3rd Grade English Language Arts/Reading Pacing Calendar · 3rd Grade English Language Arts/Reading...
Transcript of 3rd Grade English Language Arts/Reading Pacing Calendar · 3rd Grade English Language Arts/Reading...
Humble ISD 2011-2012
3rd Grade English Language Arts/Reading Pacing Calendar
Humble ISD 2011-2012 3rd Grade Reading Calendar
Revised 7/11 1
Independent Reading Lesson Guides are a separate document. Please access through ELAR Department’s website.
Unit Weeks Dates Comprehension Strategy
1 August 22-26
2 August 29 – September 2 1
3 September 6 – 9
Monitor/Self – Correct
4 September 12 – 16
5 September 19 – 23 2
6 September 26 – 30
Schema/Activate & Connect
7 October 3 – 7
8 October 11 – 14 3
9 October 17 – 21*
Questioning
10 October 24 – 28
11 October 31 – November 4 4
12 November 7 – 11
Visualizing
13 November 14 – 18
14 November 28 – December 2 5
15 December 5 – 9
Inferring
16 December 12 – 16*
17 January 3 – 6 6
18 January 9 – 13
Inferring
19 January 17 – 20
20 January 23 – 27 7
21 January 30 – February 3
Inferring
22 February 6 – 10
23 February 13 – 17
24 February 21 – 24
25 February 27 – March 2
8
26 March 5 – 9*
Determining Importance/Synthesize
27 March 19 – 23
28 March 26 – 30 (STAAR)
29 April 2 – 5
30 April 10 – 13
9
31 April 16 – 20
Testing as a Genre
(Summary, Author’s Purpose, Organization, Graphic Organizers)
Reteach/Review
32 April 23 – 27 (STAAR)
33 April 30 – May 4
34 May 7 – 11 10
35 May 14 – 18
Research Unit
36 May 21 – 25
37 May 29 – June 1* Flex Weeks
*End of Nine Week Grading Period
3rd
Grade – Unit 1; Weeks 1-3
Humble ISD 2011-2012 3rd Grade Unit 1, Weeks 1-3
Revised 8/11 2
LEARNING OUTCOMES (I CAN…)
Comprehension Strategy: Monitor/Self-Correct
Week 1
8/22-8/26
Week 2
8/29-9/2
Week 3
9/6-9/9
Get
tin
g t
he
Mea
nin
g
• Self-Monitor my reading to check
understanding (stop, think, react), making
corrections and adjustments when
understanding breaks down. (Fig. 19C)
• Monitor my comprehension by paying
attention to my thinking as I read. (Fig.19C)
• Leave tracks of my thinking as I read.
(20C/4K, 5B,F,G)
• Establish a purpose for reading and preview
text. (Fig.19A, 2C/4I)
• Predict outcomes, events, or actions that are
confirmed or contradicted. (2A/4D,J)
• Self-Monitor my reading to check
understanding (stop, think, react), making
corrections and adjustments when
understanding breaks down (fix-up
strategies). (Fig.19C)
• Use strategies to refocus when meaning
breaks down. (Fig. 19C)
• Notice when meaning breaks down and stop
and repair it before reading on. (Fig. 19C)
• Establish a purpose for reading and preview
text. (Fig.19A, 2C/4I)
• Predict outcomes, events, or actions that are
confirmed or contradicted. (2A/4D,J)
• Self-Monitor my reading to check
understanding (stop, think, react), making
corrections and adjustments when
understanding breaks down. (Fig.19C)
• Become aware of my thinking and focus on
both the content and the process to deepen
understanding. (Fig.19C)
• Establish a purpose for reading and preview
text. (Fig.19A, 2C/4I)
• Explain how monitoring helps me as a
reader. (Fig. 19)
Rea
din
g H
ab
its
• Listen to and participate in teacher-led
discussions by providing suggestions that
build upon the ideas of others. (30A,
31A/1D, 2C, 3B-D,G-J)
• Make appropriate choices for independent
reading and articulate why I made my
choice. (11A/4E,H,I)
• Demonstrate the expectations for
independent reading workshop time. (3A,
11A/4E,H,I)
• Read for increasing periods of time
(Humble ISD EOY expectation is 30
minutes of purposeful continuous reading).
(3A/4E,H)
• Produce evidence of the texts read. (e.g.,
generate a reading log or journal). (11A,
20C/4E,H,I, 4K, 5B,F,G)
Word
Stu
dy
• Use known words to monitor reading.
(1E/1B)
• Use and apply knowledge of letter sounds,
word parts, word segmentation, and
syllabication to read and spell words
(extend from 2nd
grade) (closed syllable,
vowel digraphs/diphthongs). (24A,
1Bi,v/5A, 4A)
• Spell high-frequency and compound words
from a commonly used list. (24C/5C)
• Identify, read and write contractions
(extend from 2nd
grade). (1D/1H, 4C)
(TEKS/ELPS)
Interactive Read-Aloud – 3rd
Grade – Unit 1, Week 1
Humble ISD 2011-2012 3rd Grade Unit 1, Weeks 1-3
Revised 8/11 3
Target(s) for the Week: Self-monitor my reading to check understanding, making corrections and adjustments when understanding breaks down; I can monitor my comprehension
by paying attention to my thinking as I read; Establish a purpose for reading; Predict outcomes, events or actions that are confirmed or contradicted;
Leave tracks of my thinking as I read.
D
A
Y
Anchor
Chart(s)
Explicit Instruction/Modeling Minilesson Focus
(Teacher Behaviors and
Student Outcomes)
Guided and/or Collaborative
Practice What will my students
be doing?
Sharing Focus (Opportunity to reteach at
close of Shared Reading
and/or Reading Workshop.)
Evidence of Learning (How will I know if my
students know it?)
Graded/Ungraded
1
Lesson Text example: *How Many Days to America by Eve
Bunting
Connect & Engage: Teacher. (T) will introduce book
providing the students. (Sts) with background knowledge about
the setting and characters of story. T invites Sts to predict what
will happen in this story.
Define Reading comprehension as understanding what we read.
Readers pay attention and think about the words and ideas as
they read. It is a voice in our head that speaks to us as we read.
The voice might say “wow, I never knew that before” or “Huh- I
don’t get this part”. T&T about what you hear and how you can
leave tracks of your thinking in your reading.
Model: T reads portion of text, modeling thinking out loud and
sharing inner voice.
Lesson recap:We are learning that reading is thinking. As a
reader it is our job to listen to the inner voice and leave tracks
of our thinking.
T will explain procedures for
Turn and Talk (T&T) (Sts
turn their face toward their
partner and make eye contact
to take turns listening and
speaking on topic assigned by
T) and then ask students to
T&T to discuss:
*predict the outcome of the
story
*connections to leaving home
*about leaving “tracks of
your thinking”
*to discuss what was read so far
*about leaving “tracks of
your thinking”
*to discuss what was read so
far.
2
Begin…
Reading is
Thinking
*I wonder
*This
reminds
me of
*Huh? I
don’t get it
Connect & Engage: Yesterday we thought about how readers
leave tracks of their thinking…
Model: Today …I’m going to ”think out loud”. I want you to
notice the thinking I’m doing. T model how to leave tracks of
thinking on Post-Its. I wonder…Reminds me
of…Wow…Feelings. (Place these “tracks” stems on anchor
chart) as T reads a few more pages of the book.
Lesson recap:You did a great job today listening to me share
my inner voice and watching me as I showed you how to write
down that thinking. Good readers keep track of their thoughts as
they read.
Sts look back at notes to
notice the kinds of things T
wrote down.
Sts will watch as T models
explicitly how to write notes
and thoughts on sticky notes.
After each T&T time,
a couple of Sts should
share their thinking
with the whole group.
At end of workshop,
Sts share their own
inner conversations
about what they read
independently
Sts engagement in the
T&T sessions,
listening, and sharing
relevant information.
T anecdotal notes as
she monitors the
conversations going on
around the room.
