, but here we will explore the relationships among the

ideas within a text as readers.

Model/Guided: The way relationships among ideas in a text can

be shared by the author include cause and effect, comparison and

sequence. Let’s review these for a moment. T and Sts discuss the

meaning of each as T creates definition anchor chart. T projects

the “backpack” article using the document camera. T reads article

as Sts follow along. Now that we have read this article, let’s go

back and think about the relationships among the ideas in this

text. I noticed the author shares what can happen when your

backpack is too heavy in paragraph two. T re-reads the

paragraph. The relationship among ideas is that a heavy

backpack can lead to health related problems so this is cause and

effect.

Guided: T can use another article for guided practice (“Man

Survives Scorpion Attack on Plane”) and have Sts participate in

determining cause & effect.

Lesson Recap: Good readers use their schema and the text clues

to make inferences while they read. They must also notice the

relationships among ideas within the text. Authors use

organizational structures such as cause and effect, comparison

and sequence to show this relationship among ideas. Sometimes

the author shares this with us explicitly and other times as

readers we must infer this.

T&T: Share your

definition of cause and

effect, comparison and

sequence with your

partner.

T&T: Did you notice any

relationship among ideas

using cause and effect?

Sts share

-Reading responses

from IR expository

text.

T observation and


T&T and share time.




Revised 1/12 60

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

Definition chart

for cause/effect

comparison

sequence

3 Column chart

Text/

Relationship of

ideas/

Organizational

Structure

(or T can

determine own

anchor chart)

Connect & Engage: Yesterday we began to look the relationships among ideas

within a text. Authors use organizational structures such as cause and effect to

show those relationships. Today we will explore some of the other structures that

help us see the relationships among ideas within a text.

Model/Guided: T projects article/text on document camera (Sts may also have

their own copy). Today we will look at another text called The Moon and You. We

will not read the whole text but just a small section to see how the author shows

us the relationships among ideas within the text. T and Sts read a portion of text.

T models comparison as an organizational structure in the text and how it can

show relationships among the ideas in the text. T reads a portion of the text and

allows Sts to T&T. T listens in on pairs of Sts as they share their thinking. T

records selected St responses on anchor chart. T may choose article such as “Food

pyramid out, 'My Plate' in for nutrition” as another selection for the lesson.

Lesson recap: Many times the author will explicitly show the reader the

comparison of ideas in a text. But at other times, as good readers, we must infer

the relationship of the ideas within a text. This includes the organizational

structure of comparison, as well as cause & effect and sequencing. As you read

your IR books – both fiction and NF- look for relationships among the ideas in the

text and see if you can identify the type of organizational structure the author is

using.

T&T: What other

organizational structures

besides cause and effect could

be used to show relationships

among ideas?

T&T: What comparisons are

you noticing the author make?

Was it stated by the author or

did you have to infer it? What

helped you make the

inference?

Sts share

-Reading responses from

IR expository text.


notes on Sts T&T and share

time.

3

Connect & Engage: Yesterday we…Today we will continue to look at the

relationships among ideas in NF. So far we have covered the organizational

structures of cause & effect and comparison. What other organizational structure

did we define earlier this week? What do you think of when you hear sequence?

Model/Guided: When you think of sequence you may think of a numbered order of

events or steps. You may think of words like first, next, then and finally. When

authors do this, we say it is explicitly stated in the text. But there are times when

the relationship among ideas is organized using sequence in a way that must be

inferred by the reader. The author shared the steps or events in order without

using the explicit language of sequencing and we must infer that the events or

steps must happen in this order. This occurs in both fiction and NF. T uses

document camera to project article “Firefighters help goat who got stuck in pipe”.

Sts may have their own copy as well. T reads article and takes Sts to section

where firefighters free the goat. While the author does not list the steps, he uses

sequence to show that the firefighters had do what they did in that order in so they

could free the goat. T & Sts use another article containing implicit sequences in

order for Sts to practice. T has Sts T&T about the places they notice the author’s

implicit use of sequence. T records on anchor chart.

Lesson recap: Good readers use the text clues and their schema to infer many

things in a text. Included in this work is describing the relationship among ideas

in a text. To do this we must also understand the organizational structures that

can be used. You have done a nice job describing how cause & effect, comparison

and sequence can be used to identify those relationships among ideas in the text.

Optional:

Sts have copy of article/text

used for lesson. (optional)

T&T: Where in the article did

you notice the implicit use of

sequence by the author?

Sts share

-How is inferring the

relationships among ideas

in the text helping you as a

reader?


notes on Sts T&T and share

time.




Revised 1/12 61

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

4

Connect & Engage: All week we have looked at NF articles to identify the

relationships among ideas in a text. Today as we think about the

organizational structures authors use to identify those ideas, we will use a

fiction text. (Note: T selects a fiction text that has been previously read to the

Sts. Text is being used to practice the same strategies used this week in NF)

Guided: As I read from The True Story of the Three Little Pigs, we will think

about the relationship among the ideas of the text and how they author uses

the organizational structures to help with this. T and Sts review the

definition chart and or some of the examples of cause & effect, comparison

and sequence. T stops to allow Sts time to T&T and share their thinking. T

may not have time to read the whole book but may choose sections of text

that represent the organizational structures identified this week and how they

help the reader identify the relationship among ideas in the text.

Lesson recap: You are doing an amazing job, identifying the relationship

among ideas in text. You understand the importance of this as readers. Be

sure to apply this strategy as you read your IR reading books, in both fiction

and NF.

Sts have a think sheet to

record their thinking (think

sheet should mirror the

anchor chart used this week)

T&T: What is the

relationship among ideas?

What organizational structure

did the author use to help

you? Did you have to infer or

was it stated in the text?

Sts share

-How is inferring of the

relationships among

ideas in the text helping

you as a reader?

T observation and

anecdotal notes on Sts T&T

and share time.

Sts think sheet responses.

5

Connect & Engage: This week we have… Today you will get a chance to

practice this on your own reading an article called “No horse teen rides

jumping cow.”

Independent: T provides Sts with copy of article and think sheet. Today as

you read this article, I want you to be thinking about the relationship among

ideas in the text and the organizational structure the author uses to get that

idea across.

T moves around the room, topping to conference with Sts about their

thinking. (The article should contain at least 2 of the organizational structures

practiced this week)

Lesson recap: Good readers are responsible for their thinking as they read.

Authors do not always explicitly state things they want the reader to

understand. Good readers must infer using their schema and the text clues.

Inferences good readers make may include character feelings, emotions,

interactions and motivations. It must also include the relationship among the

ideas of the text and the organizational structure the author uses to get that

idea across.


have copy of article and think

sheet to record their

responses.

Sts share

-What relationship

among ideas were you

able to identify? What

organizational structure

did the author use?

-How does this strategy


T observation and



share time.

Sts think sheet responses.

St Assessment

-Can Sts identify

relationships among ideas

in a text?

-Can Sts explain how

inferring helps them as a

reader?

MATERIALS: Suggested Lesson Text: The Moon and You; The comet and You; The Big Dipper and You; The Rainbow and You by E.C. Krupp; www.tweentribune.com/node/867190 -

backpack article; www.tweentribune.com/content/man-survives-scorpion-attack-plane; www.tweentribune.com/content/food-pyramid-out-my-plate-healthy-

eating;www.tweentribune.com/content/firefighters-help-goat-who-got-stuck-pipe;

www.tweentribune.com/content/no-horse-teen-rides-jumping-cow

Day 4: Familiar text that contains the organizational structures of cause & effect, comparison, and sequence. (e.g. The True Story of the Three Little Pigs)



Revised 1/12 62



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

• Describe interactions of characters,

including their relationships and the

changes they undergo (6B/4J,K)

• Infer characters’ feelings and emotion

from descriptions, what they do or say

and what others think about them (6B,

Fig. 19D/4J,K)

• Make inferences about text and use

textual evidence to support

understanding (Fig. 19D)


reader (Fig. 19D)

• Understand the difference between plot and

theme (3A, Fig. 19D/4G,I)

• Infer to surface the big ideas/themes supported

by evidence from the text (3A, Fig. 19D/4G,I)

• Summarize and explain the lesson or message

of a work of fiction as its theme (3A, Fig.

19D/4G,I)


(Fig. 19D)

• Infer to surface the big ideas/themes

supported by evidence from the text (3A,

Fig. 19D/4G,I)

• Summarize and explain the lesson or

message of work of fiction as its theme

(3A, Fig. 19D/4G,I)


(Fig. 19D)

Rea

din

g H

abit

s









(9A/4E,H,I)











• Recognize the genre of the text and use it to

form expectations (9A/4E,H,I)









(9A/4E,H,I)



(TEKS/ELPS)



Revised 1/12 63

Target(s) for the Week: Describe the interactions of characters including their relationships and the changes they undergo; infer characters’ feelings and emotions from

descriptions, what they do or say, and what others think about them; Continue to use the context to infer the meaning of unfamiliar words or multiple

meaning words and concepts; Explain how inferring helps me as a reader. Make inferences about text and use textual evidence to support

understanding; make 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

Character/feelings

/emotions

/interactions

Character/Changes

Connect & Engage: In our last Unit of Study, we spent time

thinking about and inferring the interactions, feelings and

emotions of characters and their relationships and changes they

sometimes undergo within the story. This week we will look at

this again using a drama or play. We know as good readers we

must think about the structural elements of a play – stage

directions, scenes and dialogue. Because most of the story is in

dialogue format, we need to pay attention to the speakers in

order to infer the interactions, emotions and feelings of the

characters.

Model/Guide: The drama or play we are going to be reading is

called “Save Timber Woods!” Let’s look at the cast of

characters and dialogue parts of this play. T and Sts review

information along with the setting and stage directions. T begins

to read with text project electronically or Sts can share copies of

the student edition to follow along. T stops at part when Gina

has grabbed a broom to scare deer away. Based on Gina’s

interaction with the deer, I am inferring that something must

have happened to make her dislike the deer. She seems quite

upset by it. T and Sts work through Scene I. Remember to focus

on the stage directions and dialogue, using the text clues to

make your inferences about the characters’ interactions,

feelings and emotions. Begin to look for signs of any changes

one or more of the characters might be undergoing. We know

that this usually happens in a fiction text. T reads the text and

has Sts T&T to share the thinking they have recorded on their

think sheet. T facilitates whole group discussion and records

thinking on anchor chart.

Lesson recap: Good readers understand that in drama they

must pay attention to structural elements like stage directions,

scene changes and especially the dialogue in order to infer the

interactions, feelings and emotions of the characters in that

drama or play.

Sts have a think sheet that

matches the anchor chart

to jot their own

inferences about the

characters’ feelings,

interactions and

emotions. Sts do this as

the T reads the text.

T&T: What are you

inferring about Gina?

T&T: What inferences

have you made about a

character’s interactions,

feelings and emotions?

What part of the text

helped you to do that?

Sts share

-Have you noticed the

use of cause & effect,

sequence or

comparison in your

IR texts? What

organizational

structure did the

author use? How did

it help you as a

reader?

T observation and


Sts T&T and share

time.



Revised 1/12 64

D

A

Y



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

2 Column chart

Character/feelings

/emotions

/interactions

Character/Changes

Connect & Engage: Yesterday we…Today you will get a chance to

work in a collaborative group to share your thinking about the drama

“Save Timber Woods!” You have done a great job so far making

inferences about the characters interactions, feelings and emotions.

T&T about what you think might be the characters’ plan of action in

this next scene.

Collaborate: I will read through Scene II as you follow along. Then

you will work with your group, re-reading the text and each jotting

down your inferences about the characters’ interactions, feelings and

emotions. Be sure to use the text clues in the stage directions and

especially the dialogue to help you make inferences. Discuss as a

group any changes you notice a character undergoing and why they

might be changing. T confers with each group supporting them as

needed. T facilitates the whole group sharing focus at the end of the

lesson.

Lesson recap: Wow! You did a great job working together to share

your thinking and the reasons behind them. You were able to use the

elements of drama as clues to help you infer the characters’

interactions, feelings and emotions. This is what good readers do.

T&T: What do you predict

the characters might do?


work with a group to re-read

Scene II and records their

inferences on their

individual think sheets,

noting the evidence that

supports the inference. Sts

should be prepared to share

their thinking with whole

group.

