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Austin ISD Updated August 2015

Grade level: Third Grade Reading Lesson Name: First 20 Days of Reading - Week 1 Grading Period: 1st 9 Weeks, Arc 1 Estimated timeframe: Dual Language – English Language Arts, 10 days (Aug. 24-Sept. 4), 30-35 min. daily Monolingual – 5 days (Aug. 24-28), 60 min. daily

These lessons are appropriate for both Monolingual teachers and Dual Language teachers.

Lesson Components Lesson Objectives: Los estudiantes registrarán las características de los libros de fantasía y escribirán una definición del género de fantasía. Los estudiantes identificarán los elementos de la historia y la manera en que los personajes cambian en una variedad de libros de fantasía. Los estudiantes practicarán los procedimientos del taller de lectura de principios del año y las rutinas que son las expectativas para el resto del año escolar.

Language Objectives: Los estudiantes utilizarán lenguaje académico para discutir los elementos de la historia y los principales eventos de una historia en secuencia y describir la manera en que los personajes cambian en un texto de fantasía.

Prior Learning: Students can describe similarities and differences in the plots and settings of several works by the same author.

Standards(Texas Essential Knowledge and Skills):

Reading Focus TEKS: 3.8 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: 3.8A sequence and summarize the plot’s main events and explain their influence on future events 3.8B describe the interaction of characters including their relationships and the changes they undergo Embedded Reading TEKS: 3.2 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. 3.2A use ideas (e.g. illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm

predictions 3.2B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support

answers with evidence from text

College and Career Readiness:

Draw and support complex inferences from text to summarize and draw conclusions.

Generate ideas and gather information relevant to the topic and purpose, keeping careful records of outside sources.

Listen effectively in informal and formal situations.


Essential Questions:

¿De qué manera el entender las estructuras y características de un texto te ayudan a comprender mejor lo que lees?

¿Cómo es que los lectores hacen un resumen de las principales partes de la historia?

¿Por qué es importante colocar los principales eventos en el argumento en el orden correcto?

¿De qué otras maneras cambian los personajes desde el principio hasta el final de la historia?

¿Qué es lo que hacen los lectores durante un taller de lectura?

Enduring Understandings:

Cada género tiene una estructura única, con elementos específicos que ayudan al lector a diferenciarlo de otros géneros..

Para escribir de manera efectiva en un género proporcionado, un escritor debe entender las características únicas del género.

Hacer un resumen es tomar una gran selección de texto y reducirlo a los puntos de mayor importancia para un entendimiento mas conciso.

En un taller de lectura, los lectores tienen tiempo todos los días para leer los libros que eligen leer. Ellos leen y aplicar las habilidades de lectura y estrategia que se les enseñaron durante la pequeña lección.

Vocabulary Essential: género, literario, ficción, fantasía, estructuras, características, elementos de la historia, personaje, escenario, problema, conflicto, problema, argumento, eventos, solución, hacer un resumen, secuencia, palabras de advertencia, orden, primero, siguiente, después, finalmente, evidencia del texto, predicciones

Lesson Preparation

Prepare a large anchor chart of the Story Mapping Graphic Organizer for reference and support when identifying story elements and sequencing events.

Chart Paper Anchor: “Reading is Thinking”

Copies of Story Mapping Graphic Organizer and How and Why Character’s Change (included below this lesson) for student use OR students’ Reader’s Notebooks in which they can draw or complete their own graphic organizer

Post-it notes for class responses

A variety of fantasy books for students to choose from at all independent reading levels of your students. Two of these books should be used for Read Aloud this week. To prepare for the Read Aloud, pre-read the two selected books and plan appropriate stopping points for think alouds. See lesson plan for instructional focus.