Interactive Read-Aloud – 3rd
Grade – Unit 1, Week 1
Humble ISD 2011-2012 3rd Grade Unit 1, Weeks 1-3
Revised 8/11 4
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
3
Continue…
Reading is
Thinking
Connect & Engage: We have been learning about the “Inner
Conversations” we have in our heads as we read. You have
also been watching how I leave tracks of my thinking….Today
you will get a chance to leave tracks of your thinking.
Model: T continues thinking out loud as she reads the next few
pages of chosen book.
T will explain procedures for using sticky notes, so students can
track their thinking.
Lesson recap:Nice work showing me what good readers do as
you heard that inner conversation and left tracks of your
thinking.
Guided Practice: Sts
share more of their
thinking,
Sts will be guided to
leave “tracks of their
thinking” by taking
short notes about their
responses to the text.
A few Sts will be asked
to share connections,
questions and responses
to what has been read
so far to the whole
group.
Student’s notes that
reflect their thinking.
Anecdotal notes by
teacher.
4
Continue
Reading is
Thinking
Connect & Engage: Yesterday’s lesson gave you the chance to
leave tracks of your thinking. You will practice this again today
as you notice the inner conversations you are having as I read
on in our text.
Model: T continues thinking out loud as the last section of the
text is read aloud to Sts.
Lesson recap: I can tell how much you are hearing that inner
voice and recording your thinking but the responses you just
shared. This is just what good readers do!
Guided Practice: T
gives Sts opportunities
to practice procedures
of turning and talking
and writing sticky notes
to leave tracks of their
thinking.
Sts will use their sticky
notes to share responses
and add to the anchor
chart, “Big Ideas and
lingering questions”
Sts sticky notes, oral
responses during anchor
chart.
Anecdotal notes by T.
5
Big Idea and
Lingering
Questions
Connect & Engage: All week we have been keeping track of
our inner conversations & leaving tracks of our thinking, today
we will spend time looking at that thinking and share those
thoughts with each other.
Collaborative Practice: Groups of 3 to 4
T models how Sts should discuss their thinking about the book
with a fish bowl activity.
T confers with groups to support them as they discuss the story.
T records big ideas and lingering questions on anchor chart.
Lesson recap: Readers as we more forward with monitoring
our comprehension and add more strategies, don’t forget to
continue to listen to those inner conversations as you read and
track your thinking!
Sts look at post-its and
star most important
parts –then discuss
book in small groups
Sts share any big ideas
or lingering questions
they have from the
story. Record on anchor
chart.
T jots down what
noticed about the kids’
questions and
discussions, T reads Sts
post-its looking to see if
there is evidence from
the text to support their
thinking.
MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Lesson 1; Strategies That Work 2 by Harvey & Goudvis, pp. 78
* Suggested lesson text, other text may be chosen. Lesson text must allow for students to be highly engaged, with text that is supported with pictures/illustrations and of reasonable
length and topic appropriate to the grade level. Authors such as Eve Bunting, Jane Yolen, Patricia Polacco; Cynthia Rylant are some good examples for lesson text choice.
Interactive Read-Aloud – 3rd
Grade – Unit 1, Week 2
Humble ISD 2011-2012 3rd Grade Unit 1, Weeks 1-3
Revised 8/11 5
Target(s) for the Week: Self-monitor my reading to check understanding, making corrections and adjustments when understanding breaks down; Use strategies to refocus when
meaning breaks down; Notice when meaning breaks down and stop and repair it before reading on; Establish a purpose for reading and preview text;
Predict outcomes, events, and actions that are confirmed or contradicted.
D
A
Y
Anchor
Chart(s)
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
Why
Meaning
Breaks
Down/Fix
up
Strategies
Connect & Engage: T previews personal reading being used for
mentor text with students, building background knowledge.
Sometimes readers can become confused while reading and stray
from an inner conversation w/text. T shares lesson focus using a
personal example of when meaning breaks down and what action
to take to get back on track. T introduces anchor chart, explains
purpose and that it will be co-constructed together throughout
week.
Record students’ reason why meaning breaks down.
Model: T reads Paragraph 1 of *_______(see materials),
thinking aloud about the confusing parts to show what happens
when meaning breaks down and what you can do to fix it. T
allows Sts to T&T to predict what they might learn from article.
Add to Anchor Chart in the Fix-up Strategies column the
strategies Sts noticed T use.
Lesson recap: Good readers notice when meaning breaks down
in their reading and they use various strategies to fix-it up.
T & T: Share examples
of when you have strayed
from inner conversation
when reading.
What are you think about
when you lose track of
your reading?
T&T: After a preview of
our text, what do you think
we might learn about?
Sts watch carefully at
what the T is doing to
get back on track.
T & T: What did you
notice me doing to make
sense of my reading
when I got confused?
Sts share how they
fixed up their
understanding when
they strayed from their
inner conversation
during independent
reading.
Sts conversations
Sts thinking from
independent reading.
(through teacher/student
conferences-“show me a
place…”)
2
Why
Meaning
Breaks
Down/Fix
up
Strategies
Connect & Engage: Yesterday’ in our lesson we learned that
good readers notice when meaning breaks down and how to stop
and use fix-up strategies. We will practice more of this today.
Model: T continues reading/thinking aloud about the confusing
parts of __________ to show what happens when meaning breaks
down and what you can do to repair it.
Add to Anchor Chart in the Fix-up Strategies column the
strategies Sts noticed T use.
Lesson recap: Good readers notice when meaning breaks down
in their reading and they use various strategies to fix-it up.
T & T: 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.
T anecdotal notes on
what Sts noticed and
articulated what the T
did as a reader to
monitor and repair
comprehension
Interactive Read-Aloud – 3rd
Grade – Unit 1, Week 2
Humble ISD 2011-2012 3rd Grade Unit 1, Weeks 1-3
Revised 8/11 6
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
3
Why
Meaning
Breaks
Down/Fix
up
Strategies
Connect & Engage: Today you will get a chance to notice when
meaning breaks down for you and select your own fix-up
strategies as we read Aim for the Stars. T introduces new article
Aim for the Stars
Model: Model first part of article- demonstrating & explaining
the distracting connection
Add to Anchor Chart in the Fix-up Strategies column the
strategies used.
Lesson recap: Today you noticed when meaning broke down
and stopped to use some fix-up strategies to repair it. Good
readers do this every time they read.
T & T: Sts make
connections to article
Sts share their own
thinking as T models first
part of article.
Guided: Sts continue
article noting when
meaning breaks down
and the fix-up strategies
used.
Sts share how they
fixed up their
understanding when
they strayed from their
inner conversation
during independent
reading.
In independent reading,
check to see if Sts are:
• noticing when comp.
breaks down
• using some of the
fix-up strategies to
repair
comprehension
• checking the anchor
charts for help
4
Why
Meaning
Breaks
Down/Fix
up
Strategies
Connect & Engage: Yesterday we read part of the article Aim
for the Stars and noticed when meaning began to break down…
Independent Practice: Today you will have a chance to read the
rest of the article. (independently) and to observe when your
meaning breaks down and what strategies you can use to fix it.
Lesson recap: You are doing a great job as readers to notice
when meaning breaks down and then stopping to take the time to
use a fix-up strategy before you move on.
Collaborative/Indp. Practice: Sts have a copy
of Aim for the Stars. Sts
read and note their inner
conversation, when they
stray, and how to get back
on track. Sts use post-its
to mark places they stray
from inner conversation.
Sts choose a fix-up
strategy to help repair
comprehension.
Sts work w/ partner or a
small group.
Sts share their inner
conversation, when
meaning breaks down,
and what to do to get
back on track.
In independent reading,
check to see if Sts are:
• noticing when comp.
breaks down
• using some of the
fix-up strategies to
repair
comprehension
• checking the anchor
charts for help
• using post-it to mark
points of confusion
Interactive Read-Aloud – 3rd
Grade – Unit 1, Week 2
Humble ISD 2011-2012 3rd Grade Unit 1, Weeks 1-3
Revised 8/11 7
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
5
Why
Meaning
Breaks
Down/Fix
up
Strategies
Connect & Engage: All week we have been learning to notice
when meaning breaks down and what those fix up strategies
should look like. Today you will be able to practice this on your
own.