Sts share

-Were your predictions

about what would

happen in Scene II

confirmed? If not, what

happened differently?

-What inferences did

you make in Scene II

about the characters’


and emotions? What

helped you to infer that?

-Did any character show

signs of changing?

What were those signs?

T observation and

anecdotal notes from the

Sts collaborative practice

and share time discussion.

Sts completed think

sheets.

3

2 Column chart

Character/feelings

/emotions

/interactions

Character/Changes

Connect & Engage: You did such a great job with your thinking in

your collaborative groups yesterday, I can see you are ready to try this

on your own. Today we will finish our play by reading Scene III. T&T

about how you think this drama will end.

Independent: I will read Scene III while you begin to jot your thinking

about the characters’ interactions, feelings and emotions. You can

always go back and re-read to add more thinking once you begin to

work independently. Be sure to use the stage directions and the

dialogue to help you make your inferences. Also look for changes in

any of the characters. Did their thinking, feelings or actions change

over time? If so, what were the factor/factors that helped with this

change? T reads Scene III and then Sts work independently to make

their inferences and note changes in any of the characters. T confers

with Sts as they work. T facilitates the sharing focus.

Lesson recap: Excellent work readers! You really understand the

importance of using text cues to infer the interactions, feelings and

emotions of the characters in a story or play. When good readers take

the time to make these kinds of inferences, they are getting a deeper

meaning from the text. Be sure you are using this strategy in your

independent reading so that you are able to deeply understand your

book.

T&T: Predict how you

think the play will end?

Sts share

-Were your predictions

about what would

happen in Scene III

confirmed? If not, what

happened differently?

-What inferences did

you make in Scene III

about the characters’


and emotions? What

helped you to infer that?

-Did any character show

signs of changing?

What were those signs?

T observation and

anecdotal notes from the

Sts independent practice

and share time discussion.

Sts completed think

sheets.

Sts Can

-infer the interactions,

feelings and emotions of

characters using text

clues

-infer the changes

characters undergo and

the reason they changed



Revised 1/12 65

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

4

Connect & Engage: We have been practicing strategies for

inferring the feelings and emotions of the characters as we read.

While this strategy stays the same, we know that on a test like

STAAR, test maker presents questions about character feelings,

emotions and motivations so the format looks different. We

reviewed this a few weeks ago and we will revisit it again today.

Model: T projects (STAAR) type passage with questions on

character feelings with the document camera. T and Sts read

through the passage. T reviews how a question is asked and how

the answer choices are presented. As the reader, we need to go

back into the passage and look specifically at that character’s

feeling or emotion determined by the test maker’s question. T

reviews how to go back into the passage and use strategies to infer

the character motivation, feeling or emotion to answer the

question stem.

Independent: Now you will get an opportunity to try this on your

own using this same passage and answering the questions. Don’t

forget to use the text clues to help you infer the character trait. T

moves around room as Sts work independently.

Lesson recap: Good readers need to know how to apply the

strategy of inferring character traits in different reading situations

like reading for pleasure or taking a test.

Independent Practice: Sts use a (STAAR) type

passage to answer the

remainder of the

character trait questions.

St share

-How does inferring


-What have you

inferred about the

traits of the characters

in your IR book(s)?

T observation and


independent practice

and share time.

Assessment:

Sts independent

practice passage and

questions on character

traits.

Sts can

-Infer the characters’

traits using clues from

the text.



Revised 1/12 66

5

Connect & Engage: How many of you have enjoyed reading

poetry in both reading Workshop and Writing Workshop. Many of

you also have read it as part of your book selections in IR. Today

we are going to be reading some poetry and explore how to infer

meaning from poetry using the poem’s language. We’ll be reading

and responding to a poem today called **The Comb of Trees: A

Secret Sign Along the Way”. The title of this poem makes me think

about _______. T&T about your thoughts about the title of this

poem. T has Sts share their thinking. Those were some great

thoughts. Our background knowledge (BK) and experiences will

help us understand this poem. But I do have a question about the

title, “I am wondering what the poet means by a secret sign along

the way”? I think I will jot that down and see if by the end of the

poem I get an answer or have more clues from the text to infer the

meaning. As we have discussed before, readers must think about

the choices in words made by the poet. 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. Hmmm. When I read

those words “________” I am thinking that _________.

Guide: T continues to read the poem, stopping to allow Sts to

T&T about words or phrases in the poem and any inferences they

might have. T and Sts work through the entire poem. Stopping to

share their thinking. Now that we have finished this poem, let’s go

back to the title. What do you think the meaning of the words “a

secret sign along the way” is? That was my wondering when we

first began to read this poem. T&T about it. T listens in and

selects Sts to share. Sts share inferences to any questions they may

have had.

Lesson recap: Good readers enjoy poetry because they are able to

use the clues in the text, their BK and the strategy of inferring to

help them make meaning of 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.

T&T: What are your

thoughts about it the title

of this poem?

T&T: What are you

wondering about? Do you

have any questions?


are you making about the

poet’s language? What

did the poet mean by

that?


the meaning of the words

‘a secret sign along the

way” mean in this poem?


have you made to answer

your questions?

Sts share

-What have you

learned about

inferring?

T observation and


Sts T&T and share

time.

MATERIALS: Days 1-3 *Suggested Lesson Text: Texas Journeys/Senderos Unit 6, Lesson 29 Long Article text “Save Timber Woods!” or other drama or Reader’s Theatre

that contains stage directions.

Day 4 Suggested Lesson text: Fiction STAAR type passage with character trait question stems and answer choices

Day 5 **Suggested Lesson Text: Texas Journeys/Senderos Unit 6, Lesson 58 Poetry Place “The Comb of Trees; A Secret Sign Along the Way!” or another poetry selection.




Revised 1/12 67

Target(s) for the Week: Understand the difference between plot and theme; Infer to the surface the big ideas/themes supported by evidence from the text; Summarize and

explain the lesson or message of a work of fiction as its theme; Explain how inferring helps me as a reader

D

A

Y



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Evidence From Text/

Themes

(CTK Book 4 pp.

73)

Connect & Engage: Today we will read Cheyenne Again even though we

have read it before when we applied the strategy of asking questions. This

time as we read it, we will be thinking about the plot and theme of the story.

We have studied plot, the events of the story from the introductory action,

through the rising action to the falling action and conclusion of the story.

The plot is what happens in the story. Let’s see if we can get straight, the

difference between the plot and the theme. You all know the story of Little

Red Riding Hood right. T&T to your partner about the plot of this story. T

listens in and selects a St to share the plot. Great job that is an example of

plot. Notice how the events of the story were summarized? Themes are the

underlying ideas, issues and lessons that give the story depth and meaning.

The themes are the bigger ideas. We feel the theme in our gut when we

respond with different emotions to the story. The theme of the story is not

listed by the author…”this story is about hope…” themes must be inferred.

Readers use the same reading equation to infer theme as they do to infer

word meaning or answers to their questions. Readers merge the clues in the

text with their BK. Often there are many themes for the reader to infer

rather than just one main idea. So to try this out, using the story Cheyenne

Again.

Model: Cheyenne Again is a sad story…I am going to read the Afterword

that our author wrote at the end of the story. It may help you gain some BK

about this topic if you hear the author’s note first, which will help you to

understand the story as we read it. I have studied about pioneers and the

Wild West but I did not know something like this occurred. T&T, did you

know about this situation? While I read, watch what I am doing to infer

themes. I’ll carefully read the words and pay close attention to the pictures

searching for clues that help me infer themes. When I find some evidence

that supports a theme, I’ll record it on this chart; We can find evidence for

themes in words, pictures, actions, events and even the ideas in the text. T

explains how she will use the anchor chart to keep track of the evidence

(words, actions, pictures, events and ideas) and the themes that goes with it.

T reads first two pages and stops to model. This sounds scary to me. He is

just a young boy being ripped away from his parents! Remember how I said

you can feel themes in your gut. I feel an underlying sense of fear as I read

this. I fear… so I’m thinking fear could be a theme in our story. When I have

a theme in mind, I must search the text for evidence. I think the words “Run!

Run... give us some evidence of fear. I am going to record this on the anchor

chart.

Lesson recap: Today you learned some ways good readers work to infer the

themes of a story. Good readers use the evidence in the text- words, actions,

pictures, events and ideas and merge it with the BK to infer a theme.

T&T: Share the plot of Little

Red Riding Hood.

T&T: Did you know about this

situation?

Sts share

-What are some if the

inferences you are making

about the characters

feelings, emotions and

actions as you read your

IR fiction books?

T observations and anecdotal

notes of Sts T&T and share

time.




Revised 1/12 68

D

A

Y



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

Evidence From

Text/

Themes

(CTK Book 4 pp.

73)

Connect & Engage: Yesterday you watched me as I began to infer some

themes from our book Cheyenne Again by Eve Bunting. T&T about what

you saw me do. Today we will work together to infer more themes as we

read on in the text. Let’s review what we have so far. T reviews anchor

chart with Sts.

Model: So as I begin to read again today, remember that readers

sometimes identify a theme because they just feel it in their gut and then

they support it with text evidence. Today before I ask you to try this with

me I want to show you other way readers can infer themes. When I read

the words father says “Now is the white man’s way…” I can use my BK

because I know in the late 1880’s… using my BK and these words in the

text, I am inferring another theme is vanishing culture. So this time I

read and found text evidence, merged it with my BK and from that

identified a theme. T&T, what are two ways we can infer the theme. T

listens in and facilitates the recap of how we infer theme.

Guide: T & Sts work through the some of the text, stopping every few

pages to let Sts T&T about some themes they are inferring and the text

evidence that supports them. T listens in and selects Sts to share their

theme. T records the evidence and themes on the anchor chart. Remind

Sts that the text evidence is not just the words but the actions of the

character and the illustrations in the book. T and Sts review the anchor

chart noting the kinds of themes they have inferred.

Lesson recap: You are doing the work of good readers by using the

evidence in the story – including the illustrations and characters

thoughts/actions to infer the themes of our story.

T&T: What did you see me

do as I read to infer a theme

in our book?

T&T: What are two ways we

can infer themes?

Sts record their themes and

evidence on a think sheet that

resembles the anchor chart

(CTK Book 4 pp. 73).

T&T: What theme are you

inferring? What evidence

supports your thinking?

Sts share

-What are some if the

inferences you are

making about the

characters feelings,

emotions and actions as

you read your IR fiction

books?

T observations and

anecdotal notes of Sts T&T

and share time.

3

Evidence From

Text/

Themes

(CTK Book 4 pp.

73)

Connect & Engage: Yesterday we…today we will finish inferring the

themes of this book. You have done a great job merging the text

evidence with your background knowledge to infer some themes for

Cheyenne Again. Let’s review how we can infer theme. T and Sts share

the two ways to infer theme.

Guided: T and Sts work to infer themes through the end of the book. T

uses process from Day 2. Sts record their own themes and evidence. T

facilitates the discussion at the end of the lesson so Sts can share the rest

of their themes and supporting evidence.

Lesson recap: Good readers use the words, actions, events and ideas of

the story to help them infer the themes. Understanding the themes in the

story brings a deeper meaning to the text. Good readers also understand

that plot is what happens in the story, the events, and sometimes we can

infer a theme from them.

T&T: What are two ways we

can infer theme?

Sts record their themes and

evidence on a think sheet that

resembles the anchor chart

(CTK Book 4 pp. 73).

T&T: What theme are you

inferring? What evidence

supports your thinking?

Sts share

- What are some more of

the themes you have

inferred so far? What is

the evidence that

supports that?

T observations and

anecdotal notes of Sts T&T

and share time.


with themes and text

evidence.




Revised 1/12 69

D

A

Y

Anchor

Chart(s)

Explicit Instruction/Modeling

Minilesson Focus


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

4

Connect & Engage: Yesterday we…Today I would like to pose a lingering

question about this book. We all know that many times even after the text

is read, good readers have lingering questions.

Collaborate: T poses a lingering question to Sts after they finish reading

the text. Why do you think Eve Bunting called this book Cheyenne Again?

Be sure to use evidence from the text to support your thinking. Sts work in

small, collaborative groups using their theme think sheets to discuss this

lingering question. T circulates the classroom, listening in on their

discussions, support groups as needed. T facilitates a discussion of the

inferences of this question with the whole group at share time.