A few good examples of fantasy texts are… o Cloudy with a Chance of Meatballs by Judi Barrett o Crickwing by Jannell Cannon o The Leaf Men by William Joyce o Captain Raptor and the Moon Mystery by

Kevin O’Malley o Two Bad Ants by Chris Van Allsburg o The Garden of Abdul Gasazi by Chris Van

Allsburg o Tuesday by David Wiesner o Hooway for Wodney Wat by Helen Lester o Bad Case of Stripes by David Shannon o Sitting Ducks by Michael Bedard o My Life with the Wave by Catherine Cowan o The Fantastic Flying Books of Mr. Morris Lessmore by William Joyce o Texas Treasures “Wilbur’s Boast” from Charlotte’s Web by E.B. White (student

book) or “Wolf”


o Leveled Readers: “The Elephant’s Boast” (Approaching), “The Monster’s Riddle” (Approaching), “Running with Wolves” (Approaching), “Katie and the Wolf” (On), “A Dog’s Life” (Beyond), “The Wolf” (ELL)

Recommended Spanish Texts

o Los Fantasticos Libros Voladores de Morris Lessmore por William Joyce o Un Caso Grave de Rayas por David Shannon o Mi Vida Con la Ola por Catherine Cowan o La Verdadera Historia de los Tres Cerditos por Jon Scieszka o Tesoros El Paro que abria y cerraba p. 230

Anchors of Support

Turn and Talk Expectations Chart Tabla de expectativas para voltear y hablar

Genre Anchor Chart

Good Listener Expectations Chart

Un buen oyente

tiene no:

-las piernas cruzadas -habla cuando

-sus ojos mirando al hablante alguien más lo

-sus manos quietas hace

-respeto a quien habla -ignora

-paciencia -es grosero

escucha -interrumpe

-el propósito -se distrae

-el mensaje -se mueve

-las respuestas -se voltea

- cuando sea su turno

-hechos

-inferencias

-ideas

-instrucciones

piensa

-con su cerebro

-sobre lo que ve, escucha y sabe

-sobre el mensaje

-sobre el propósito

-sobre cómo la información se relaciona con ellos

-sobre los significados

Consejos para “voltear y hablar”

OBSERVAR a tu compañero.

ESCUCHAR a tu compañero..

Estar listo para HABLAR cuando sea tu turno.

Hablar de manera que solamente tu

compañero..pueda escucharte.

VOLTEAR hacia el frente cuando tú y tu

compañero. hayan terminado de compartir.

ESPERA en silencio. ALTO


Fiction Genres anchor chart Reading is Thinking Leer es pensar

Leer es pensar

Pistas en el texto = evidencia (yo pienso esto

porque... , porque dice que_____..., porque yo sé

que _____ y dice que _____..., yo puedo decir que

______ porque aquí dice que...

Resumir:

Determinar ideas importantes “esto es

principalmente de...”

Preguntar:

Hacer preguntas mientras leo “me pregunto”

Conectar:

Usar lo que sé para entender mejor “esto me

recuerda”

Inferir:

Usar pistas y lo que sé para generar sentido de lo que

leo “esto es probablemente”

Visualizar:

Crear imágenes mentales de lo que lee “en mi

mente, yo veo..”

Predecir:

Usar pistas para inferir que puede pasr luego “yo

predigo...”

Géneros de ficción

Género Descripción

ficción histórica una historia que toma

lugar en un tiempo

específico del PASADO.

ficción realista una historia inventada

pero que pudiera

suceder.

fantasía un libro con magia o

animales que hablan.

cuento tradicional/ una historia inventada

cuento de hadas contada a través de

generaciones.

misterio historia de suspenso

que incluye pistas y un

evento extraño.

aventura/ tiene peligro y riesgo,

acción una ruta, emoción

OTRO

poesía una historia con

patrones y rimas.


Independent reading expectations

Expectativas para la lectura independiente

La lectura independiente

Se ve como Suena como

-leyendo y dando vuelta a las páginas -voz 0 = independiente

-ojos en los libros -voz 1-2 cuando trabajas con el maestro

-concentrados -no hay sonidos – cuerpos quietos

-sentados -lápices escribiendo

-nadie está distrayendo a los demás de sus libros -reaccionando a nuestro libro con

-estamos interesados en nuestros libros control

-el maestro se reúne con los niños

Se siente como

divertida, tranquila, segura, cómoda, calmada, una parte de la historia


How Are We Learning? Partner Expectations, Group Work Expectations, Independent Work Expectations, Whole Class Expectations ¿Cómo estamos aprendiendo? Expectativas para trabajar con un compañero en grupo pequeño, independientemente y con todo el grupo