Sts will use article Making Art Out of Junk and the think chart
Why Meaning Breaks Down/Fix-up Strategies to record
noticings.
Lesson recap: Readers as we move on to learn new strategies
and to read new text, you will continue to notice when meaning
breaks down and use fix-up strategies to repair the meaning
before you read on. This is what all good readers do as they read.
Independent Practice: Sts read article Making
Art Out of Junk and note
their inner conversation,
when they stray, and how
to get back on track.
Sts use post-its to mark
places they stray from
inner conversation and
record information on
think chart.
Sts. work alone or w/
partner.
Sts gather back as a
group and ask students
to share fix-up
strategies they used as
they read
independently. T will
add any new responses
to the Anchor Chart.
Sts completed think
chart. (CTK pp. 42)
Why Meaning Breaks
Down/Fix up Strategies
MATERIALS: Comprehension Toolkit. (CTK) Lesson 2; and pp. 42 - Stealing Beauty is the lesson text but T may choose any informational article currently reading-
students are not reading this text, T uses only as a model for lesson strategy. T might select a National Geographic magazine, Time magazine, a professional article anything
appropriate for Sts to hear as you read and model the strategy.
Toolkit Texts Grades 2-3. (TKT) by S. Harvey, pp. 64; 68
Interactive Read-Aloud – 3rd Grade – Unit 1, Week 3
Humble ISD 2011-2012 3rd Grade Unit 1, Weeks 1-3
Revised 8/11 8
Target(s) for the Week: Self-monitor my reading to check understanding, making corrections and adjustments when understanding breaks down; Become aware of my thinking
and focus on both content and the process to deepen understanding; Establish a purpose for reading and preview text; Explaining how monitoring helps
me as a reader
D
A
Y
Anchor
Chart(s)
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
Connect & Engage: Have you ever had to read a few
paragraphs and then had to answer a bunch of questions at the
end? How did you feel about that? Last week we noticed when
we had an inner voice helping us to know when meaning
breaks down and we paid attention to the fix-up strategies we
used. This week we are going to going to stop when we hear
that inner voice, think about what we have just read and then
react to it by jotting down our thinking right on the article we
are reading.
Model: T introduces and previews the article and gives the Sts
each a copy.
Read first part of Aztec School Days article for schema for Sts.
(T may also want to use highlights from Ancient Mexico-
Where and When to help build schema for Sts).
Lesson recap: We are learning that good readers think and
react to what they are reading, especially when they hear that
inner voice.
T & T: Share how you feel
about traditional test
questions.
Sts get copies of article
Aztec School Days and skim
article-talking with partner.
Sts pay attention to
subheadings/pictures/captions
2
Connect & Engage: Yesterday we previewed the article and
gained some background knowledge using the text features to
help us.
Model: T will read, stop and record Sts inner conversation-
questions, connections, confusions, and new info. (record on
the article for Sts to see) T reads through first column and
prompts Sts thinking by naming what they are doing -
connections, questioning, etc. T may ask specific questions.
Lesson recap: As good readers, we are learning to think and
react to what we are reading. Good readers record this
thinking.
T & T: Sts what are you
thinking so far?
T & T: Sts respond to
specific questions from the T.
After each turn and
talk time, a couple of
Sts should share their
thinking with the
whole group.
At end of workshop,
Sts share their own
inner conversations
about what they read
independently
Sts engagement in the
turn and talk sessions,
listening, and sharing
relevant information.
T Anecdotal notes as
she monitors the
conversations
Interactive Read-Aloud – 3rd Grade – Unit 1, Week 3
Humble ISD 2011-2012 3rd Grade Unit 1, Weeks 1-3
Revised 8/11 9
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
3
Connect & Engage: We have been learning to think and react
to what we are reading. You will get a chance to do more of
this today as we continue to read Aztec School Days.
Model: T reads a paragraph, stops and gives Sts time to record
their own thinking on the article. T continues to read to the end
of the article.
Lesson recap: Wow readers! Look at all that thinking and
reacting you are doing as we read today. This is what good
readers do all the time.
Guided: Sts will stop, think,
react and jot down thinking
on the article as T reads.
T&T: Share some of your
thinking with your partner.
A few Sts will be asked
to share something they
wrote down or talked
about
Sts notes that reflect
their thinking, oral
responses
Anecdotal notes by
teacher.
4
Connect & Engage: We have done a lot of thinking and
reacting. Now it is time to share with others what your
thoughts and reactions have been. Good readers also share
their thinking, they don’t just keep it to themselves.
Model: T models how Sts should discuss their thinking
T confers with groups to support them as they discuss the
article
Listen in and elaborate on their thinking.
Then after collaboration, T asks students to turn paper over and
write something they think is important. (content response)
and then write how the conversations they had with their
partners added to their thinking and better understanding.
(process response). This will be used in share time.
Lesson recap: As good readers we not only think and react to
what we read, we share our thinking and reactions with others.
Collaborative Practice: Groups of 3 to 4 Sts reflect
on their thinking.
Use margin notes to help
with conversation in their
groups.
Sts start converation with:
“Something
learned/surprised me”
“Questions I have”
Share out from groups:
*What was important to
remember
*How partners’
conversation helped
them understand the
article or change their
thinking . (T can
highlight/help from
own observations to
model this)
Sts notes that reflect
their thinking, oral
responses
Anecdotal notes by T.
Interactive Read-Aloud – 3rd Grade – Unit 1, Week 3
Humble ISD 2011-2012 3rd Grade Unit 1, Weeks 1-3
Revised 8/11 10
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
5
Connect & Engage: We have been working to stop, think
and react to our inner voice as we have read an
informational article this week. We are going to try this
process again, but today we will use poetry. Let me show
you…
Model: T models same process used this week only using a
poem. T will model first few lines and then invite students
to join in sharing their thinking.
T will record her thinking and Sts thinking in the margins
on the poem.
Lesson recap: This week we have learned that good
readers use those inner conversations to stop, think and
react to the text. Good readers also share their thinking
and reactions with others.
Guided: Sts share their
thinking from stop, think and
react as T reads the poem.
T&T: Sts. reflect on their
thinking to support the
conversation w/ partner.
Collaborative/Independent Practice: Sts/partners
choose an article. (Day of
the Dead) or poem.
Read Write & Talk with
partner
Look for Evidence of
something learned-How
conversation helped them
understand more
Sts share how partners’
conversation helped
them understand the
article or change their
thinking
Sts explain: how
monitoring helps me as
a reader
Sts notes that reflect their
thinking, oral responses
from
Collaborative/Independent
Practice.
Anecdotal notes by T.
MATERIALS: Comprehension Toolkit by S. Harvey, Lesson 3 and Source Book for Short Text;
Toolkit Text Grades 4-5 , by S. Harvey, pp. 32-33; 34-35; . (available in Spanish and English), Toolkit Texts Grades 2-3, by S. Harvey, pp. 55. (available in Spanish and English)
The Reading Workshop by F. Serafini, pp. 90-92, Poems for Day 5 lesson
3rd Grade – Unit 2; Weeks 4-6
Humble ISD 2011-2012 3rd Grade Unit 2, Weeks 4-6
Revised 8/11 11
LEARNING OUTCOMES (I CAN…)
Comprehension Strategy: Schema (Making Connections/Activate and Connect)
Week 4
9/12-9/16
Week 5
9/19-9/23
Week 6
9/26-9/30
Get
tin
g t
he
Mea
nin
g
• Use my prior knowledge (schema) to help
me make connections to what I am reading
(before, during, and after) (Fig.19F)
• Make meaningful connections to myself (text
to self); to what I know about the world (text
to world); and to what I have learned from
other text (text to text) (Fig. 19F)
• Make meaningful connections to myself (text to
self); to what I know about the world (text to
world); and to what I have learned from other text
(text to text) (Fig. 19F)
• Develop schema for authors, text structures, and
genres (Fig. 19F)
• Use prior knowledge/schema to help understand
the plot’s main events (8A/4I,K)
• Recognize that prior knowledge may be
inaccurate and revise thinking accordingly (Fig.