Lesson recap: That was some great work readers! Good readers often

have lingering questions after they read a text. Thinking about the themes

of the book and the text evidence can help you to come up with some

possible answers to that linger question.


use their think sheets and

work in a collaborative group

to share the reasons why they

think the author choose that

title for the book. Sts will

need to use evidence from the

text to support their answer.

Sts share

- What do you infer the

answer to this lingering

question is…Why do

you think Eve Bunting

titled this book

Cheyenne Again? What

evidence from the text

helped you to think that?

T observation and



share time.

5

Connect & Engage: You have done a wonderful job using text evidence to

infer themes. You came up with themes I hadn’t even thought of and you

supported them with text evidence.

Collaborative or Independent: T may choose to do this as a collaborative

whole group lesson to model if Sts have not written a summary response.

Now we are going to take it a step further and write a one-page response

on one of the themes from this book. We aren’t going to simply write a

summary. We need to respond in a way that shows how we merge our

thinking with the text clues. Responses need to be about your thinking

about a theme in the book. You may choose any of the themes we have

identified. Use your think sheets from this week to help you... Happy

writing! T confers with Sts as they work on their written response. T

facilitates share time discussion on how inferring themes helps them as

readers. NOTE: The independent practice response may spill over into

independent reading time. Sts can use their IR to complete the response.

Sharing focus would them be held at the end of IR time.

Lesson recap: Inferring themes in a story will only help to deepen your

understanding of books that you read. As you read your IR books, notice

the themes the author wants you to infer. Mark them with a sticky note or

write them in your reading journal or on a text evidence/theme think sheet.

I will make those available for you to use.


use a think sheet to write a

response that merges Sts

thinking with the text clues to

summarize a theme from the

book. Sts can use their think

sheet or classroom anchor

chart from earlier in the week

to help them choose a theme.

Sts share

-What is the difference

between plot and theme?

-Why is it important to

infer the themes of a

story?

-How does inferring help

you as a reader?

T observations and



share time.

Assessment

Sts written response about

the story

-Sts response shows his/her

thinking merged with the

text clues to summarize a

theme identified in the

book.

MATERIALS: Days 1-5:Comprehension Toolkit by Harvey & Goudvis, Book 4, Lesson 15 Wrap Your Mind Around the Big Ideas, pp. 66

*Suggested Lesson Text: Cheyenne Again by Eve Bunting (This was also the suggested lesson text for Grade 4, Unit 3 Week 7. It can be used again here to infer theme or T may

select another high engaging text that contains themes and big ideas for Sts to infer.)




Revised 1/12 70

Target(s) for the Week: Infer to the surface the big ideas/themes supported by evidence from the text; Summarize and explain the lesson or message of a work of fiction as

its theme; 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

Evidence

From Text/

Themes

(CTK Book 4

pp. 73)

Connect & Engage: Last week we began to infer themes/ big

ideas of a fiction story (narrative text). We will continue to

practice our inference strategies this week as we read a couple of

more books. T&T, what is theme? T listens in and selects Sts to

share. That’s right; theme is the underlying meaning or truth

about life. Authors rarely state the themes or big ideas of the

story for the reader. Good readers know they must use their BK

along text clues to figure out the themes or big ideas.

Model: Our book today is called The Other Side by Jacqueline

Woodson. As I read, I want you to look for evidence that helps

you infer a theme and also pay attention to that feeling you get

about a theme and then listen for evidence to support it. You have

a think sheet to record your evidence and themes, so do this as I

read. T read first page and stops to model I think a theme has

already begun to unfold. Can you imagine a situation where a

fence kept black people on one side and white people on the

other? T&T, about your reaction to this, could this be a theme in

our book? T listens in and then shares her idea for this theme. I

think the theme here is about racial separation. My evidence is

each girl on their own side of the fence. T records on anchor

chart.

Guide: T continues to read to where they see the girl in town.

This little girl seems so lonely. You can tell the children want to

be together but the parents won’t let them. What evidence and

theme are you finding here, T&T. T listens in and selects Sts to

share their thinking and evidence (theme: change is hard;

evidence: “because that is the way things have always been”) T &

Sts continue through 1/2 to 2/3 of the text, inferring themes and

the evidence to support them.

Lesson recap: Good readers understand the importance of

inferring the underlying meaning or themes of a story. You have

done a great job with this today in our story.

T&T: What is theme?

Sts record their themes

and evidence on their

think sheets that match

the anchor chart.

T&T: What is your

reaction to this?

T&T: What are you

thinking in this section of

the book?

Sts share

-What themes or big

ideas are you

inferring in your IR

books?

-How does inferring

theme help you as a

reader?

T observations and


T&T and share time.

Sts completed think

sheet.




Revised 1/12 71

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

Connect & Engage: Yesterday we…today we will finish our book

The Other Side by Jacqueline Woodson. Let’s review the themes

and evidence we have so far. T and Sts review anchor chart and St

think sheets. Now T&T about the ways the good readers can infer

themes/big ideas in a fiction text. T selects Sts to share the

strategies to whole group. Be sure to always back your thinking

with evidence from the text.

Guide: T and Sts read the last part of the book. Taking time to

T&T about the themes they are inferring and the text evidence to

support them. If time allows T may use the Two Word Strategy at

the end of the lesson.

Sts record their themes

and evidence on their

think sheets that match

the anchor chart.

Sts share

-What theme helped

you to understand

this text the most?

Optional if class did

the “Two Word

Strategy”

-What “two words”

did you select to best

reflect your thinking

about this text?

-How does inferring

theme help you as a

reader?

T observations and


T&T and share time.

Sts completed think

sheet.

Sts “two word strategy”

3

&

4

T and Sts will use the lesson process from Day 1-2 for Days 3-4. T

may use the “Two Word Strategy” from this lesson if time allows

on Day 4 or the Share the Learning piece on pp. 136-137.

Same as Day 1 & 2 Same as Day 1 & 2 Same as Day 1 & 2

Sts can

-infer the themes and

big ideas using

evidence from the text

-explain how inferring

helps them as a reader




Revised 1/12 72

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

5

Connect & Engage: You have done a wonderful job using text

evidence to infer themes and you supported them with text

evidence. Good readers know the importance of inferring themes

so that they gain that deeper meaning of the story.

Independent: Like we did last week, we are going to write a one-

page response on one of the themes from one of the two books we

read this week. We aren’t going to simply write a summary. We

need to respond in a way that shows how we merge our thinking

with the text clues. Responses need to be about your thinking

about a theme in the book. You may choose any of the themes we

have identified. Use your think sheets from this week to help you.

T confers with Sts as they work on their written response. T

facilitates share time discussion on how inferring themes helps

them as readers.

NOTE: The independent practice response may spill over into

independent reading time. Sts can use their IR to complete the

response. Sharing focus would them be held at the end of IR time.

Lesson recap: Inferring themes in a story will only help to deepen

your understanding of books that you read. As you read your IR

books, notice the themes the author wants you to infer. Mark them

with a sticky note or write them in your reading journal or on a

text evidence/theme think sheet. I will make those available for you

to use.

Independent Practice: Sts use a think sheet to

write a response that

merges Sts thinking with

the text clues to

summarize a theme from

the book. Sts can use

their think sheet or

classroom anchor chart

from earlier in the week

to help them choose a

theme.

Sts share

-What is the

difference between

plot and theme?

-Why is it important

to infer the themes of

a story?

-How does inferring


T observations and



and share time.

Assessment

Sts written response

about the story

-Sts response shows

his/her thinking merged

with the text clues to

summarize a theme

identified in the book.

MATERIALS: Interactive Read Alouds Grade 4-5 by Hoyt, pp. 135-136 Theme lesson

Day1-2 Suggested Lesson Text: The Other Side by Jacqueline Woodson (see other titles in Guide to Interactive Read Alouds Grades 4-5); Freedom Summer by Deborah Wiles;

Train to Somewhere by Eve Bunting

Day 2 & 4: optional “Two Word Strategy” found on pp. 135 (End of Story Reflection) Share the Learning pp. 136-137

Day 3-4 Suggested Lesson Text: What You Know First by Patricia MacLachlan; My Rotten Redheaded Older Brother or The Bee Tree by Patricia Polacco; (or suggested texts

listed in Day 1-2)



Revised 1/12 73


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 A

loud

)

(S

har

ed R

eadin

g)

• Explain how an author uses language to

present information to influence what the

reader thinks or does (12A/4J,K)

• Explain the difference between a stated and

an implied purpose for an expository text

(10A/4J,K)

• Distinguish fact from opinion in a text and

explain how to verify what is a fact

(11B/4K)

• Notice how the author has organized an

informational text (categories and

subcategories, sequence, and others)

(11D/4D)

• Determine the sequence of activities needed

to carry out a procedure (e.g., following a

recipe) (13A, 27B/4F, 2G,H,I, 3F)

• Take notes by recording (paraphrase), and my

questions and responses (24C/4G)

• Use multiple text features and graphics to gain an

overview of the contents of text and to locate

information (11D/4D)

• Explain factual information presented graphically

(e.g., charts, diagrams, graphs, illustrations

(13B/4D,F)

• Draw conclusions from the facts presented in text

and support these assertions with textual evidence

(Fig. 19D, 11D/4D)

• Recognize that sometimes there is a difference

between what the reader thinks is important and

what the author is trying to convey (12A/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?) (3A/4G,I)

• Sift and sort information to answer questions

and focus on bigger ideas, issues and concepts

(Fig. 19B, D)

• Produce a main idea from a narrative selection

that will focus on either a single paragraph or a

series of paragraphs (11A/4G, I)

• Explain the difference between a stated and an

implied purpose for an expository text

(10A/4J,K)

Rea

din

g H

abit

s (I

nd

epen

den

t R

ead

ing

)

(D

iscu

ssin

g B

oo

ks)

• Represent text information in different ways

such as charts, graphs, story maps, notes and

labels (18C/5F)

• Respond to text various texts in ways (oral

and written) that reflect my understanding

and interpretation (18C/5F)




generate a reading log or journal; participate

in book talks) (9A/4E,H,I)

• Read at expected instructional level

(1A/4E,H)

• Represent text information in different ways such

as charts, graphs, story maps, notes and labels

(18C/5F)

• Respond to text various texts in ways (oral and


interpretation (18C/5F)

• Read independently for a sustained period of time

and paraphrase what the reading was, maintaining

meaning and logical order (e.g., generate a reading


(9A/4E,H,I)

• Read at expected instructional level (1A/4E,H)



labels (18C/5F)



interpretation (18C/5F)






• Read at expected instructional level (1A/4E,H)



Revised 1/12 74

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 an expository

or mixed selection that will focus on the

entire selection (11A/4G,I)

• Identify the details or facts that support

the main idea (11A/4G,I)

• Identify similarities and differences

between the events and characters’

experiences in a fictional work and the

actual events and experiences described

in an authors’ biography or

autobiography (7A/4J,K)

• 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)

Get

tin

g t

he

Mea

nin

g

(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 (18C)

• Respond to text various texts in ways

(oral and written) that reflect my

understanding and interpretation (18C)






(9A)

• Read at expected instructional level

(1A)



labels (18C)



interpretation (18C)





book talks) (9A)

• Read at expected instructional level (1A)

(TEKS/ELPS)



Revised 1/12 75

Target(s) for the Week: Distinguish fact from opinion in a text and explain how to verify what is a fact; Explain how an author uses language to present information to influence

what the reader thinks or does; Explain the difference between a stated and an implied purpose for an expository text; Notice how the author has

organized an informational text; Determine the sequence of activities need to carry out a procedure

D

A

Y



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

T chart graphic

organizer

Facts/

Opinions

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. We are going to start by learning the

difference in a fact and an opinion. Ask Sts to T&T about their understanding. Sts share

out their thinking. When we read we need to be able to tell the difference in what is fact;

a statement that can be proven to be true and an opinion; a statement that tells a

thought, feeling or a belief and be able to distinguish or understand how one thing is

different from another. Give an example of a fact (there are __ (21) students in our class

and an opinion (I have the best class in 4th grade). Many times writers use signal words

such as best, worst, believe, and think. Which signal word did I use in my opinion

(best)? Explain that distinguishing facts from opinions can help readers infer the author’s

point of view. Introduce the text by having Sts think about the title, scan the pictures

etc. Explain they need to read the important information about the author and illustrator

and the introduction. Explain this narrative nonfiction (nonfiction but written with a

story-like structure). Explain that the text is organized sequentially. Sts T&T about what

they know after previewing the text. Share out. The title and pictures tell me this

selection is about an owl that lives with a family. The introduction says this is a true

story about the author’s family. I know the author studies animals.