¿Cómo estamos aprendiendo? Independiente -en silencio -concentrados en su trabajo -levantar la mano para pedir ayuda (después de haber usado los recursos) Compañero -tomar turnos -una persona habla, la otra escucha -todos son responsables -voces bajas -contacto visual Grupos -dar a cada miembro del grupo oportunidad de hablar -respetar las ideas de los demás -trabajar juntos -voces bajas -hacer tu parte Todo el grupo -escuchar a los otros -levantar tu mano para hablar -poner atención al maestro -participar en la discusión – compartir tus ideas


Finding a just right book Encontrando un libro adecuado Character Changes Anchor Chart Cambios del personaje

Cómo cambia un personaje a través de la historia

Principio

El lector descubre las fortalezas y debilidades de los

personajes principales.

Medio

Ciertos eventos que ocurren causan que el personaje

principal piense diferente sobre la vida.

Final

El personaje principal muestra crecimiento.

¿Cómo sé que un libro es adecuado para mí?

Muy difícil/complicado.

-muchas de las palabras no tienen sentido para

mí

-es difícil mantenerme concentrado

-lo leo muy muy lento

-me cansa muy rápido

Adecuado

-me mantiene interesado

-2-3 dedos = nuevas palabras

-me envuelvo en el libro y no quiero parar =

lectura voraz

-se siente bien – quiero seguir y seguir

Muy fácil

-no hago esfuerzo, aburrido

-va muy rápido y es difícil de concentrarse

-no estoy usando ningún músculo – no me estoy

haciendo más fuerte


Sequencing Anchor chart Tabla de secuencia

Differentiation

Strategies

Special Education: If needed, read the student-selected story to or with students and allow them to verbalize their summary responses while you write them. Incorporate picture clues into the graphic organizer to help clarify each component. Allow for cooperative learning opportunities (pair students strategically). Refer to the student’s IEP for other routinely offered accommodations.

English Language Learners: Define the terms on the anchor chart and/or provide picture clues to match the vocabulary. Allow for cooperative learning opportunities. Provide sentence stems to help students form oral and written responses.

Extension for Learning: Reality and Make-Believe Chart Students will find three events from the beginning, middle and end of their story that could happen in real life and three that are ‘make believe.’ Next, they will write a paragraph explaining which of these events they would adapt to create a different story. “Can you predict the outcome if….?”

21st Century Skills

CRITICAL THINKING AND PROBLEM SOLVING: Use Systems Thinking

Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems.

Students create an interactive Choose Your Own Adventure type story using a website, app, PowerPoint or paper and pencil.

Website Suggestion: Inklewriter - This website helps writers tell creative interactive tales with useful online tools. Branching stories will stay organized so students can focus on the plot and characters. There is also a built in mapping tool for planning. Suggestions are given for creating student accounts and tutorials are available. http://www.inklestudios.com/inklewriter/

For PowerPoint use slides and the action buttons to given students alternative plot options in planning their interactive story.

Secuencia

-poner cosas en orden

-el orden de los eventos de una historia

Primero-Luego-Después-Finalmente

Palabras claves

primero antes después de eso

luego después eventualmente

luego más tarde mientras tanto

finalmente al final al día siguiente

http://www.inklestudios.com/inklewriter/


English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners.

Lesson Cycle

Engage

Gather students either on a carpet or allow them to stay at their desks. Remind students of your expectations of Whole Group Focus Lesson. Expectations may include:

- Colocar el libro que estás leyendo actualmente, tu libreta de lectura, y un lápiz encima de tu mesa.

- Moverse rápido y en silencio al área de reunión con nada en tus manos. - Encontrar tu lugar para sentarte y darle espacio a las personas a tu alrededor.

Siéntate con las manos en tu regazo. - Asegúrate de estar listo para escuchar y aprender.

Have the students practice this routine a few times, so they know you are serious about them performing this routine efficiently. You may decide to assign seats to avoid the shuffling around that wastes time. Try timing students to see if they can get settled and be ready to learn in one minute.

Read Aloud

Begin by showing the book Wolf by Becky Bloom or another fantasy book. (Wolf! is in the Treasures basal, but as this is a read aloud you might want to get a copy of the actual picture book to use as you read your students).