19F)
• Respond to new learning and merge it with my
prior knowledge (Fig.19F)
• Explain how using schema helps me as a reader
(Fig. 19)
Rea
din
g H
abit
s
• Develop reading goals for myself during
independent reading time (11A/4E,H,I)
• Respond to various texts in ways (oral and
written) that reflect my understanding and
interpretation and can be supported with
relevant aspects of the text (20C/4K,
5B,F,G)
• Read for a sustained period of time and paraphrase
what the reading was, maintaining meaning and
logical order (e.g., generate a reading log or
journal; participate in book talks) (11A/4E,H,I)
• Listen to and participate in teacher and student-
led discussions by providing suggestions that
build upon the ideas of others (30A,
31A/1B,D,G, 2C,I, 3E,G-J)
Wo
rd S
tud
y • Use and apply knowledge of letter sounds,
word parts, word segmentation, and
syllabication to read and spell words (extend
from 2nd
grade)
(r-controlled vowels) (1Biv/4a)
• Use and apply knowledge of common spelling
patterns (e.g., -eigh; -ought) (1C/5C)
• Use and apply knowledge of common spelling
patterns (e.g., -eigh; -ought) (1C/5C)
• Spell single syllable homophones (24E/5C)
(TEKS/ELPS)
Interactive Read-Aloud – 3rd Grade – Unit 2, Week 4
Humble ISD 2011-2012 3rd Grade Unit 2, Weeks 4-6
Revised 8/11 12
Target(s) for the Week: Use my prior knowledge (schema) to help me make connections to what I am reading (before, during, and after); Make connections to myself (text to
self); to what I know about the world (text to world); and to what I have learned from other text (text to text)
D
A
Y
Anchor
Chart(s)
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
Schema
Definition
Meaningful
Connections
to ______
(chart T &
Sts
connections
linked to
specific
parts of
text)
Connect & Engage: We will be working over the next few weeks to
expand the strategy of making connections/activating schema to help us
better understand the texts that we read. Schema is the background
knowledge each one of us has. We store it in our head much like things
get stored in a file cabinet. The information is there and when we need
it, we retrieve it. When we read about something, our brain is triggered
to recall anything we know about that topic. We use what we know to
make meaningful connections to the text. Connections are important
when they help us understand a story better.
Model: Today I will show you what I am talking about as I am reading
*____________. T has Sts T&T to activate their schema. T begins to
read the book and stops to make connections using words like When I
read the part about… it reminds me of… T may show Sts how she
makes her connection on a sticky note and codes is with an RMO for
reminds me of. T continues for a few pages, continuing to make
connections as she goes.
Lesson recap: Good readers use their schema to make meaningful
connections to help them understand what they are reading.
T & T: What do you know
about_______? What is
your schema for___?
T anecdotal notes as she
listens in as Sts T&T about
their schema/connections.
2
Schema
Definition
Meaningful
Connections
to ______
(chart T &
Sts
connections
linked to
specific
parts of
text)
Connect & Engage: Yesterday we began to use our prior knowledge
(schema) to make meaningful connections to help us better understand
the story.
Model/Guided: T will continue reading the text and thinking aloud. T
stops to let Sts make connections based on their prior knowledge and
then T&T with partner about the connection. T continues with the text.
I’m thinking about the connections I made and which ones helped me
understand this story. The most important connections I made were….
T looks back at anchor chart or sticky notes. T links her most important
connections back to the text.
Lesson recap: I can see you have done this before. You already are
demonstrating the good readers know the most meaningful connections
are the most helpful.
T & T: Think together.
Use your prior knowledge.
Connect to own
experiences/story
Can you make a connection
here?
T & T: Which connections
helped you understand the
story better? Be sure you
bring your connection back
to the text.
Share out one
meaningful/important
connection and why it
helped them
T anecdotal notes as she
listens in as partners tell
each other about
connections to see if they
are retaining their focus on
understanding the story.
Sts use sticky notes to mark
places in text where they
were able to activate prior
knowledge to assist
comprehension during IR.
Interactive Read-Aloud – 3rd Grade – Unit 2, Week 4
Humble ISD 2011-2012 3rd Grade Unit 2, Weeks 4-6
Revised 8/11 13
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
3
Schema
Definition
Meaningful
Connections
to ______
(chart T &
Sts
connections
linked to
specific
parts of
text)
Connect & Engage: Yesterday we learned good readers make
meaningful connections to help them gain a better understanding of
what they are reading. Today you will get more opportunities to
practice this.
Guided: T continues reading, stopping to let students make connections
based on their prior knowledge. Continue to end of story pausing to
give partners time to make connections and share them.
Turn back to pages where prior knowledge helped connect to story to
understand better
T reminds students to think about most meaningful connections-those
that helped the most. I’m thinking about the connections I made and
which ones helped me understand this story. The most important
connections I made were…
Lesson recap: You have done a great job of using your prior
knowledge/schema to make some meaningful connections to the text we
just read. As you read you independent reading (IR) books begin to
mark places you have meaningful connections. You can include those in
your reading response at the end of IR time.
T & T: Think together.
Use your prior knowledge.
Connect to own
experiences/story
Can you make a connection
here?
T & T: Which connections
helped you understand the
story better? Be sure you
bring your connection back
to the text
Optional for Sts to record
their connections on sticky
notes or the sticky note
template.
Sts write most important
connection to the read
aloud and tell why the
connections helped them
understand the story
Sts use sticky notes to mark
places in text where they
were able to activate prior
knowledge to assist
comprehension during IR.
T anecdotal notes on Sts
important connections and
ability to tell how it
increased understanding.
4
Prior
Knowledge
/ Schema on
Fossils
Connections
to (specific
parts of
article)
Connect & Engage: We have been learning to make meaningful
connections to the text to better our understanding as we read. Today
you will get a chance to practice this with a NF article called Fossils.
Model: Prior to reading we will need to activate our prior
knowledge/schema, to help us understand what we already know about
fossils. T charts what we know (think we know) Add to chart as article
is read. T begins reading article, stopping to let Sts activate prior
knowledge/make meaningful connections and share how it helps them
understand new information. T adds to chart as the reading continues.
Lesson recap: Good readers use their schema to help them make
meaningful connections. The connections are important when they help
us understand the story better.
T & T: What do you know
about fossils/dinosaurs?
What is your prior knowledge?
Sts get copy of article
Fossils
Sts skim article looking at
pictures/captions.
T & T: Does this match
your schema/prior
knowledge?
Share how they used their
prior knowledge to make
a meaningful connection
to understand the text
Sts use sticky notes to mark
places in text where they
were able to activate prior
knowledge to assist
comprehension during IR.
Interactive Read-Aloud – 3rd Grade – Unit 2, Week 4
Humble ISD 2011-2012 3rd Grade Unit 2, Weeks 4-6
Revised 8/11 14
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
5
Prior
Knowledge
/ Schema on
Fossils
Connections
to (specific
parts of
article)
Connect & Engage: Let’s take a look back at our anchor chart about
Fossils. Notice how all our responses focus on using schema/prior
knowledge. Good readers use this to help them understand the text.
Modeled/Guided: T continues article, stopping to help Sts activate their
prior knowledge/make meaningful connection to better understand things
like: Protoceratops; T rex. T will read to end of article as Sts continue to
note their connections and share with their partner.
Lesson recap: Good readers use their schema to help them make
meaningful connections. The connections are important when they help
us understand the story better.
T & T: What do you
know about __________?
T & T: What important
connection did you make
and how did it help you
understand the new
information?
Share how they used their
prior knowledge to make
a meaningful connections
to understand the text
Sts write most
important connection
and how it helped them
understand what they
were reading.
T anecdotal notes on
Sts important
connections and ability
to tell how it increased
understanding for this
article.