Model: Introduce a T chart to record facts and opinions. As I read, I’m going to be

thinking about what are facts and what are the writer’s opinions. I’m going to look for

those signal words that will help me tell if it is an opinion. Read to the end of pg. 281,

thinking aloud about the text (inferring, making connections etc.). At the end of pg 281,

discuss the statement, from an owl’s point of view, the image on TV was “mouse sized”?

This is a fact about how owls see things. We could verify this statement by measuring the

size of a similar image on TV and comparing it to the size of a mouse. This isn’t just the

writer’s opinion. I’m going to write this in the facts column of our anchor chart while

you fill in your graphic organizer (Sts fill in their own graphic organizer throughout the

lesson.) Read to the end of pg. 282. Ask Sts to T&T about what they are thinking. Share

out. Think aloud how to determine whether these sentences from the selection are facts

or opinion. Twig rushed to the rescue. (fact) This otherworldly creature was a person.

(opinion) The last paragraph contains both facts and opinions. Use the graphic

organizer/chart to distinguish the facts from opinion (point out any signal words). (These

are just a few examples) Sts T&T. Explain how the facts can be verified.

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. It’s always a challenge to

pick out the most important information because texts are full of facts There is too much

information. Readers have to be able to decide which information is most important to

remember. We learned that some texts contain facts and the writer’s opinions. It is

important for readers to be able to distinguish the difference. When we read we need to

be able to tell the difference in what is fact; a statement that can be proven to be true

and an opinion; a statement that tells a thought, feeling or a belief and be able to

distinguish or understand how one thing is different from another. So far, we have

learned these facts from our text…

T&T: Talk about your

understand about the difference

between a fact and an opinion.

T&T: What information do

you know from the preview?


now?

T&T: How could we verify the

facts?

Sts share their thinking

(inferring) from

independent reading


notes during T&T, share

time, and independent

practice.



Revised 1/12 76

D

A

Y



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

T chart graphic

organizer

Facts/

Opinions

Connect & Engage: Yesterday we started our new unit of study on

determining importance. We learned that sometimes writers include

both facts and their own opinions in their writing. We started

reading___ and distinguished facts from opinions. Today, we are

going to continue reading.

Guide: Let’s try it together today. Continue reading the next few

pages, pausing, giving Sts time to T&T about what is a fact and

what is opinion. Guide their discussion/sharing. Add their thinking

to the chart. Review some of the facts and opinions from the story.

Lesson recap: When we read we need to be able to tell the

difference in a fact; a statement that can be proven to be true and

an opinion; a statement that tells a thought, feeling or a belief and

be able to distinguish or understand how one thing is different from

another. Today we learned… about____.

T&T: What is a fact?

What is opinion? How can

you tell?

Sts share their

thinking-fact or

opinion and explain

how they know.


(inferring) from their


T observations and

anecdotal notes during

T&T, share time, and


Analyze Sts graphic

organizer-

Facts/Opinions

3

T chart graphic

organizer

Facts/

Opinions

Connect & Engage: What’s happened so far in ___? Let’s use the

graphic organizer to help us remember. Today we are going to

continue…

Collaborate: Today I’m going to read the last pages of ____. I’m

going to stop at the end of each page and you and your partner will

think about distinguish the facts from the opinion and record your

thinking on your graphic organizer. When you are finished we’ll

come together and discuss our thinking. Read the final pages,

stopping to discuss and giving Sts time to talk with partners to

distinguish facts from opinions and record. As Sts share out,

discuss and record their thinking on the anchor chart.

Now that we have finished our story, why do you think the author

wrote this story? What was her purpose? She never explicitly stated

why she wrote this story. Sometimes we have to infer the purpose.

How did it change our understanding when she added her

opinions?

Lesson recap: How smart you are! Today we finished our

story____. You were able to distinguish the facts from the writer’s

opinions. The writer’s opinions gave us insight into her thoughts

and feelings and added to the story but you knew they weren’t

provable facts. When you are reading, you should think about if

what you are reading is a fact or the writer’s opinion. Great work

today!

T&T: With your partner,

distinguish facts from

opinions and then record

on your graphic organizer

T&T: Talk with your

partner about what you

think the author’s purpose

was in writing this story.

Sts share their

thinking. Facts and

opinions from the text

read.

Assessment Grab and

Go! Practice book p.

122



Revised 1/12 77

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

4

Persuasive

Texts

Connect & Engage: We have been learning about the difference in facts

and opinions. We read narrative nonfiction that was structured like a

story. Today we are going to read a different type of text, persuasive. The

author uses language to present information to influence what the reader

thinks or does. This selection discusses advertisements, and the

techniques that writers use to persuade the reader/viewer to think or act

in a certain way. Explain that advertising uses persuasive techniques to

grab attention and alert the reader to a particular point of view.

Model: Tell Sts to look for persuasive techniques as you read the

posters together. (Project the text for all Sts to see it.) Think about the

language the writer uses as well as the graphics. From the title, what do

you think the writer is trying to persuade you to do? Sts T&T. Read and

discuss the first page. Study the first poster (pg.54). Sts T&T about what

they notice. How do the different parts of this poster make you think a

certain way? Discuss the different ways the poster influences thoughts

and behavior. What does the poster suggest about watching TV? Study

the 2nd

poster. What are two things the posters on these pages use to

influence the reader? Sts T&T. I see that the art on pg. 549 uses dull

colors and the boy looks bored. This is contrasted by the lively art and

bright colors on pg.550. The kids here are having fun! Have Sts find

other persuasive techniques in these ads. Discuss how the language

authors use influences the reader. Relate to facts/opinion lessons. Explain

when writers try to persuade the reader, they are going to express their

opinions. Where did the author express an opinion? Discuss that ads

aren’t the only time writers try to persuade us to think a certain way.

Show a collection of persuasive writing (editorials, articles, etc.)

Highlight the language used to present information to influence what the

reader thinks or does. Let’s chart what we have learned about

persuasive texts.

Lesson Recap: When authors write persuasive text, they use language

and sometimes graphic to present information to influence what the

reader thinks or does. This selection discusses advertisements, and the

techniques that writers use to persuade the reader/viewer to think or act

in a certain way, but there are many different types of persuasive writing.

It’s important for you to recognize when the writer is trying to persuade

to change your thinking and/or behavior.

T&T: Think together about

an ad on TV that persuaded

them to buy/or want

something.

T&T: What does the title

make you think?

T&T: What do you notice?

How do the different parts

of this poster make you

think a certain way?

T&T: What are two things

the posters on these pages

use to influence the reader?


about persuasive ads

T observations and






Revised 1/12 78

D

A

Y

Anchor

Chart(s)


Minilesson Focus


Student Outcomes)

Guided and/or



be doing?

Sharing Focus


at close of Shared


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?

• follow and explain a

set of multi-step

directions?

MATERIALS: Day 1-3 Suggested Lesson Text: The Screech Owl Who Liked Television-Texas Journeys Unit 3 Lesson 11 T20 (St book p. 278)

Day 4 Suggested Lesson Text: Make the Switch-Texas Journeys Unit 5 Lesson 21-T34 (St book 548) Other Suggested Texts: The Case Against Soda pg. 100-Comprehension

Toolkit Source Book of Short Text.

Day 5 Suggested Lesson Text: A collection of procedural texts. Choose one for the lesson.




Revised 1/12 79

Target(s) for the Week: Take notes by recording facts (paraphrase), and my questions and responses to help me better understand what I read; Use multiple text features and graphics to gain an

overview of the contents of text and to locate information; Explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations); Draw

conclusions from the facts presented in text and support those assertions with textual evidence; Recognize that sometimes there is a difference between what the reader

thinks is important and what the author is trying to convey.

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





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. T&T to a

partner about anything that interests you related to the topic. 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, you can share out to the group. I see that

the text provides facts about ants. The text uses headings and contains pictures and examples. Though the

pictures are fun, they still seem to provide factual information. It looks like the writer has organized the

article with subheadings at the beginning of the paragraphs to tell us what we can expect to learn in each

section. 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, inference- whatever you are thinking or feeling.

Model: Explain how you will think aloud and record facts, questions, and responses on the FQR chart.

Before we read, I want to remind you… 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 use 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.

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 and second page. Discuss the heading (Masters of the Earth) and what you infer it

means, what information you should expect to learn. Explain the timeline at the bottom. Ants have been

around longer and have already lived longer than dinosaurs. Think about that. They were alive when the

dinosaurs lived and are still around today. Now that I’ve read the first few paragraphs, 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. I’m taking notes here so I need to be brief;

otherwise it will take too long to get through the text. way the author wrote. Continue adding to the Questions

and Responses column. Think aloud about what conclusions you can draw from the text read. 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: What did you notice?

What information did you

already learn?

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

facts/opinions

T observations and







Revised 1/12 80

D

A

Y



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

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. Name

some of the features/graphics. Today we are going to continue

reading… and recording on our FQR form. .

Model: Continue reading, modeling and explaining you’re

thinking/recording of facts and questions/responses. Remember to

include any conclusions you may have drawn from the text read and

include them in the responses column. Explain and what text

evidence supports them.

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. The subheading or subhead for this

next section is called… T&T about what this next section is about.

I’ll read on, and we can talk about the article and then jot down our

thinking. Anyone have any facts, questions, or responses? What is

that? A fact, question, or response? Looking at these two pages (pgs

358-359); if you were trying to quickly find a fact about a type of ant

on this page, what text and graphic features would help you locate

that information?

Continue reading another section, reading the subhead, discussing

the article, asking Sts to jot down their thinking. (Remind Sts that

some of the subheads may not be explicit but have to be inferred

such as Grass Roots Highways). 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. Discuss the chart at the end of pg.361. What does

the chart help to explain?

(Leave the last 3 sections for the lesson tomorrow.)

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

recognized important

information.

T observations and







Revised 1/12 81

D

A

Y



Student Outcomes)


Practice


be doing?



and/or Reading

Workshop.)


students know it?)

Graded/Ungraded

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. Keeping in mind the idea of inferential

subheads, try to infer what each section is about. I bet you

can, because by now you have some pretty good background

knowledge. We are going to try something new, which we call

jigsawing. That means that each pair of partners will choose

one of these sections (each St pair will need a copy of their

section/page) and read through it, recording information on

your FQR. Then we will come back and share what learned

about our section. Jigsawing gives us a great opportunity to

learn from each other, because we won’t have read all the

sections, just the one we choose. As you read and talk about

your section, take notes with FQR, remembering to record

your facts, questions, and responses. If you finish before

another group, feel free to choose another section to read and

respond to. Any questions? Sts come back together to share

out their thinking with the whole group. Add new thinking to

the anchor chart. What conclusions can you draw from your

reading? What in the text makes you think that?

Lesson recap: You have done a terrific job recording your

facts, questions, and responses. We take notes with FQRs

instead of answering a bunch of literal questions at the end of

the text because FQRs let us merge our thinking with the

information to better understand it. Thinksheets such as the

FQR give you a place to share and explore your thinking as

well as consider what the writer is saying. When you really

think about what you read, you are much more likely to

remember it. The FQR helps you to do that.

Collaborate: Sts work

with partners to read

through their section

using the FQR.

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




Revised 1/12 82

D

A

Y

Anchor

Chart(s)


Minilesson Focus


Student Outcomes)

Guided and/or



be doing?

Sharing Focus


at close of Shared


Workshop.)



students know it?)

Graded/Ungraded

4

Connect & Engage: Engage the kids by explaining that what the reader

thinks is most important is not always the same as what the writer is trying to

convey. Today, I found a text that really interested me. Let’s skim through it

for a minute. Turn and talk to your partner about what this seems to be about.

Anyone have anything to share? Interesting comments As I skim this text, I

notice quite a few ideas. 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. Give example of reading informational text when you

were school and having to choose one answer when the question asked what

the most important idea is. Sometimes I had a hard time choosing one answer

because maybe 2 or 3 of the answers seemed important. Or maybe the

information I thought was most important wasn’t even one of the answers. Has

that ever happened to you? I’m not surprised. Sometimes what the reader

thinks is important is different from what the writer is trying to convey. So as I

read, I need to think about my perspective and the author’s perspective-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. Is this making some sense? Turn to each other and talk about this.