Stop at various points during the read aloud (before, during, and after) to think aloud about the kinds of thoughts you have while reading. You might share a connection you have, questions you ask yourself, or a reaction you have to what is happening in the story.

Use this engage lesson to explicitly teach the expectations of “Turn and Talk” using the Turn and Talk Expectations Chart as a guide (Anchors of Support section above). Remind students about voice level, and “Being a Good Listener” as illustrated in the above anchor.

After modeling Turn and Talk with another student continue with the Creative Learning Strategy-Art Talk as noted below. The goal for this Turn and Talk is to explore elements of fantasy.

Using the feedback from the students create a concept map in Inspiration or an anchor chart with the characteristics they are noticing about the fantasy genre with the book Wolf! or another fantasy read aloud.

Create a working definition from student responses of the fantasy genre on a genre anchor chart (see above in Anchors of Support). Also, add examples or titles of the genre as the year progresses as a reference for the students. This chart can be added to as different genres are explored.

Creative Learning Strategy- Art Talk

Teacher facilitates a conversation with students about an image from the book to engage and encourage critical thinking. Students use evidence to make connections and infer information.

Have the students Turn and Talk about what they notice about this book.

o ¿Qué es lo que ves en las ilustraciones? o ¿Es credible esta historia? o ¿Cuál es el género? ¿Cómo lo sabes? o ¿Cuáles son algunos detalles importantes o características que hacen su

fantasía?

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4


Lesson stages

Day 1 - Introduction to Reading Workshop-Reading is Thinking SE Focus Lesson

Start a “Leer es pensar” anchor similar to the one pictured in the Anchors of Support section (above). Connect your thinking from the Engage read aloud to the “reader voice in your head.” Remind students that while we read, our “reader’s voice” is thinking and using the strategies on the chart. Begin with just a few strategies and add more strategies to the chart with each daily read aloud.

Introduce students to the schedule of the daily Reading Workshop using an anchor chart: Lectura en voz alta de todo el grupo o lectura compartida: 10-15 min Lectura independiente, Lectura guiada, Respuesta a la lectura, Conferencias de lectura: 40-45 min Cierre en grupo completo: 5 min

Independent Reading

Next, lead the students into the next stage of Reading Workshop. Explain to them that during this part of reading workshop, Independent Reading, Guided Reading, Reading Response, and Reading Conferences could all be going on, but today we are going to focus on Independent Reading.

Explicitly teach your expectations for Independent Reading using the Independent Reading Expectations anchor chart (Anchors of Support section above.) Start your students off with reading only a short amount of time and add more time each day to build stamina.

If possible, have several Fantasy Genre books with a variety of reading levels available to all of your students to choose from during Independent Reading time during this first week.

Allow students time to browse through the books, and give them a purpose for reading. Explain that today, while they are reading, they should pay attention to their reader’s voice and the strategies they are using to think about their reading.

ACTIVITY 1

After Independent Reading, have students meet with a partner to share what their reader’s voice was saying as they read the story.

Have students work with their partners to Turn and Talk about what strategies they used while independent reading. Remind students about the procedures of Turn and Talk and being a good listener using the guidelines addressed in the Turn and Talk Expectations Chart and the Good Listener Expectations Chart (above.) A suggestion would be to time the Turn and Talk. Begin with one minute and work to increase the time depending on your students. Model this procedure with another student, and have them practice this strategy with their own partners while you monitor.

Some guiding questions for this discussion might be: - ¿Te detuviste en algún lugar en tu lectura y tuviste alguna pregunta? - ¿Te preguntaste que pasará después? - ¿Visualizaste o hiciste una ilustración en tu cabeza mientras estabas leyendo?

During Activity 1 the teacher actively monitors the partner’s discussions, checking for understanding, clarifying instructions and/or scaffolding instruction.

Give each student a sticky note and have them write down a strategy they used during Independent Reading, and place it on the Reading is Thinking Anchor. Have each student write their name or initials on the sticky note so that you can do a quick formative assessment of understanding.


ACTIVITY 2

With a partner, have the students discuss the book they read during independent reading and compare and contrast the stories read by each partner. ¿En qué maneras son los dos libros iguales? ¿En qué manera son diferentes?