MATERIALS: Strategies That Work 2 by Harvey & Goudvis, pp. 92-93; *Lesson Text choice- text should be highly engaging and something Sts can make some connections
to (realistic fiction or a memoir work well). Ex: Every Living Thing, a collection of short stories by Cynthia Rylant; other Cynthia Rylant books; Patricia Polacco books; and Eve
Bunting books.
Interactive Read-Aloud – 3rd
Grade – Unit 2, Week 5
Humble ISD 2011-2012 3rd Grade Unit 2, Weeks 4-6
Revised 8/11 15
Target(s) for the Week: Make meaningful connections to myself (text to self); to what I know about the world (text to world); and to what I have learned from other text
(text to text); Develop schema for authors, text structures, and genres; Use prior knowledge to understand the plot’s main events
D
A
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
Nonfiction
Features
(list features
noticed on
chart)
Connect & Engage: Let’s take a look at some great NF books. Grab
one that looks interesting. We are going to spend a few minutes looking
through them and see what we notice about all the non fiction features.
Model: T looks at her book choice *Lightening by Stephen Kramer and
notes that non fiction features are like signposts and they signal us to pay
attention. It is also helpful to know difference between visual and textual
features. T explains difference and encourages Sts to look for these. As
Sts notice different features, T begins charting and discussing further
what they notice.
Lesson recap: Good readers use the NF features to help them gather
new information as they read. This helps readers to build more schema.
Sts explore a range of NF
texts
Sts share out what they
notice
T observations and
anecdotal notes of Sts
noticings of NF features
2
Co-
construct a
(new chart)
Feature/Pur
pose (list
different
features and
the purpose
of each one)
Connect & Engage: Yesterday… Today we will describe the purpose of
each feature and the purpose- how it guides our reading and helps us
understand the information. Let’s begin with the book I was looking at
yesterday, Lightening by Stephen Kramer.
Model: Before we begin, I want to talk for a moment about accurate
information. What do you think I mean by this? T share discussion w/ Sts
about importance of gathering accurate information as we read. T begins
sharing text features and their purpose, charting as she goes. T continues
w/ features through the table of contents. T discusses each so Sts get
picture of how the feature is used to gather information.
Lesson recap: Good readers use the NF features to help them gather
new information as they read. This helps readers to build more schema.
Sts use the
Feature/Purpose think
sheet
Sts are add to think sheet
as T models
T&T: What do you think
accurate information is?
T observations and
anecdotal notes of Sts
noticings of NF features
3
Continue
Feature /
Purpose
chart
Connect & Engage: Let’s look back at chart of features/purposes. So
far we have learned…NF features can help the reader build their schema
for a topic.
Guided: T read as she & Sts work together to notice and list some of the
features (map, map keys, labels, and captions) and determine purpose.
Here is an interesting visual feature – a map. It is a particular kind of
map. What information can you get it? T facilitates discussion, fielding
questions that will further the learning. T continues this with the other
features in the text.
Lesson recap: Wow! You are doing a great job reading and using this
information to help us determine the purpose of our NF text features and
how they are helping us build our schema. We will continue to use
features to help us throughout the year.
Sts continue to add to
their think sheet as T
guides them through text.
T&T: What information
can you learn from this
map?
T&T: What information
can you learn from this
______ (feature)?
Sts share what they are
learning about NF features
and how they are helping
them build their schema.
T observations and
anecdotal notes of Sts
noticings of NF
features
Interactive Read-Aloud – 3rd
Grade – Unit 2, Week 5
Humble ISD 2011-2012 3rd Grade Unit 2, Weeks 4-6
Revised 8/11 16
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
4
Venn
Diagram
labeled:
Bats / Both/
Birds
Connect & Engage: We have been looking at NF features that help us
build schema for the text we are reading. Good readers need to activate
prior knowledge (PK) to help them connect what they know to new
learning. Today we will see how this works using a book called
*Stellaluna. Activate your schema and think about what you already
know about bats and birds. T has Sts T&T to partner, then share with
class as T charts responses.
Model: T begins by reading first page and stops to model- I am trying to
use my PK about bats now…I know that bats can eat fruit and the book
says this is a mother fruit bat. I will add “eats fruit” under the bat
section of the chart. T discusses 1) skin/fur vs. feathers 2) bats are
nocturnal and adds to chart. How is this matching with your PK about
bats? This is what good readers do as they read; they activate their PK
and link it to the text they are reading. This helps them follow the plot’s
main events in the story. T reads further in the book stopping to activate
PK and link it to the text… Do owls eat bats? Bats sleep upside
down…(link to picture in book) Different than birds b/c birds sleep in
nests. T allows for T&T, listens in and selects Sts to share their responses
as T charts it. T models how she uses her PK to help her understand each
of plot’s main events as she is reading through the story. T finds stopping
point at end of lesson.
Lesson recap: Good readers activate prior knowledge when they are
reading. They use that PK to link to new information and this helps
understand the information better.
T&T: What do you
already know about bats
and birds?
T&T: Use you PK, is
there anything else you
know about bats and
birds?
T observations and
anecdotal notes from
T&T, whole group
discussions.
Interactive Read-Aloud – 3rd
Grade – Unit 2, Week 5
Humble ISD 2011-2012 3rd Grade Unit 2, Weeks 4-6
Revised 8/11 17
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
5
Connect & Engage: Yesterday we read part of *Stelluluna and used
what we already knew about bats and birds to help us link to new
information and understand this story better. As I linked my prior
knowledge to the text, it helped me understand the plot’s main events.
Let’s continue doing that again today.
ModelGuided: T continues with the book stopping at point when
Stellaluna gets the grasshopper. I know that she is a fruit bat so the
grasshopper might taste good to a bird, what about a bat? T discusses
bird beak vs. bat mouth and charts information. This was another
important part of the plot. My PK helped me to understand that birds and
bats do not eat the same thing and this was difficult for Stellaluna to eat
the grasshopper but she was hungry and needed to survive. T has Sts
T&T about any other new learning so far or how their PK has helped
them understand the plot’ main events.
T continues to end of book stopping frequently to model and let Sts T&T
about PK. After story T discusses parts of story where PK really helped
her as a reader. My PK really helped me with this part of the story
because…
T then shows Sts other books by Janelle Cannon. This author has written
other books that require us to use this same strategy of activating PK. We
know after reading this book the author writes a fiction story but uses
facts about the animals within the text. We understand that in order to
really take on the new learning in the book, we must activate what we
already know about the topic and then use it to help us with the new
information in the book. I will leave these other books up here and today
during IR time, you and partner could read one or part of one try this
strategy again.
Lesson recap: Good readers activate their PK and use it when they
encounter new information to help them better understand the story.
They also notice that when the author is the same, they style of the
writing may be the same, as might the structure of the text.
Understanding this also helps us because we activate prior knowledge
about other text like this one and use that to help us, especially when we
meet new information. Try this in your IR, marking the place that had
you activate your PK to help you with new learning.
T&T: Have you learned
anything new that you can
add to your PK so you
will know more about
bats and birds?
T&T: Have you learned
something to add to chart?
T&T: How has your PK
helped you to understand
the plot’s main events?
Sts share where in the
story they were able to
really us PK to help them
understand the story better.
T observations and
anecdotal notes from
T&T and share time.
MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Book 2 / Lesson 4 (Days 1-3) *Lesson Text choice- any NF book that has text features to support the lesson
focus. Interactive Read Alouds Grade 2-3 by Linda Hoyt, pp. 1 Use Prior Knowledge lesson
*Lesson Text- Stellaluna** or any book by Janelle Cannon (Verde, Pinduli, Crickwing**) or other suggested text from the Lesson Matrix on pp. ix
** available in Spanish
Interactive Read-Aloud – 3rd
Grade – Unit 2, Week 6
Humble ISD 2011-2012 3rd Grade Unit 2, Weeks 4-6
Revised 8/11 18
Target(s) for the Week: Respond to new learning and merge it with my prior knowledge; Recognize that prior knowledge may be in accurate and revise thinking accordingly;
Explain how using my schema helps me as a reader
D
A
Y
Anchor
Chart(s)
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
Language
That Signals
New
Learning
Connect & Engage: Today we will work with a NF book called *____________. This author is such a great writer. All of his books have great photos and unbelievable writing. This type of NF is called Trade NF and it reads more like a Nat’l Geographic Magazine. What are some of your favorite NF books and writers? NF is read so we can learn something. We expect the information to be accurate and many times we read about things we already know but also learn new facts/information. We must merge our thinking with the new information. Do you know what this means? T elaborates as needed about “merging information”. Model: Let me show you what happens when I meet new information. T models how to merge thinking with the new information, sharing the language of the new learning (“Wow! I never knew that!” “No way! I can’t believe that!” etc). Those words show how I merge my thinking- old with new. T reads a bit of book to model this once. T uses post-it and models how to write down and mark new learning with “L” in the book where new learning occurred. Lesson recap: You are learning that good readers must listen to that inner conversation so they can merge the new information they learned with their prior knowledge.
T&T: Share some favorite
nonfiction books and
writers
2
Language
That Signals
New
Learning
Connect & Engage: Yesterday we learned that we must listen to our inner conversations when we are reading NF in order to merge what we know with our new thinking. Model/Guided: T. continues modeling by marking a post-it with an “L” for “Learn” and jots down merged thinking as well. T continues to read and question new information as new learning occurs. T models how to draw a line underneath new learning on a post-it and write a wondering/question. T records language that signals new learning on anchor chart. T engages the students in the process, inviting them to share their new learning signals. Independent: T floods room with non-fiction books and circulates around the room listening in on Sts conversations and reading their written responses of new learning and wonderings (this may have to be extended into independent reading or the next IRA lesson). Lesson recap: Good readers listen to their inner conversation and notice when they have new learning. They mark their new learning and even note their questions. Merging your thinking with new information helps you better understand the topic, so continue to do this as you read, especially in your independent reading.
Guided Practice: Sts use sticky notes (or sticky note template) and clipboards to merge thinking with new learning and write it down Sts will jot down new learning on Post Its with an “L” Sts will draw a line underneath “L” and write a question beneath the line when they have a wondering.
Sts share what signals
they noticed when they
came across new
learning?
Sts think sheet with new
learning and questions
about new learning
encountered
Interactive Read-Aloud – 3rd
Grade – Unit 2, Week 6
Humble ISD 2011-2012 3rd Grade Unit 2, Weeks 4-6
Revised 8/11 19
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
3
What I
Know /
What I
Learned
Connect & Engage: Today we are going to spend some time reading
and talking about ________. I want you to T&T to your partner about
what you already know and what you think you might learn today as we
read. T selects a few Sts to share with class. It sounds like many of you
already know a lot about _______. Good readers keep what they
already know about a topic in mind as they read. They connect their
background knowledge to new information and it helps them better
understand the topic they are reading.
Model: Today as I read this article about ______, I am going to keep in
mind what I already know and connect it to the new information. It is
easier to make sense of new information when we use our background
knowledge. T introduces the anchor chart. This anchor chart is going to
show us what we already know, what we learned and how sometimes the
information we already know might not be completely accurate. This is
okay because part of the reason we read articles like this one is to clear
up any misconceptions we might have about the topic. T writes down a
few things she already knows about _______ and invites Sts to share
what they know.
T begins to read and records new learning on the anchor chart. T
continues to read and models her thinking when a misconception about
information occurs. When my BK is inaccurate, I need to change my
thinking. T charts the new information.
Lesson recap: We are learning that good readers think about their
background knowledge-what they know- and merge it with their new
learning. This also clears up misconceptions.
T&T: What do you already
know about ______ and
what do you think you may
find out?
T observations and
anecdotal notes during
T&T and class discussion.
Interactive Read-Aloud – 3rd
Grade – Unit 2, Week 6
Humble ISD 2011-2012 3rd Grade Unit 2, Weeks 4-6
Revised 8/11 20
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
4
What I
Know /
What I
Learned
Connect & Engage: Yesterday we began to take what we already know
and merge with new learning. We even learned how to clear up
misconceptions. Today we will continue this strategy. You will have a
copy of the article and your own think sheet to record what you already
know and what you learned.
Guided: T has students read a section of the article and record any new
learning they have in the What I learned column on think sheet. T allows
T&T time for Sts to share new learning with partner.
Now let’s share some of the new learning you had with the whole group.
Look at your notes and then we will add any new learning to the anchor
chart and you can add it to your think sheet as well. T records Sts new
learning. Sometimes our BK (background knowledge) can really help us
understand new learning, let me read this part to you and share what I
mean. T shares part of article and her new learning and connects with
something she already knew showing how it helps her makes sense of
the information. T draws arrow on chart connecting the learning (old &
new).
Lesson recap: You are doing a great job of merging your new learning
with what you already know. Using your background knowledge is
really helpful- it let’s you make sense of the new information.
Sts get copy of think sheet
T&T: What new learning
did you have after you read?
Sts share:
-misconceptions they
encountered while
reading
-connections between
what they know and new
information and how it
this connection helps
them
T observation and
anecdotal notes on Sts T&T
and sharing.
Sts think sheets from
independent article
5
What I
Know /
What I
Learned
Connect & Engage: Yesterday we really began to use our BK to help
make sense of new information. We are merging them to help us better
understand what we are reading. Today you will work with a partner to
read and talk about your new learning, clear up misconceptions and
merge your thinking with what you know and what is new. Remember
that what you learn will depend upon what you already know. Not all of
us will record the same new learning.
Independent/Collaborative: Sts will have choice between two articles
Celebrating the Day of the Dead or Sam Goes Trucking. Sts will read
and record their new learning on their own think sheet and then stop to
T&T to their partner about their thinking. T will move about the room,
facilitating conversation, supporting Sts as they work together to discuss
their new learning and any misconceptions.
Lesson recap: Good readers use their BK and merge this thinking with
new information to help them better understand the text. As a good
reader, each time you are reading notice when you encounter new
information and activate your BK to help you.
Sts will choose between two
articles and then work
independently to record new
learning on think sheet.
Sts will T&T to partner
about their new learning.
Sts will return to whole
group area to share their
new learning, how use of
their BK helped them
understand new
information.
Sts will share any
misconceptions they
were able to clear up.
Sts will share how the
use of schema/BK helps
them as a reader.