Model: 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. 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 then jot

my thinking in the margin. And when I read something that the writer might

think is important I’ll mark it with a “W” for “Writer.” Sometimes I may

agree with the writer and then code it with a star and “W.” Thinking about

and responding to the material will help me consider both the writer’s

perspective and my own. 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 they might 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 read, thinking about what the writer wants me to learn and

remember to combine the details into a bigger idea. Let’s try it. First you

watch me, and then you’ll have a chance. Read through the first paragraph(s)

marking the text (star or W) and discussing the content with Sts. Sts T&T

about their thinking and share out.

Lesson recap: Sometimes what the reader thinks is important is different from

what the writer is trying to convey. When we read, we need to think about what

we 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: What does this seem to

be about?

T&T: Does this make some

sense? Talk to each other about

this.

T&T: What are you thinking?


about important

information/interesting

details from the article or


reading.




reading.

Analyze Sts thinksheet/form

Did your Sts?

• distinguish between

interesting details and

important information?

• merge their thinking

with the information

from the text?

• draw realistic

conclusions based on

facts/details in the text?




Revised 1/12 83

D

A

Y

Anchor

Chart(s)


Minilesson Focus


Student Outcomes)

Guided and/or



be doing?

Sharing Focus


at close of Shared


Workshop.)



students know it?)

Graded/Ungraded

5

Connect & Engage: Yesterday… Today we are going to continue

reading___ thinking about the information that is important to me and the

information I think the author thinks is most important.

Model/Guide: Guide the Sts through the process of reading and thinking

about their understanding while considering the author’s perspective. Read

through the next paragraph(s), stopping to discuss and code thinking

(star/W). What about the writer in these paragraphs? Do you think the

writer thought that important? T&T. Who has some ideas about this?

Writers often give us a clue in the title about what matters to them. So I’m

going to go ahead mark it with a “W.” Now I’m going to write down one

thing that I think is important to remember. Next, I’m going draw a line

under what I thought was important; then I’m going to write something I

think the writer wants the reader to learn and remember from the article.

Ask Sts to try it, and then share their thinking with their partner. Sts share

out their thinking. It is much easier to pick out the important information

when I first think about what matters to me and then about what matters to

the writer. Sometimes they are the same, and sometimes they are different.

Independent: Give Sts another article to read independently. As you read,

jot down something you learned that you think is important to remember.

Then draw a line and write down something you think the writer thinks is

important for you to learn and remember. Last, write down whether you

think these two ideas are exactly the same, similar, or different. Once you

are finished, find someone and talk to them about it. Focus especially on

what was important to each of you and what you each thought was

important to the writer. We’ll come back together at the end of Reading

Workshop to share out.

Lesson recap: Nonfiction is full of interesting information and sometimes

it’s really hard to pick out what is most important. It is helpful to consider

both your thinking and the writer’s thinking. That way you won’t confuse

them. 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: Do you think the

writer thought that was

important?

T&T: Talk with your

partner about something you

thought was important, and

then something you thought

the writer wants you to learn

and remember.

Sts share something

they wrote down that

they thought was

important in the article.

It could be something

that is a little different

from what the writer

thought was important.

Do your students:

• understand that what

they think is

important is not

always the same as

what the author is

trying to convey?

• identify and

summarize the

author’s perspective

as well as their own?

Analyze Sts independent

reading/work with the

new article.

MATERIALS: Day 1-3 Suggested Lesson Text: The Life and Times of the Ant -Texas Journeys Unit 3 Lesson 14 T238 (St book p. 352) Lesson adapted from Comprehension

Toolkit Book 5-Lesson 16. *FQR form Page 69 Comprehension Toolkit Book 5

Day 4-5 Suggested Lesson Text: Turn It Off! & One Bad Bug-Comprehension Toolkit Source Book of Short Text pg. 57- Lesson adapted from Comprehension Toolkit Book 5-

Lesson 20




Revised 1/12 84

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?); Sift

and sort information to answer questions and focus on bigger ideas, issues and concepts; Produce a main idea from a narrative selection that will focus on either a

single paragraph or a series of paragraphs; Explain the difference between a stated and an implied purpose for an expository text.

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

-3 Column

Chart

Important

Information/

Interesting

Details/

My Thinking

Connect & Engage: 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 in each section.

Ask Sts what they notice about how the author organized the

information. Nonfiction texts are full of information. W hen 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. Let’s think about our purpose. We’ll

learn 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 section(s). Think aloud, marking the text for

important information and writing 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.

Model drawing a conclusion from what has been read.

Lesson recap: Today we learned that readers need to sift and sort the

more important information from the detail. This article is written with

subheadings to organize the information. 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







Revised 1/12 85

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





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 ___. Explain the difference between a stated

and implied purpose. Did the author state the purpose in the

beginning of the text? Is it implied? Think together to decide what

the author’s purpose is. Discuss the author’s purpose with all new

texts in the unit.

Guide: Let’s try reading another few paragraphs and thin about

what information is most important. Read the next sections,

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. Discuss the

information in the boxes (Fun Facts and Timeline of Technology.

Discuss what important information/details may be included. Talk

about why the author organized the information in that way.

Summarize the information learned using the 3 column chart. Sts

T&T about how they would summarize the information using their

3 column form. Guide their responses as they share out. What

conclusions can we draw from what we’ve read? Work with the

Sts to draw a conclusion from the information read.

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?)

T&T: Summarize the

article from the

important information

recorded.


independent reading

a place where they

made an inference or


information.

T observations and



independent




Revised 1/12 86

D

A

Y

Anchor

Chart(s)



Student Outcomes)


Practice


be doing?



and/or Reading

Workshop.)


students know it?)

Graded/Ungraded

3

-3 Column

Chart

Important

Information/

Interesting

Details/

My Thinking

Connect & Engage: Yesterday…. Explain that today Sts are

going to work together to read and record the Important

Information/Interesting Details/My Thinking. Introduce new

article. Sts skim and scan, reading the subheads etc. Sts T&T about

the question at the top. Discuss the way the writer started with a

question and has the title on the side in big bold letters.

Collaborate: Explain that Sts will work with their partners to read

the article and together decide/record important information etc.

(Model how partners can read the text together, stopping after each

section to talk about and record their thinking.) 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. This helps 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? As Sts share out their thinking, add to anchor chart.

(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 read

and think through the text together.) What conclusions can you

draw from the information in this article?

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.

T&T: Do you think

firefighting is just for

men?

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?




Revised 1/12 87

D

A

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Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

4

-2 Column

Chart

Main Idea/

Supporting

Details

Connect & Engage: Main ideas are present in every conversation we

have with friends, in every movie we watch, in each piece of writing we

create, and in every book we read. A main idea is a central thought that

holds everything together. Sts T&T. As we read___ (Example text used

for this lesson), we will be looking for main ideas and details. Introduce

the story, scanning the pictures, the information about the author and

illustrator, predicting, etc. The background to this selection said it was

about an event in history. The introduction mentions dates, places, and

real people such as Meriwether Lewis and William Clark. The text seems

to be telling about events in a woman’s life. This must be a biography. I

understand from looking at the pictures and skimming the text that she

and her husband traveled with the Lewis and Cark Corps of Discovery

expedition. Since her name appears in the title, I want to read further to

find out about her role in this journey and why she is important.

Introduce the Main Idea/Supporting Details form. (Sts can have their own

form or use their reading journal.)

Model: Remind Sts that the topic is the one central thing the selection

tells about. Explain that an author will usually present several ideas about

the topic. Supporting details explain, prove, or give examples of the main

ideas. Point out that authors do not always state the main ideas in the text.

Readers must think carefully about the supporting details. Then readers

can infer the main idea. Tell Sts that paying attention to the main ideas

and supporting details in a passage can help readers find and remember

important information about the topic. As I read, I’m going to be paying

attention to the main ideas and the supporting details. Then I’ll record

the information on our anchor chart and you can record it also. I’m also

going to be thinking about the author’s purpose. Is it stated? Is it

implied? Read through the end of pg. 506. (Main Idea: Disaster struck

the expedition two months into the journey. Supporting details: A sudden

high wind…, Charbonneau dropped…, The expedition’s valuables…,

Charbonneau was ordered…) Read pg 507. Identify and summarize the

main idea (Sacagawea helped the expedition.) What did she do? Explain

that would be the supporting details. Sts T&T.

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 ideas

and supporting details… (Refer to the anchor chart: main idea/supporting

details.

T&T: Think together. What

did you learn from skimming

and scanning the text?

T&T: What details support the

main idea that …

Sts share important

information from their





reading




Revised 1/12 88

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Chart(s)



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be doing?



and/or Reading

Workshop.)


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. Review the main

ideas/ supporting details from yesterday’s reading.

Today, we are going to continue reading and looking for main ideas and details

about the story.

Guide: As I read today, you will have a chance to think about the main idea and

supporting details. Read to the end of pg. 511. The main idea: The journey over

the Rocky Mountains was very difficult. What details support this main idea?

T&T. Read pg. 512-513. (Main idea: Sacagawea saw the Pacific Ocean for the

first time) T&T about the main idea and supporting details. Sts share out and

discuss. Add new thinking to the anchor chart.

Continue to the end, pausing to give Sts time to T&T.

Independent: One main idea in the selection is that Sacagawea is an important

member of the expedition. Use your Main Idea/Supporting Details form to show

details from the text that supports this main idea.

Lesson recap: A main idea is a central thought that holds everything together.

The author will usually present several main ideas about the topic. Supporting

details explain, prove, or give examples of the main ideas. Authors do not always

state the main ideas in the text. Readers must think carefully about the supporting

details to help them infer the main idea. You did great job thinking about the

main ideas and the supporting details. paying attention to the main ideas and

supporting details in a passage can help readers fin and remember important

information about the topic. Paying attention to the main ideas and supporting

details in a passage can help readers find and remember important information

about the topic.

T&T: Which details support

our main idea?

T&T: What is the main idea?

What are the supporting

details?

Sts share out their

thinking on the main

idea/supporting details.




reading

Listen in as partners discuss

the main idea(s) and

supporting details.

During small group

instruction, have Sts select

supporting details that go

with a main idea.

*Grab and Go! Main Idea

and Details

MATERIALS: Day 1-2 Suggested Lesson Text: Firefighting Through the Ages-Toolkit Texts for Grades 4-5 pg. 38-Lesson adapted from Comprehension Toolkit Book 5

Lesson 19-pg. 36

Day 3 Suggested Lesson Text: Practice: For Men Only? Not! - Toolkit Texts for Grades 4-5 page 42 orThe Great Chicago Fire-Toolkit Texts for Grades 4-5 page 40 (any short

NF text) Lesson adapted from Comprehension Toolkit Book 5 Lesson 19-pg. 36

Day 4-5: Suggested Lesson Text: Sacagawea by Lise Erdrich-Texas Journeys Unit 4 Lesson 20 T308 (St book p. 502)

*Assessment/Independent practice-Texas Journeys T329 Unit 4 Lesson 20 Main Ideas and Details (Grab-and Go Practice Book pg. 230)




Revised 1/12 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; Identify similarities and differences between the events and characters’ experiences in a fictional work and the actual events and experiences described in an authors’ biography

or autobiography; Explain how determining importance helps me as a reader.

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Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

-2 Column chart

Main Idea/

Details

Connect & Engage: I brought in this great article that is divided into

sections, introduce introduced by inferential subheads. Scan the sections

and see if you can get an idea of what each section might be about. You

have to use what you know to help you infer the meaning of these subheads.

(Model inferring on one of the subheads). 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 dolphins. 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: Read aloud the first 2 paragraphs. 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____, (how

dolphins have a secret way to talk to each other) 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 the secret language of

dolphins. 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.

T&T: Talk to your partner

about what the sections may

be about and what you

wonder or know about

dolphins.

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 1/12 90

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Chart(s)



Student Outcomes)


Practice


be doing?



and/or Reading

Workshop.)


students know it?)

Graded/Ungraded

2

2 Column

chart

Main Idea/

Supporting

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.




reading

Analyze St responses on

their form.

Did your students:

• use the Main

Idea/Details form?