Day 2 - Using Reading is Thinking to Identify Story Elements and Analyze Characters

SE Focus Lesson – Read Aloud

Choose a fantasy text from the recommended texts in the Lesson Preparation section of these lessons, or choose one of your own that has easy to identify story elements (characters, setting, plot, sequence).

Refer to the “Leer es pensar” chart you introduced yesterday, and remind students that you stopped to listen to your reader’s voice as you read. Explain that today you will stop periodically as you read aloud to allow students to share what their reader’s voice is saying as they listen to the story. Plan stopping points at places in the story where it is natural for a reader to notice their reader’s voice (e.g. a place where you might ask a question, be surprised, or wonder what will happen next.)

Begin a Reading is Thinking anchor chart specific to this read aloud, and as students share their thoughts, questions, etc. Label their thinking about this text on this chart.

Focus the discussion towards the story elements of the text. Tell students, “Asking questions is something good readers do.” Give examples of good guiding questions such as:

- ¿Me pregunto qué pasará después? - ¿Qué ha pasado hasta ahora en la historia? - ¿Cuál es el escenario de mi historia y cómo es que altera el argumento? - ¿Qué me ha sorprendido hasta ahora en esta historia?

Tell students, “Al ponerte en el lugar (del personaje), tu voz de lector tiene preguntas acerca de cómo se siente (el personaje).”

After the basic story elements have been identified as a whole class, begin to guide student thinking by using questions that center around the characters. This will be the focus for the partner work in Activity 1. Direct the discussion around how the characters have changed from the beginning to the end.

- ¿Cómo era el personaje al principio de la historia? - ¿Cómo era el personaje al final de la historia? - ¿Cómo cambió el personaje? - ¿Qué causó que el personaje cambiara?

ACTIVITY 1

Tell the students that they will now work with a partner to fill in the ‘Cómo y por qué cambian los personajes’ graphic organizer (at the end of this lesson). They will write about how one of the characters has changed from the read aloud.

Introduce your expectations for partner work. You may use the ideas found in the “¿Cómo estamos aprendiendo?” anchor chart (in the Anchors of Support section above.)

Partner work can be done using different colored pencils within their writing to show proof of contribution.



ACTIVITY 2 - Independent Reading

Students read their independent reading books, thinking about how the character(s) have changed from the beginning to the end of the story.

Students talk to a partner about how the character(s) have changed. Whole Group Closure

Afterward, have 1-2 students share with the whole group how the character(s) changed in the book they read independently.

Day 3 – Choosing a ‘Just Right Book’

SE Focus Lesson

Today, you will teach your students how to choose a “just right book” for reading independently.

Develop a ‘Encontrando el libro adecuado’ anchor chart (like the one listed in the Anchors of Support section) with your students that will clearly define what a Just Right Book is in your classroom.

Find examples of each of these types of books for yourself to model with your students. Discuss with them how “just right” is different for everyone.

Read aloud a snippet of each book to emphasize the differences between a book that is too easy, a book that is too tricky, and a book that is “just right.” Refer to the ‘Finding a Just Right Book’ anchor chart for characteristics of each type of book.

Brain Pop Jr. also has a video: “Choosing a Book” that you can view with your students.

Using the fantasy books that you used from the previous day, have the students practice choosing their Just Right Book.

Independent Reading

Introduce your Expectativas de la lectura independiente, and have students read for a specific amount of time, increasing the amount of time from the day before.

Although silent reading should begin on Day 1, it is not necessary to teach this lesson until Day 3 or Day 4. Most students will read and not be disruptive for the first few days.

Tell students whether they will sit at their desks to read or whether you will allow them to move to a comfortable spot in the room. Some teachers allow students to sit on the floor, in the library area, or use pillows or carpet squares to make this time special and enjoyable. Any students who have trouble handling this freedom might be told to sit at their desks to read for the remainder of the day’s silent reading time, and they can see if they are able to handle themselves more maturely the following day.

If your students have trouble settling in and actually reading during Independent Reading time, you may teach the following strategies. You may decide to teach this lesson to only a small group of students who tend to waste time at the beginning of independent reading.


ACTIVITY 1

After independent reading, have your students Turn and Talk about how they chose their “Just Right” book.

Review procedures for Turn and Talk beforehand.

Encourage students to talk about how they know that their book is “Just Right” for them.