What I Know / What I
Learned Think Sheet
T observations and
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 2-3 by Harvey and Goudvis, pp. 55 & 48(Day 5)
3rd
Grade – Unit 3; Weeks 7-9
Humble ISD 2011-2012 3rd Grade Unit 3, Weeks 7-9
Revised 8/11 21
LEARNING OUTCOMES (I CAN…)
Comprehension Strategy: Questioning
Week 7
10/3-10/7
Week 8
10/11-10/14
Week 9
10/27-10/21
Get
tin
g t
he
Mea
nin
g
• Ask relevant questions (before, during, and
after reading) to learn new information, to
clarify confusion, and to understand the text
(Fig. 19B, 2B/3F, 4I)
• Stop and notice when my questions are
answered with evidence from text (2B/3F,
4I)
• Participate in student-led discussions by
posing questions with appropriate detail
(30A, 31A/1B,D,G-J, 2C, I, 3B-E,G-J)
• Explain how using questioning helps me as a
reader (Fig. 19)
• Ask relevant questions, seek clarification,
and locate facts and details about stories and
other text and support answers with evidence
from the text (Fig. 19B, 2B/3F, 4I)
• Use a variety of strategies to answer my
questions (Fig. 19B, 2B/3F, 4I)
• Participate in student-led discussions by
posing questions with appropriate detail
(30A, 31A/1B,D,G-J, 2C, I, 3B-E,G-J)
• Explain how using questioning helps me as a
reader (Fig. 19)
• Ask relevant questions, seek clarification,
and locate facts and details about stories and
other text and support answers with evidence
from the text (Fig. 19B, 2B/3F, 4I)
• Identify major and minor characters and
whether they are static or dynamic (8B/4K)
• Describe the interaction of characters
including their relationships and the changes
they undergo (8B/4K)
• Participate in student-led discussions by
posing questions with appropriate detail
(30A, 31A/1B,D,G-J, 2C, I, 3B-E,G-J)
• Explain how using questioning helps me as a
reader (Fig. 19)
Rea
din
g H
ab
its
• Respond to various texts in ways (oral and
written) that reflect my understanding and
interpretation and can be supported with
relevant aspects of the text (20C/4K, 5B,F,G)
• Read for a sustained period of time and
paraphrase what the reading was,
maintaining meaning and logical order (e.g.,
generate a reading log or journal; participate
in book talks) (11A/4E,H,I)
• Use multiple sources, including print such as
an encyclopedia, technology, and experts, to
locate information that addresses questions
(26Aii2E, 3F, 4D)
• Respond to various texts in ways (oral and
written) that reflect my understanding and
interpretation and can be supported with
relevant aspects of the text (20C/4K,
5B,F,G)
• Read for a sustained period of time and
paraphrase what the reading was,
maintaining meaning and logical order (e.g.,
generate a reading log or journal; participate
in book talks) (11A/4E,H,I)
• Respond to various texts in ways (oral and
written) that reflect my understanding and
interpretation and can be supported with
relevant aspects of the text (20C/4K,
5B,F<G)
• Read for a sustained period of time and
paraphrase what the reading was,
maintaining meaning and logical order (e.g.,
generate a reading log or journal; participate
in book talks) (11A/4E,H,I)
Word
Stu
dy • Use and apply knowledge of letter sounds,
word parts, word segmentation, and
syllabication to read and spell words (extend
from 2nd grade) (open syllable CV; final
stable syllable) (1Bii,iii/4A)
• Spell complex contractions (e.g., should’ve,
won’t) (24F/5C)
• Use and apply knowledge more advanced
spelling patterns and rules (e.g., ou as in
could, touch, through, bought) (24Bvi/5C)
• Identify and use antonyms, synonyms,
homographs, and homophones (4C/3B)
(TEKS/ELPS)
Interactive Read-Aloud – 3rd
Grade – Unit 3, Week 7
Humble ISD 2011-2012 3rd Grade Unit 3, Weeks 7-9
Revised 8/11 22
Target(s) for the Week: Ask relevant questions (before, during and after reading) to learn new information, clarify confusion, and to understand the text; Stop and notice when
my questions are answered with evidence from text; Participate in student-led discussions by posing questions with appropriate detail; Explain how
using questioning helps me as a reader.
D
A
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
Thick/Thin
Questions
(definitions
chart)
Asking
Questions
about
*(book title)
Connect & engage: How many of you wonder about something or ask a
question to yourself as you read? Wow! We have a lot of good readers in this
room! Asking questions is exactly what good readers do. They ask questions
before, during and after reading to learn new information, clarify confusion and
to understand the text. Good readers also notice when their questions are
answered in the text. We will practice asking questions and notice when they
are answered as we begin to read *____________.
Model: (T displays anchor chart w/ thick/thin question definitions written on it)
Asking questions is important. The questions we ask need to be thoughtful. By
that I mean, is this question I ask really going to help me understand or learn
something about this text. Sometimes these types of questions are called “thick”
questions. Thick questions often start with “Why”, “How Come”, “I wonder”.
The other type of question is called a “thin” question. Thin questions are often
asked when the reader doesn’t understand the meaning of a word or is just
clarifying something. A question that can be answered with yes or no is also a
thin question. We have all asked these kinds of questions, but as we work this
week asking questions, I want us to be thoughtful about our questions, asking
more thick questions. Those questions that will help us understand or learn
something about the text. T begins by modeling a question she has before
reading. I am already wondering… T charts her question as Sts T&T about their
questions before reading. T listens in and selects a few Sts to share, T charts
their questions. T beings reading the book. T will model asking thick questions
as she reads. T uses specific language of thick questions – “I wonder”, “How
come”, “Why”. T can model a few thin questions as well, pointing out that
while those questions come to mind, she is not going to chart them or dwell on
them. T reads & models questioning strategy for one half of the book. T stops to
notice when a questions is answered in the text. T shows text evidence to Sts as
it occurs. T can note on chart after the question if it was answered in the text by
coding a T for text. I noticed after reading _______, that this answers my
question about ________.
Lesson recap: Today we learned that good readers not only ask questions,
before, during and after reading, the questions they ask are authentic or thick
questions. These kinds of questions help the reader understand or learn
something about the text. Good readers also stop to notice when the questions
they ask are answered in the text.
T&T: What are you
wondering before we
begin to read
*____________.
Sts share connections
they have had in the IR
books and how the
connection helped them
as a reader.
T observations &
anecdotal notes from Sts
T&T and share time.
Interactive Read-Aloud – 3rd
Grade – Unit 3, Week 7
Humble ISD 2011-2012 3rd Grade Unit 3, Weeks 7-9
Revised 8/11 23
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
2
Thick/Thin
Questions
(definitions
chart)
Asking
Questions
about *(book
title)
Connect & Engage: Yesterday we began to read and ask questions
about our book *________. Good readers work hard to ask authentic or
thick questions. Questions that will help them understand or learn
something about the text. Stopping to notice when questions get
answered in the text is also something important good readers do. I will
be asking you to share your thick questions today as we continue to read.
Model/Guided: T continues with the text, modeling at least one thick
question and adds it to the chart. T then invites Sts to T&T (throughout
the book) about any thick questions they have. T listens in and scaffolds
Sts if they are having trouble asking thick questions. T will chart some of
the Sts questions on the chart. T will ask Sts to listen and notice when/if
their questions are answered in the text. T can note on chart after the
question if it was answered in the text by coding a T for text. T & Sts
work through the text to the end of the book. T models her questions
after reading, adding it to the chart.
Lesson recap: Nice work with your questioning. Good readers ask
questions before, during and after they read to learn new information,
clarify confusions and to better understand the story. Good readers
understand that sometimes the answers to their questions can be found in
the text.
T&T: What are you
wondering in this part of the
story? Is that a thick
question? What helps you to
know?
T&T: What are you
wondering now that the
book is finished?
Sts share
-What do you know
about asking questions
(what have you
learned)?
-How does asking
questions help you as a
reader?
T observations &
anecdotal notes from Sts
T&T and share time.
3
(new chart)
Asking
Questions
about *(book
title)
Connect & Engage: Today we will do the work of good readers again,
asking some thick questions as we read *_________.
Model/Guided: T will use process from Day 1 to begin the questioning
work in the selected text. T will be listening for Sts to ask thick questions
during T&T. T will select Sts to share their questions. Sts will have a
think sheet to chart their questions as they listen to the book.
Lesson recap: Good readers ask thick questions and notice when they
get answered in the text.
Sts record questions on their
think sheet as T reads text.
T&T: questions before
reading
T&T: What are you
wondering in this part of the
story? Is that a thick
question? What helps you to
know?
Sts share
-What do you know
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.
Sts completed think
sheets
4
Asking
Questions
about *(book
title)
Connect & Engage: Yesterday we…
Guided: T follows the process from Day 2. T reads as Sts record their
questions during reading on their think sheets and T&T. T scaffolds Sts
who are having difficulty asking thick questions. T reads to the end of the
book. Sts record questions after the reading.
Lesson recap: As good readers you understand the importance of asking
thick questions. You notice when the answers to your questions are found
in the text. You realize that thin questions still happen in your head but it
is the thick questions that help you learn something or better understand
the text.
Sts record questions on their
think sheet as T reads text.
T&T: use prompts from
Day 2
Sts share
-What do you know
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.
Sts completed think
sheets
Interactive Read-Aloud – 3rd
Grade – Unit 3, Week 7
Humble ISD 2011-2012 3rd Grade Unit 3, Weeks 7-9
Revised 8/11 24
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
5
Thinking
about
Questioning
(see page 127
of Reading
with Meaning)
Section 1 of
chart:
What do we
know about
asking
questions?
Section 2:
How does
asking
questions help
the reader?
Section 3:
How do
readers figure
our answers to
their
questions?