• understand and

articulate how the

details support and

develop the bigger/main

idea

*Grab and Go Main Idea

Assessment

3

-2 Column

Chart

Main Idea/

Supporting

Details

Connect & Engage: We have been talking about the main idea of a piece and

the details that support that important idea/main idea. For the rest of the week we

are going to continue thinking about the main idea and details as we read a short

biography about a famous artist Romare Bearden.

Model: We are going to read a biography about the famous artist Romare

Bearden. and compare it to a realistic fiction piece-Me and Uncle Romie by

Claire Hartfield.. Explain to Sts that many times authors will write a fiction story

but they are basing it on someone real. In this case, the author of Me and Uncle

Romie became interested in the artist because of his ability to tell stories with art.

So the fiction story is based on Bearden. The biography will tell us the

factual/important details of his life. For the rest of the week, we are going to be

thinking about the real artist and the artist portrayed in the fiction story. Read

aloud the short biography. With the Sts think about and chart the main ideas and

important supporting details. Explain that this will be important as we make

connections to the fiction story. Sts record on their own form.

Lesson recap: We learned some very interesting information about the artist

Romare Bearden. This will help us remember the important information about

his life. We will need this information when we look for similarities in the

realistic fiction Me and Uncle Romie. We learned…about Bearden.

Sts share important

information from their





reading



supporting details.

Did your students:

• find the main ideas and

supporting details?




Revised 1/12 91

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Chart(s)



Student Outcomes)


Practice


be doing?



and/or Reading

Workshop.)


students know it?)

Graded/Ungraded

4

Main Idea

Supporting

Details

Connect & Engage: Yesterday… Today we are going to read Me and Uncle

Romie. Explain realistic fiction (not to be confused with historical fiction) and

what Sts should be expecting. Introduce and preview the story, and set a purpose

for reading.

Model/Guide: Explain to Sts that as you are reading Me and Uncle Romie, they

will be thinking about connections to the real artist. Mark the pages that seem to

connect to something from the real artist’s life. We will also stop and think about

the main ideas/supporting details as we read. Read the story through pg. 208,

stopping to think together with the Sts about the main idea and supporting details

that also connect to the real artist. What things were the same in both his real life

and in this story? Record on the anchor chart. Sts record on their own forms.

Using the Main Idea/Supporting Details form, Sts talk with their partners,

retelling the important parts.

Lesson recap: We read Me and Uncle Romie and thought about and recorded

the main idea and supporting details. We thought about connections to the real

artist.

T&T: Think about the main

idea of this story. What details

support your thinking?

T&T: Retell the important

ideas from the story.

Sts share main idea and

details that support it.




reading



supporting details.

Did your students:

• find the main ideas and

supporting details?

5

Venn

Diagram

Romare

Bearden

Me and Uncle

Romie

Connect & Engage: Yesterday… Today we are going to compare the biography

of Romare Bearden and realistic fiction piece Me and Uncle Romie.

Model/Guide: Continue reading the story to the end, stopping to identify

important ideas, details, and connections to the artist. Create a Venn diagram.

Identify the similarities and differences between the events and character

experiences. Together compare the two anchor charts from the last two days.

Look for the common main ideas and details. Record these in the middle section

of the Venn diagram. The main ideas/details that aren’t common, record under

Bearden or Me and Uncle Romie. Discuss what conclusion(s) you can draw from

the information. Discuss how the fiction piece influenced their thinking about the

real artist.

Lesson recap: Today we identified the similarities and differences between the

events and character experiences in a biography and realistic fiction. We

discovered…

T&T: What conclusions can

you draw from this

information?


about the similarities and

differences between the

life of Romare Bearden

and how he was portrayed

in the fictional story.

Were Sts able to:

• identify the similarities

and differences between

the events and character

experiences?

**Explain How Determining

Importance Helps Me As a

Readier

MATERIALS: Day 1-2 Day 1 & 2 Suggested Lesson Text: The Secret Language of Dolphins by Crispin Boyer-National Geographic Kids (online resource)

Or Ecology for Kids-Texas Journeys Unit 3 Lesson 15 T312 (SB p. 378)

*Assessment: Texas Journeys Practice Book pg. 170 (T329 Unit 3 Lesson 15)

Day 3-5 Suggested Lesson Text: Me and Uncle Romie-Texas Journeys Unit 2 Lesson 8 (St book p. 200) Biography of Romare Bearden (Possible online resource:

http://www.nga.gov/cgi-bin/tbio?person=246170 (Consider showing examples of his art.)

**Comprehension Toolkit Book 5 pg. 66, Determine Importance Strategy Wrap-Up

Assessment suggestions- Comprehension Toolkit Book 5 pg. 67 & 68




Revised 1/12 92

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.

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Student Outcomes)

Guided and/or


be doing?



and/or Reading

Workshop.)


students know it?)

Graded/Ungraded

1

Connect & Engage: Introduce Sts to the article (Garana’s Story is an example article

used for this lesson.) 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-she a refugee. I’ve got some

background knowledge about refugees. Discuss your BK about refugees. 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 caption at the bottom of the

page. Discuss what was learned. Read to the bottom of page 1, thinking aloud. Model

how to take so much information (too much to write) and infer the bigger idea: that

Garana has a very difficult life and she has had to assume a lot responsibility for a girl

who’s ten. Write this on the post-it.

Lesson recap: Today we started reading a new article about Garana, a refugee from

Afghanistan. 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

Afghanistan? 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 Garana, 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 questions 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 1/12 93

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Anchor

Chart(s)



Student Outcomes)


Practice


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 subhead. 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 1/12 94

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Chart(s)



Student Outcomes)


Practice


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 1/12 95

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Anchor

Chart(s)



Student Outcomes)


Practice


be doing?



and/or Reading

Workshop.)


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, that child labor is just plain wrong. 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 that child labor is a huge problem, 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: Garana’s Story-National Geographic Explorer article-Comprehension Toolkit Source Book of Short Text pg. 74-79 Lesson

adapted from Comprehension Toolkit Book 6 Lesson 23 pg 14

Day 3-4 Suggested Lesson Text: Hard at Work-Time for Kids, World Report Edition Comprehension Toolkit Source Book of Short Text pg. 84-85 Lesson adapted from

Comprehension Toolkit Book 6 Lesson 25 pg. 36

Day 5 Suggested Lesson Text: Hard at Work (use same text from Days 3 & 4) Thinksheet pg. 64

4th



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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 4: 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

4th



1/12 97


Comprehension Strategy: Summary (Author’s Purpose, Organization, Theme, Figurative Language, Graphic Organizers)

Week 27

3/19-3/23

Week 28

3/26-3/30

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

11A/4G,I)

• Differentiate between good and bad

summaries (Someone else’s work) (Fig.

19E, 11A/4G,I)

• Use information from the text and my

own knowledge to determine important

information and write text summaries

(Fig. 19E, 11A/4G,I)

• Summarize the main ideas and

supporting details in a text in ways that

maintain meaning and logical order

(Fig. 19E, 11A/4G,I)

• Explain how summarizing information

helps me as a reader (Fig. 19E)

• Explain how the organizational patterns

influence the relationships among the ideas

(11C/4J)

• Become familiar with author’s purpose and

how it is assessed (10A/4J,K)

• Identify and explain the meaning of common

idioms, adages, and other sayings (2C/1C)

• Use context to determine the meaning of

unfamiliar or multiple meaning words (2B/1F,4F)

• Identify the meaning of common idioms (2C/1C)

• Identify the author’s use of similes and

metaphors to produce imagery (8A/1H, 4J)

• Summarize and explain the lesson or message of

a work of fiction as its theme (3A/4G,I)/

Rea

din

g H

ab

its



reading was about, maintaining

meaning and logical order (e.g.,

generate a reading log or journal;

participate in book talks (9A/4E,H,I)





time and paraphrase what the reading was

about, maintaining meaning and logical order


participate in book talks (9A/4E,H,I)





time and paraphrase what the reading was about,



book talks (9A/4E,H,I




((TEKS/ELPS)

Weeks 30-31 Reteach/Review based on individual student data




1/12 98

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 information helps me as a reader

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or

Collaborative


be doing?



Reading Workshop.)

Evidence of

Learning (How will I know

if my students

know it?)

Graded/Ungraded

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.

Students re-read the article/passage New Ways to Help from the article Zach Bonner’s

Little Red Wagon (DBA). 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. T will use the *Guidelines for Summaries (Resource)

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: T displays (projects from the DBA assessment) 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. Compare it with the summary (correct answer).

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

article

Zach Bonner’s Little

Red Wagon or the

section New Ways to

Help

Sts can share the “gist” of

their independent reading.

Observation of

St responses




1/12 99

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


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

2

Def of

Summary

Guidelines for

Summaries

Sts re-read the section “Growing Up in East Texas” from the

passage The Lady Who Loved the Land (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: Create with students Main Idea

statement from the section of the article “Growing Up in East

Texas”. 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 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 section

“Growing Up in East

Texas” from the passage

The Lady Who Loved the

Land (DBA) during

independent reading before

the lesson.

Sts can share the

“gist” of their

independent

reading

Observation of St responses

3

Def of

Summary

Guidelines for

Summaries

Students should reread Two Bear Cubs 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 characteristics of a good

summary.

Collaborate: Sts collaborate with partner to choose the best

summary and defend/explain 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.

Introduce other ways the question may be asked:

Which sentence is the best summary of how the problem is

solved?

Lesson recap: When summarizing a text, include the main idea,

supported by important info (gist) and a concluding sentence.

Sometimes the summary may be only one sentence which will be

the main idea.

Sts re-read the drama Two

Bear Cubs, before the lesson

then collaborate with

partner to choose the best

summary. Share with whole

group and be ready to

defend answers.

T&T: Did you include the

main idea and the most


Sts share their

thinking from their

collaborative work

with partners.

Sts summary of the article




1/12 100

D

A

Y

Anchor Chart(s) Explicit Instruction/Modeling

Minilesson Focus


Student Outcomes)

Guided and/or

Collaborative

Practice

What will my

students

be doing?

Sharing Focus


at close of Shared


Workshop.)


(How will I know if my students

know it?)

Graded/Ungraded

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 Carmen 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, drama,

poetry…) and they will be looking for the main idea.

Students fill in

missing words for

Guidelines for

Summary.

T&T: What is the

best summary of

Carmen?

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. “The Mexican

War” or “The Golden Reed Pipe” are both short selections

with one summary question. Ask Sts to identify the genre

and characteristics.

Independent: Introduce new text. 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.

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 - Zach Boomer’s Little Red Wagon (DBA) *Guidelines for Summaries (Resource)

Day 2 Suggested Lesson Text: article - The Lady Who Loved The Land (DBA) **Cloze for Guidelines for Summaries (Resource)

Day 3 Suggested Lesson Text: drama – Two Bear Cubs (DBA)

Day 4 Suggested Lesson Text: poem - Carmen (DBA)

Day 5 Suggested Lesson Text: Journeys Texas Assessment Prep Book (Has Grade 4 in a circle in the left corner and can be accessed online through Think Central) Pg. 29-31 The

Mexican War and/or The Golden Reed Pipe

***Summarizing Rubric (Resource)

Texas Assessment Preparation Book Texas Journeys Texas Write Source (St consumables): These selections have summary questions; Beverly Cleary Pg. 15

Lost & Found p. 25, Let’s Change the Playground Pg. 30, Piper Reed Navy Brat Pg. 44, George Washington Carver Pg. 49, On the Way to Californ-I-A Pg. 73 (These selections

may be used as a resource to study summary if/as Sts have read them.)




1/12 101

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.




1/12 102

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




1/12 103

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

Interactive Read Aloud – 4th



1/12 104

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 synthesizing information helps me as a reader

D

A

Y

Anchor

Chart(s)


Minilesson Focus


Student Outcomes)

Guided and/or



be doing?

Sharing Focus

(Opportunity to reteach at


and/or Reading

Workshop.)



students know it?)

Graded/Ungraded

1

&

2

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) 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 feel good. As a purpose it essentially means 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; past CBA/DBA passages, Texas Assessment Preparation articles Sts

have read, articles from reading instruction etc.) 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

word 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, and

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: Return to previously read articles to decide on the

author’s purpose. Be sure to include different genres. Give Sts opportunities

to reread passages and work together to decide on author’s purpose. (Include

passages Sts re-read for summarizing.) 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 Strategies

T&T: Decide author’s

purpose

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




1/12 105

D

A

Y

Anchor

Chart(s)



Student Outcomes)



be doing?





students know it?)