ACTIVITY 2 – Writing to Learn Journal

Introduce the Libreta de Escribir para aprender. Tell students this journal is a place where they will record their thinking about their reading. Sometimes, they may write about the book they are reading. Other times, they may create a graphic organizer or write a response about what they read. And, at other times, they may write about what they are thinking when they are reading.

Today, students will write in their journals about how they know the book they chose is or is not a just right book. Encourage them to refer back to the chart for reasons why it is a good fit, giving at least two justifications.

Whole Group Closure

Ask 1-2 students to share what they wrote in their Writing to Learn Journal. Praise these students for trying their best and sharing their thinking about “just right books”.

Day 4 - Story Mapping Fiction Text: Fantasy Genre Remember to refer back daily to the Whole Group Focus Lesson expectations.

SE Focus Lesson Review the fantasy text read aloud on Day 2, asking students what they noticed about the

genre. Record the things your students noticed on a chart and use these ‘noticings’ to generate a working definition of the genre. Add this definition to the Genre Anchor Chart as shown in the Anchors of Support section of this series of lessons.

The focus for this lesson is to have students identify the story elements and organize them in sequence on a Story Mapping graphic organizer. This practice should help increase students' awareness that story characters and events are interrelated. It should also develop students' sense of story, which will assist in storytelling, retelling and writing.

Cómo comenzar la lectura en silencio

Moverse a su lugar de lectura de manera rápida

Alejarse de sus amigos para poderse concentrar en su mejor lectura y

pensamiento.

Guardar todas las distracciones. Dejar solamente tu libro enfrente de ti.

Si es un libro nuevo, ver a la portada y contraportada. Leer el resumen

en la contraportada y comenzar a leer en las primeras páginas.

Si este es un libro que ya has comenzado a leer, leer un párrafo o dos al

final de la parte que leíste ayer.

Establecer una meta. ¿Cuántas hojas crees que puedes leer hoy? ¿Qué te

gustaría aprender en tu lectura hoy?

¡Continúa leyendo el tiempo completo de lectura independiente!


In groups, the students will use the Creative Learning Strategy-Stage Picture to create a frozen statue picture of one story element of the fantasy read aloud.

After dividing the students into 5 groups, remind them of Group Work Expectations, modeling as needed.

Assign each group to one of the following parts of the story: - El comienzo de la historia - El escenario de la historia - El problema - La solución - El fin de la historia

ACTIVITY 1

After the groups present their Stage Pictures, tell the students that they will now work with a partner to complete the Organizador gráfico del mapa de la historia (at the end of this lesson) with the story elements created in the Stage Pictures.

Review your expectations for partner work (“¿Cómo estamos aprendiendo?” anchor chart, Anchors of Support section above.)

Partner work can be done using different colored pencils within their writing to show proof of contribution.

During Activity 1 the teacher is actively monitoring the partner’s discussions, checking for understanding, clarifying instructions and/or scaffolding instruction.

ACTIVITY 2- Independent Reading & Writing to Learn Journal

Remind students of the Independent Reading Expectations.

Explain to the students that also during independent reading, they can write in their Writing to Learn Journal.

Remind students that the Writing to Learn Journal is a place to think through the key concepts learned in class.

Students may write independently in their Writing to Learn journals in response to this question: - ¿Cómo es que sabiendo las partes de una historia de fantasía(elementos de la historia)

te ayudan a comprender mejor la historia?

Provide this sentence stem “Knowing the story elements of a fantasy helps me understand the story better because...”

Allow time for independent reading today with the fantasy books used from the previous days, increasing the time from the day before to build stamina.

Creative Learning Strategy- Stage Picture

Basic Instructions

Give a prompt for the stage picture, i.e.: What happened in the

beginning, middle or end of the story? What is the problem in the

story? What was the solution?

In groups, brainstorm images that come to mind based on the prompt.

The first student begins the frozen statue picture, having the other

students join one at a time to build/elaborate on the first student’s

statue until a cohesive group image (or stage picture) is created.

As a class read the image by asking the class to describe, analyze, and

relate to this image.


Toward the end of Independent Reading time, model a response of your own to show students an example of how they can write in their Writing to Learn journals, or have the students volunteer their ideas for a class response.