Graded/Ungraded

3

&

4

Author’s

Organization

Examples of

question

types

Key

Words/Ask a

Key

Question

Connect and Engage: Discuss how authors use different organizational

patterns. **Author’s Organization Resource.

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 organization. (See Resource Author’s Organization-Recognize the

item type.) 2) Using familiar passages, (use passages worked with in

previous lessons) model then work together to ask key questions based on

the key words in the test question/answers. 3) 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 word in each option. Think

aloud how posing a question about the key words will help think through

choices. Introduce the Key Questions/Organizational Patterns anchor chart

(copy from Author’s Organization Resource). Discuss the Author’s

Organization key questions (Are two things being compared etc). Return to

previously read texts and discuss how the author organized the text. Look

for patterns with different text types. Think aloud asking the key questions

to decide the author’s organizational pattern. Use passages from previous

lessons.

Model how posing a question about the key words will help think through

choices. Read passage and find correct answer by asking questions.

Discuss how the organizational pattern(s) influences the relationships

among the ideas in the text. Share out thinking. (See Resource Author’s

Organization-Key words/Ask a key question.)

Guided: Return to previously read articles to decide on how the author

organized the text. Include author’s purpose, if not used in the previous

lessons. Be sure to include different genres. Give Sts opportunities to

reread passages and work together. (Include passages Sts re-read for

summarizing.) Sts share out. Work together to prove answers.

Lesson Recap: Reiterate the different ways authors organize text and how

that influences the relationships among the ideas. Review the key

questions.

Student copy of Author’s

Organization

T&T: Decide how the author

organized the text

Sts can summarize and

write author’s purpose


reading.

Observation of St

responses

5

Connect & Engage: Introduce a *** new (not used in previous lessons)

test like short text

Collaborate: Sts read the text then collaborate with partner or group to

write or find summary, author’s purpose and how the text is organized. Sts

share their thinking. Sts defend their answers using the Key Questions.

Scaffold Sts responses.

Lesson Recap: Review the key points for summarizing, and finding the

author’s purpose and organizational patterns.

Students collaborate to summarize,

explain author’s purpose and

organization

Sts share summary,

author’s purpose or

organization from their


Students’ written

responses.

MATERIALS: * Author’s Purpose Key Questions

** Author’s Organizational Patterns Key Questions

Day 1-5 Suggested Lesson Text: CBA/DBA/Journeys Test Prep passages Sts have read before

***Texas Assessment Preparation Book (4 is in a yellow circle/left corner) available online through Think Central (Short passages have 2 questions each on author’s purpose and organization)-Land of Fire and

Ice pg. 9-11-author’s purpose-Why the Bat Flies at Night pg. 65-66-author’s organization

Texas Journeys-Texas Write Source Texas Assessment Preparation St consumables- (These are test selections that contain author’s purpose questions) - Let’s Change the Playground Now pg. 30-33 (question 1

& 6)




1/12 106

Author’s Purpose- 4th 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…

• The author wrote this passage to-

• 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 be support the author’s purpose?

• The author wrote this passage to-

• Which of the following would best support the author’s purpose?

Answer choices are provided for one item to indicate what the options for purpose items generally

look like.

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 describe

Is this passage meant to describe something important to readers? To show them?

By answering these questions, some purposes will be particularly easy to eliminate.

Author’s Purpose Features of the Reading Selection Examples

To describe Words that tell how things look, sound, smell, feel,

or taste

Essay; Letter; Magazine article; Poem

To entertain Tells about characters or people and the events in

their lives

May make the reader feel happy, scared, or sad

Play; Poem; Story

To explain Gives directions

Explains how something works

Explains why something happens

Directions Magazine article; Newspaper

article

To inform Gives facts Magazine article; Newspaper article;

Report; Encyclopedia entry

To persuade Tries to get the reader to agree with the author Advertisement; Book review; Letter to

the editor




1/12 107

Author’s Organization-4th Grade Strategies

Recognize the Item Type

The word organized tells students that this item tests author’s organization. Versions of author’s organization items are listed below:

Paul organizes the information in his letter mostly by- DBA (Released STAAR) Letter to the Editor A. stating the editor’s opinions about playing video games and then providing evidence to dispute them

B. comparing one person’s experience with playing video games to another person’s experience

C. describing problems with playing video games and then offering solutions

D. listing ways playing video games can improve students’ grades and skills

E. The information in this passage is mainly organized-- The information in this passage is mainly organized-

A. In order of importance

B. By presenting a cause and then its effects

C. By comparing two or more things

D. In the order in which events happen

How is this passage organized? A. It tells a story.

B. It gives a description of several places.

C. It uses a question-and-answer format.

D. It gives step-by-step instructions.

How are the first five paragraphs of the passage organized? A. A question is asked and then answered.

B. Two sides of an issue are presented.

C. Events are placed in the order they happened.

D. Events are listed from most important to least important.

Which of the following best describes how the passage is organized? A. Sequential order

B. Comparison and contrast

C. Cause and effect

Key Words/Ask a Key Question

The answer choices for author’s organization items contain key words that can formulated into

basic questions:

• By comparing: Are two things being compared? What two things are alike and different? Does the author compare characters, settings, events, or how things work? Present two sides of an issue? What is he comparing?

• By explaining why: Does the author try to help you understand or show what something is about? Is there a stated or implied cause? Are effects explored or described?

• By telling about: Does the author tell about the events in a story? (as they happen or in the order they occur) Is there a problem? What is the solution?

• Are there instructions for something?

Is there a numbered list or bullets?

• By describing: does the author describe something important to readers?

• By presenting questions and answers: Does the author title a section(s) with a question then

answer it?

By posing questions, some organizational patterns will be particularly easy to eliminate. Think

through the answer choices by posing a question about the key word in each answer option.




4/12 108

Target(s) for the Week: Summarize and explain the lesson or message of a work of fiction as its theme; identify the meaning of common idioms, use the context of the sentence

to determine the meaning of unfamiliar words or multiple meaning words; identify the author’s use of similes and metaphors to produce imagery

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Common

Themes and

Examples

Create a display board in which a variety of themes are listed. 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 reread.

Connect & Engage: Review that fictional stories have messages or lessons. 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 winds 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: Gives clues about the main idea

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.

Sts can share a summary,

and or author’s purpose

and how their text is

organized.

Observation of St responses




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D

A

Y

Anchor

Chart(s) Explicit Instruction/Modeling

Minilesson Focus


Student Outcomes)

Guided and/or



be doing?

Sharing Focus

(Opportunity to

reteach at close of

Shared Reading 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. Create an anchor chart of Common Themes and Examples.

(Resource-Themes-Themes and Examples).

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 Zach Bonner’s Little Red Wagon and the poem Carmen?

Both the poem and the selection express the importance of--

A (Correct answer) thinking about others (Ask key questions: What evidence is there of

thinking of others? In Carmen? In Little Red Wagon?

B making new friends (Did they make new friend? In both the poem and the story? Was

that the important message the author wanted us to take away?)

C being accepting of others (Who were they accepting of? Why?

D overcoming challenges (Were there challenges? If so, what were they? In both the

poem and the selection?)

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, Sts should recognize that options B and

C don’t come close when compared to option A. 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.

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.

Sts read article for tomorrow’s lesson during independent reading.

Sts use key questions to

figure out the correct

answer for the common

theme of Zach Bonner’s

Little Red Wagon and

Carmen

Observation of St

responses




4/12 110

D

A

Y

Anchor

Chart(s)


Minilesson Focus


Student Outcomes)

Guided and/or



be doing?

Sharing Focus


at close of Shared


Workshop.)



students know it?)

Graded/Ungraded

3

Common

Themes and

Examples

Connect & Engage: Yesterday…Review 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: Work through the theme from the new article *What a Chore! Guide

Sts to look for and underline key words and ask key questions. Which answer has

the most evidence?

Collaborate/Independent: Sts collaborate with partner or work independently to

read **The Legend of the Bluebonnets and answer the two questions. Walk Sts

through the question/answers and using the key work/key questions strategy.

Discuss how both stories have similar themes.

Lesson recap: On an assessment, questions may use the words theme, message,

or lessons. Ask Sts to explain what theme is.


from their collaborative

work with partners.

Observation of St

responses

4

Figurative

Language

Connect & Engage: Figurative Language: Sts can have a difficult time recognizing

figurative language items, other than in simile items in which the words like or as are

specific clues. Sts need multiple exposures to figurative language items.

Model/Guided Practice: You will sometimes read phrases that you do not

understand. You might know the meaning of each word, but the words together can be

confusing. Use the sentence; Before I go on stage, I get cold feet as an example of

figurative language. Explain that figurative language uses vivid images or

comparisons to create pictures in the reader’s mind and that it does not mean exactly

what it says, so you have to figure it out. You can use nearby words as clues. Idioms,

similes, and metaphors are types of figurative language. Use the following example: I

love hiking and would do it at the drop of a hat. Context clues show that the speaker

loves to hike. The expression at the drop of a hat meant “right away” or “at any

time.” Put different idioms in context (T creates a short paragraph with the idiom like

the example above) and guides Sts to use context clues to figure out the meaning.

Even if you don’t know the meaning of the expression, you can then use context clues

to figure it out. Model how to use the context clues from the sentences before and

after. T&T: work with your partners to figure out the meaning. What context clues

used? Create/begin an anchor chart.

Figurative Language Examples:

smell a rat convinced that something is definitely wrong

gone to the dogs become run-down and in serious need of repair

something fishy going on. strange and suspicious

let the cat out of the bag spoil a surprise-tell something that is supposed to be a

surprise/secret

for the birds totally uninteresting and meaningless

straight from the horse's mouth from a very reliable source

horse around aimlessly playing around

T&T: work with your

partners to figure out the

meaning. What context

clues used?




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D

A

Y

Anchor

Chart(s)


Minilesson Focus


Student Outcomes)

Guided and/or


be doing?

Sharing Focus


at close of Shared


Workshop.)



students know it?)

Graded/Ungraded

4 c

on

tin

ued

Get a general feel.

On an assessment Sts can decide quickly if the figurative language has either a

positive or negative feeling connected-(feels like a million dollars-positive,

stabbed in the back-negative). Then they can quickly eliminate some answers.

Think about the figurative language in this sentence: Her stomach was in a knot.

Answer choices are; felt strong, felt surprised, felt confused, felt worried. A

stomach twisted into a knot would have a negative feeling attached. This would

eliminate the first two answers because strong and surprised are associated with

positive feelings.

Use context clues. Sts use information in the paragraph to look for clues.

Use substitution. Sts can use substitution to help them confirm their hunch about

the correct answer. Each answer choice can be substituted for the figurative

phrase. (Ex. Her stomach was in a knot. Answer choices are; felt strong, felt

surprised, felt confused, felt worried. Substitute each answer choice with the

figurative language in the question.) This strategy helps Sts clearly see options

that make little sense. By reading the sentence that comes before and after the

tested sentence and using substitution in this way, the correct option stands out.

Sts should be taught not to be too concerned when the response they think should

be there is different from the correct answer choice; they should understand that

their job is to choose the most reasonable option of the four presented.

Lesson recap: Figurative language creates pictures in the reader’s mind. When

you come across figurative language you don’t understand, remember to use

context clues to determine the meaning. If you come across figurative language in

your reading, we can add it our anchor chart.

T&T: Discuss with your

partner the context clues

and meaning of the

phrase_____.




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D

A

Y

Anchor

Chart(s)


Minilesson Focus


Student Outcomes)

Guided and/or



be doing?

Sharing Focus


at close of Shared


Workshop.)



students know it?)

Graded/Ungraded

5

Connect & Engage: Idioms, similes, and metaphors are types of figurative language. An idiom is an expression that does not have a word for word translation like “on top of the world.” Discuss the strategies for getting to the meaning (use context clues, use substitution etc.) Guided: Review that many times an author will use metaphor or simile or sensory words to make the writing more vivid and create pictures in the reader’s mind. Discuss the imagery used in The Lady Who Loved The Land (DBA). Chart the definitions and examples: Simile- simile uses “like” or “as” to compare ideas or things: Doug runs as fast as a cheetah. Metaphor- compares two things without using “like” or “as.: Life is a dream. Context Clues can also help you figure out multiple-meaning words. A multiple-meaning word has more than one meaning. Ex.: Twenty kids were present for the party. Everyone who came brought John a nice present. In the first sentence, present means “in attendance” or there.” In the second sentence, present means “gift.” . Most multiple –meaning 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.; the goal is to determine if Sts can understand that a commonly used word has different meanings in different contexts. Remind Sts they should be mindful that they must 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. Collaborate: Sts can read *** The After-School Club. Sts collaborate to answer the 6 questions over figurative language, and then together go through each question discussing the strategy use. Lesson recap: Figurative language is language that goes beyond its literal meaning. On an assessment, you may be asked to identify what the author used, (simile, metaphor, idiom etc.); you may be asked what the figurative language phrase means. You may be asked what sense(s) the reader uses or why the author used the expression. When you come across figurative language you don’t understand, remember to use context clues to determine the meaning.

T&T: Discuss with your

partner the context clues

and meaning of the

phrase_____.

MATERIALS:

Day 1 Suggested Lesson Text: Common Themes and Examples: Themes Resource

Day 2 Suggested Lesson Text: (DBA) (In preparation for Day 3 Sts read * Journeys Texas Assessment Preparation book (online through Think Central) Pg. 17-What a Chore!

Day 3 Suggested Lesson Text: Journeys Texas Assessment Preparation Book (online through Think Central) *Pg. 17-What a Chore! **The Legend of the Bluebonnets pg. 19

Assessments with theme assessment questions from Texas Assessment Preparation Texas Journeys Texas Write Source (St consumables): The Rainy Picnic pg. 38, 41, Piper Reed,

Navy Brat pg 44-47 (What lesson does Piper learn in the story?), Women’s Team pg.69, 72 (Which best describes the message of the poem?)

Day 4 Suggested Lesson Text: The Lady Who Loved The Land (DBA).

Day 5 Suggested Lesson Text: Journeys Texas Assessment Preparation book (online through Think Central) ***Pg. 33The After-School Club




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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

4th



3/12 114


Research and Media Literacy

Week 33

4/30-5/4

Week 34

5/7-5/11

Week 35

5/14-5/18

Get

ting

the

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 (23A/1E,3G)

• Generate a research plan for gathering relevant

information (e.g. surveys, interviews,

encyclopedias) about the major research

questions (23B)

• 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

(24A i-iii/2E,3F,4D)

• Use skimming and scanning techniques to

identify data by looking at text features (e.g.,

bold print, italics) (24B/1C,4D)

• Take simple notes and sort evidence into

provided categories or an organizer (24C/4G)

• 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

(24Ai-iii/2E,3F,4D)

• Use skimming and scanning techniques to identify data

by looking at text features (e.g., bold print, italics)

(24B/1C/4D)

• Take simple notes and sort evidence into provided

categories or an organizer (24C/4G)

• Differentiate between paraphrasing and plagiarism and

identify the importance of citing valid and reliable

resources (24E)

• Identify the author, title, publisher, and publication year

of sources (24D)

• Improve focus of research as a result of consulting

expert sources (e.g. reference librarians and local experts

on the topic) (25A/4F,4J)

• Explain how various design techniques used in media

influence the message (e.g., pacing, close-ups, sound

effects) (14B)

• Compare various written conventions used for digital

media (e.g., language in an informal e-mail vs. language

in a web-based news article) (14C/1G,4K)

• 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 (26A)

• Explain the positive and negative impacts of

advertisement techniques used in various genres

of media to impact consumer behavior

(14A/2F,4K)

Rea

din

g H

abit

s

(In

dep

end

ent

Rea

din

g)

(Dis

cuss

ing

Book

s)


time and paraphrase what the reading was

about, maintaining meaning and logical order

(9A/4E,4H,4I)

• Read grade level text with fluency (rate,

accuracy, expression, appropriate phrasing)

and comprehension (DRA 40) (1A/4E,4H)

• Read independently for a sustained period of time and

paraphrase what the reading was about, maintaining

meaning and logical order (9A/4E,4H,4I)

• Read grade level text with fluency (rate, accuracy,

expression, appropriate phrasing) and comprehension

(DRA 40) (1A/4E,4H)


time and paraphrase what the reading was about,


(9A/4E,4H,4I)

• Read grade level text with fluency (rate,

accuracy, expression, appropriate phrasing) and

comprehension (DRA 40) (1A/4E,4H)

((TEKS/ELPS)

4th



3/12 115

Fourth Grade – Research Unit of Study in Reading

Fourth grade students have interest in a variety of things in the real world. Their curiosity and interest abound. Along with these interests come many wonderings that are not always readily answered. Students want time to explore the answers to those deep thinking questions they have floating in their mind, written in a notebook or jotted on scrap paper. 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. Time, connections, and content are decisions for the grade level/teacher. 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 alone or in some cases with a partner. 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)

4th



3/12 116

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 questions

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 italics); 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 sources; Identify author, title, publisher and publication year of sources; 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

Publication: Share with others conclusions drawn from research topic; Explain the positive and negative impacts of advertisement used in various genres of media to impact consumer behavior

Research Unit – 4th

Grade – Unit 10, Weeks 33 – 35


3/12 117

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

Immersion: • How will I generate research topics and then narrow to one topic?

• How will I formulate open-ended questions about my topic?

• How will I generate a research plan for gathering relevant information about major research questions?

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

Investigation: • How will I follow the research plan to collect information from multiple

resources?

• How will I use skimming and scanning techniques to identify data by looking at text features (e.g. bold print, italics)

• How will I take simple notes and sort evidence into provided categories or an organizer?

• How will I identify the author, title, publisher, and publication year of the sources I use?

• How will I differentiate between paraphrasing and plagiarism?

• How do various design techniques used in media influence the message? (e.g. pacing, close-ups, sound effects)

• 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?

• Conduct “people” research: interviews, surveys, questionnaires, focus groups

• Check resources and determine reliability

• Synthesize information to build knowledge

Integration: • What expert sources can I consult to improve focus of the research?

• How will I take simple notes and sort evidence into provided categories or an organizer?

• What is the importance of citing valid and reliable sources?

• What conclusions can I draw through a brief written explanation about my research topic?

• How do I create a works-cited page from notes, including author, title, publisher, and publication year for each source used?




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Understandings/Big Ideas of the Stages of Inquiry Essential Questions

Publication: • 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?

• How will I explain the positive and negative impacts of advertisement used in various genres of media to impact consumer behavior?

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 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: National Geographic for Kids, TIME for Kids, Animal Planet www.bioforkids.com, www.gardenofpraise.com, www.shortcutscomic.com, www.pebblego.com, www.qwiki.com




3/12 119

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 questions

Introduce the Inquiry Process to students: 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 online (Ask Jeeves type of question) or asking a knowledgeable person. Share how you found your answer using “quick find”. Explain that Sts will soon learn how to research questions that require more time via the Internet, books, brochures, articles, documentaries and interviewing experts etc. for answers that are not quick finds. Note: Topics that 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 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/Independent: Sts can work with partner or alone to answer some “quick find” questions on the internet or by talking with a class expert.

Choose 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 chooses three topics she knows, cares, wonders about and wants to learn and shares about. T then briefly tells the story behind each idea and elaborates on one using a *Free Focused Writing (writing spontaneously on a topic of choice from your background knowledge). T writes what is known about the topic as well as some questions discovered. T reads it when complete and shares things wondered about that may be suitable to research. (*Comprehension & Collaboration by Harvey & Daniels, pp. 137)

Guided: Sts choose three topics they know, care, wonder and want to learn about and list in notebook. Sts T&T with a partner about one topic and what most intrigues them about the topic. Independent: Sts complete a free focused write on one of the topics. Sts then share with a partner and write any questions that emerge from the sharing as a starting point for their research. Sts may do a Free Focused Writing on other topic choices if they cannot decide which topic to select.




3/12 120

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 time there is more to add to the work plan. So as T models a step of research process, she will model how to place it on the work plan. Make It Real by Hoyt has several examples of work plans pp. 285; 293; 296-97 or T can create one based on needs of Sts or type of research done. Nonfiction Matters by Harvey also has a sample of a work plan/independent study contract pp. 215-216.

Guided: Sts have own copy of work plan as T models how to fill it out. Sts determine what goes in each section of their work plan and completes that section. As the research process progresses, Sts each fill out the work plan as it pertains to their topic. T confers with individuals as needed. T and Sts will revisit the plan for revision about mid-way through the inquiry process or sooner if needed.

Formulate 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 questions. (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. Independent: Sts work on their own to formulate open-ended questions about their topic, creating a list of questions they may want to research. Sts record questions on work plan.




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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 italics); 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 sources; Identify author, title, publisher and publication year of sources; 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 (Immersion): Independent inquiry (research) 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. Collect information from 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. Researchers read and compare many sources. Explain how various design techniques influence the media message Compare various written conventions used for digital media *Lesson may take 1-2 days dependent upon the number of different media sources available for Sts use.

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 etc... T stresses importance of only using what can be read and understood by the Sts. T or librarian models how various design techniques (pacing, close-ups and sound effects) influence the message of media; T and Sts look at and compare written conventions used in digital media (formal language of a web-based article vs. an informal language of an e-mail).

Guided: Co-construct an anchor chart 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 14B & 14C after T models. Media TEKS on-going throughout investigation stage of the research process. Independent: Sts begin to look at resources on topics they have chosen. Sts need to preview a variety of resources (books, articles, internet, video etc.) on their chosen topic. T confers with Sts as needed.




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Investigation (cont)

Use text features to gather data (Investigation) and take simple notes: 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. Differentiate 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 reviews with Sts how to read with the question in mind through a resource or several resources, to find information pertaining to the question/topic (Unit 3 Week 9). T models how to skim and scan to identify data by looking different text features in order to gather this information. T models how to document in research notebook by taking simple notes. T shows Sts 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.

Independent: Sts choose a question and work to use the text features to gather information and document it. T works with Sts to make sure they understand and provide support as needed. Sts determine, based on work plan, where they will begin to gather pertinent data.

Create questioning webs or other ways to organize research data: Sts need a place to keep track of the 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 models how as information is gathered and then organized. T models using a questioning web or other organizer. T models how to include the source it came from. T & Sts co-construct an anchor chart with optional ways to organize data.

Guided: Sts observe T and begin to think about how they would like to organize their own data collected. Sts help co-construct anchor chart of optional ways to organize data. Independent: Sts organize data collected thus far. 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)

Monitor 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 plan to 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 St’s work plan to model this process for the whole class. T shares the St’s work plan and then asks St to read through their research notebooks and materials to answer some questions: How is my project going? Am I finding the information I need? Do I need help from someone? Will I be able to meet the work plan deadlines set? If there are problems what steps can I take to move ahead? T & Sts work through the questions. T models how to determine what is working well and what changes to the work plan need to be made.

Independent: Sts use their individual work plan applying this same process. T moves among Sts 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

Improve the focus of research as a result of consulting expert sources: Sts need to understand that people can be experts on topics. Using experts, reference librarians, student initiated surveys, and on-site inspections 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? etc… T & Sts also develop 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. T can also model how to conduct a survey to gather data if pertinent to Sts research topics.

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 Sts. T shares 3-4 like pieces of information and shows Sts how to determine if the information is accurate and reliable (for modeling purposes some infor-mation 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 3-4 like pieces of information, working with their own data as T confers with Sts to monitor and support. Independent: Sts work with their own information gathered to determine if it is accurate and reliable. This work is on-going throughout rest of research unit.

Draw conclusions about the research topic and its questions: After Sts have worked to organize data gathered and determine how it will be categorized, they will use the organized information 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 publication.

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) Independent: Sts work 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; Explain the positive and negative impacts of advertisement used in various genres of media to impact consumer behavior

Share with others conclusions drawn from research topic: Sts love learning something new and they find it exciting to share this new learning 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 (Explanatory)Writing. T may organize a presentation of research day(s) in order for Sts to share the conclusions they have drawn about their research topic questions. Nonfiction Matters by Harvey, Ch. 13

Guided: Sts observe options for publication Independent: Sts determine a method for publication and presentation to an audience. Sts publish their findings in fashion decided upon. Sts practice sharing their information prior to research presentations (optional)

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.

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