Whole Group Closure

Encourage a few students to share their responses from their Writing to Learn Journals.

Day 5 – Jotting Notes of my Thinking Remember to refer back daily to the Whole Group Focus Lesson expectations.

SE Focus Lesson

Refer to the “Reading is Thinking” chart the class has been building together this week. Today you will model for your students how to use sticky notes to keep a written record of your thinking as your read.

Note: Using a fantasy text, plan ahead the places where you will stop during your read aloud to show your students how to record a quick note about what you are thinking.

With the students, read aloud the first half of the fantasy book you have chosen, stopping at your preplanned stopping points to think aloud and record your thinking on a sticky note. Attach the sticky note to the page in the book, so it is visible for you to return to later.

Model a few different types of thinking (a connection, a wondering, visualizing, summarizing).

ACTIVITY 1

Continue to read aloud the remainder of the fantasy book. At your stopping points, ask students to turn and talk to a partner about what they are thinking. Quickly review the expectations of “Turn and Talk”. Distribute sticky notes so students can write their thinking on a sticky note, and collect their notes on a chart for this text. (Write the title of the book at the top, and ‘Stopping point 1:’ as a place to collect their notes.)

Continue reading, stopping, having students record their thinking and collecting sticky notes on a chart. (‘Stopping point 2:’, 3:, etc.)

Students may also record notes about the story elements as they read. Since this will be the second half of the book, you might encourage them to think about the sequence of events the characters engage in to solve the problem and the way the problem is solved.

ACTIVITY 2 – Independent Reading & Jotting Notes

Explain to the students that they will be recording their thinking on sticky notes as they read independently today, just like you modeled and they practiced in Activity 1 today.

They may use the sticky notes to record the story elements of their fantasy text they are reading or examples of their thinking based on the “Reading is Thinking” anchor chart.

While students are reading, check-in with as many students as possible to make sure they have made good book selections, and help students who may have trouble putting their thoughts into brief notes on a sticky note. This is good formative assessment information for you to see how well student have mastered the concepts you have taught this week.

After reading, ask students to share with the class some examples of what they wrote on their sticky notes during independent reading. Explain why it is important to record your thinking. “A medida que leemos podemos volver a pensar a una pregunta, observación o predicción y ajustar o confirmar nuestros pensamientos iniciales. Esto nos ayuda a construir nuestro entendimiento de un texto.”


Closure

Activity

Discussion: Revisit and discuss the Essential Questions (at the beginning of this lesson guide). Facilitate a discussion about how and why using a Story Mapping or Sequencing graphic organizer can help us better comprehend the author’s message and determine the most important information in a fiction text. Emphasize how the characters and the events are interrelated. Events happen in a specific order, and that order helps us predict what will happen next. Reading like a writer: Looking forward to writing workshop, similar tools will help us organize our own stories.

Check for Understanding (Evaluation)

Formative:

Teacher observations with Turn and Talk activities

Monitoring during independent reading

Keep anecdotal notes while students are working with partners and groups. Use these notes to provide further direct support for students needing differentiation strategies

Sticky Note “Reading is Thinking”

Story Mapping G.O.

Character Change G.O.

Participation in Activity 2

Summative:

Writing to Learn Journal Entries

Story Mapping on Day 4

Jotting notes of their thinking on Day 5


Story Mapping Identify story elements and sequence important events

Setting:

When?

Where? Characters:

Event: Next, Event: First, Event: Then,

Solution: Finally,


Mapa de la historia

Identica los elementos de la historia y pon en secuencia los eventos importantes.

Escenario

¿Cuándo?

Personajes

Evento: Primero, Evento: Luego, Evento: Después,

Solución: Finalmente,


Partner’s Names__________________________________

How and Why Character’s Change

Title of Text_______________________ Author __________________

Character’s Name _______________________

At the Beginning…. At the End…

How the Character Changed


Nombre del compañero__________________________________

Cómo y Por qué Cambia un Personaje Título del Texto____________________________ Autor _____________________________

Nombre del Personaje ________________________________

En el principio… Al final

Cómo cambió el personaje

austin isd updated august 2015curriculum.austinisd.org/schoolnetdocs/languagearts/3rd...austin isd...

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