Connect & Engage: Boys and girls you have done some great thinking
all week as we have asked questions before, during and after our
reading. We also spent some time talking about how asking questions
helps us as readers.
Today I want us to put that great thinking on an anchor chart that we can
use over and over again. We will add to it as we learn more about asking
questions over the next several weeks.
Model: Several times this week I have shared that asking questions helps
us get our minds ready to read. So I am going to write that on a note
card and put it on our chart in the What do we know about asking
questions section of our chart? I also know that asking questions helps
me know what is going on in the book or article I am reading. So I am
going to put that idea in the How does asking questions help the reader
section of our chart. The last section of our chart is How do readers
figure our answers to their questions? So far we know that readers
sometimes find answers to their questions in the text, so I will add that to
our chart in the last section.
Guided Practice: Now I will give you a chance to think about our
anchor chart and what you would like to add that you have learned so far
about asking questions. T may have to help Sts with things they said on
previous days or jumpstart their T&T conversations. T will chart Sts
responses.
Lesson Recap: As good readers, we ask questions when we read. We ask
questions because we wonder about the text. Sometimes we need to
clarify confusion, other times we ask questions to understand what we
are reading or learn new information. We sometimes find evidence in the
text that answers a question we have asked. As you are reading your IR
books, notice when you have a wondering. You can write your question
on a sticky note and place it on the page where you had the wondering.
We will start sharing the questions we have when we are reading.
T&T: What did you learn
this week about asking
questions?
How does asking questions
help you as a reader?
Sts will write their
responses on note cards and
then place on chart in the
right section.
(answers shared at end of
lesson with whole class)
Sts share
-What do you know
about asking questions
(What have you
learned)?
-How does asking
questions help you as a
reader?
T charts ideas and
reviews all ideas once
all have been placed on
chart.
Teacher observations and
anecdotal notes of Sts
T&T and share time.
Sts responses for the
anchor chart questions.
MATERIALS: Reading with Meaning by Debbie Miller, pp. 127(anchor chart for Day 5)
Strategies That Work 2 by Harvey & Goudvis, pp. 115 Thick and Thin Questions
*Lesson Text- choose text that is highly engaging for students, offering opportunities for them to ask authentic/thick questions. Text will be stretch over days (Days 1-2 and days
3-4).
Interactive Read-Aloud – 3rd
Grade – Unit 3, Week 8
Humble ISD 2011-2012 3rd Grade Unit 3, Weeks 7-9
Revised 8/11 25
Target(s) for the Week: Ask relevant questions to search for information, locate facts and details; Use a variety of strategies to answer my questions; Participate in student-led
discussions by posing questions with appropriate detail; Explain how using questioning helps me as a reader.
D
A
Y
Anchor
Chart(s)
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
Strategies for
Answering
Questions
(possible
examples)
-keep reading,
sometimes the
answer is in
the text
-talk to a friend
-use and share
background
knowledge
-find new
sources, do
some research
Questions/
Answers/
Strategies for
Answering
Questions
(three column
chart)
Connect & Engage: Today we are going to focus on asking authentic
questions as we read and then really thinking about what we can do to
find answers to them. Authentic questions are those questions we really
wonder about and don’t know the answer to just like some of those we
asked last week. We’ll be reading about a topic that some of you may
know about-the first time the astronauts from the United States walked
on the moon. T&T about that. T listens in as Sts T&T. I heard many of
you share what you know or ask a question you had about the moon
landing. It’s good to think about what you already know before you
begin reading. Now let’s brainstorm some ideas about trying to answer
questions. Who has an idea? T&T. T listens in and notes responses. T
supports/elaborates Sts responses and adds to anchor chart.
Model: Let’s try to use some of the strategies you suggested to answer
our questions. The information we are reading today comes from First
on the Moon. I bet we’ll have more questions as we read. As I read, I’ll
monitor my thinking to track what I understand and what I don’t.
Questions help me do that. We’ll use the chart to track questions as we
read. (T explains 3 column chart). T starts reading the text and stops to
share thinking: The sentence about the warning lights and alarms makes
me wonder that something is wrong! T writes on the anchor chart:
“What’s wrong with the moon landing craft?” We’ll keep reading to see
what happens. T shares how to chart since strategy of “reading on”
answered the question. T stops to share how to clarify understanding of
word altitude. I am always monitoring my comprehension as I read,
making sure I understand what the words in the text mean. T reads on-
How will they be able to land if there are boulders? T charts questions as
Sts T&T. T listens in and selects Sts to share. Readers use clues from text
to figure out or infer their answers. I will note this on the strategies
section of chart by my question How will they land on the moon if there
are boulders? T charts used clues from text and inferred.
Lesson recap: Today you learned that readers ask authentic questions
as we read. You also learned the ways in which readers answer their
questions.
T&T: What do you already
know about the moon
landing
Or
What are you wondering
about the first moon
landing?
T&T: What do we do as
readers when we try to
answer a question?
T&T: What are you
wondering or thinking about
now?
T&T about what you’re
wondering about right now.
Share when called on.
Write your questions on
your chart.
Sts share some of the
strategies they noticed
the T use to answer
questions.
T observations and
anecdotal notes Sts T&T
and share time.
Interactive Read-Aloud – 3rd
Grade – Unit 3, Week 8
Humble ISD 2011-2012 3rd Grade Unit 3, Weeks 7-9
Revised 8/11 26
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
2
Questions/
Answers/Stra
tegies for
Answering
Questions (three column
chart)
Strategies for
Answering
Questions
(possible
examples)
-keep reading,
sometimes
the answer is
in the text
-talk to a
friend
-use and share
background
knowledge
-find new
sources, do
some research
Connect & Engage: Yesterday you learned that good readers ask
authentic questions as they read. You also learned how to chart whether
those questions were answered or not and what strategy was used to
answer those questions. We will continue with this today.
Model: T begins reading where the lesson stopped on Day 1. Did you
hear that? Only 60 seconds of fuel left? That could be difficult to get
landed on this rocky surface with only a minute of fuel left. So here is
what I am wondering- Why did they have so little fuel left? I still have
not gotten my question about the landing answered but this is a whole
new problem. Sts T&T about their questions. T listens in and selects Sts
to share. Thanks for your interesting questions. Write them down on your
chart. I will read on and perhaps we’ll find some of the answers to your
questions. T reads some of the text. I was able to answer the landing
question I had-here’s what I did…I noticed clues in the words
“Armstrong finally spotted a flat area and set the Eagle down…” Those
words helped me figure out or infer my answer. Other clues that helped
me infer the answer… any ideas what they were? T discusses Sts
responses and charts them.
Guided Practice: Let’s review the strategies we have used to answer
questions. –read on, talked with someone, used and shared BK, used text
clues to infer. Who has a question we could try to answer? T works with
Sts to try to answer questions using strategies from the Strategies anchor
chart. T charts question and strategies used to answer it.
Lesson recap: You are really thinking about how good readers answer
those authentic questions they ask. You used a variety of strategies to
figure out the answers to your questions.
Sts chart questions on their
own think sheet Questions/
Answers/Strategies for
Answering Questions
T&T: What are your
wonderings in the text read
so far today? Write them
down.
T&T: Share thoughts on
what else helped T infer the
answer to the landing
question.
Sts share questions they are
wondering about with group
as T calls on them.
Sts work with T & peers to
try to answer questions. Sts
share thinking about the
strategies used to answer
questions.
Sts share some of the
strategies readers use
when they answer a
question. Think about
the strategies we used
today.
T observations and
anecdotal notes Sts T&T
and share time.
Sts think sheet with their
questions/answers/strategi
es for answering
questions.
Interactive Read-Aloud – 3rd
Grade – Unit 3, Week 8
Humble ISD 2011-2012 3rd Grade Unit 3, Weeks 7-9
Revised 8/11 27
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
3
Questions/
Answers/Stra
tegies for
Answering
Questions (three column
chart)
Strategies for
Answering
Questions
Connect & Engage: Yesterday we began to work through the many
questions we had about the lesson text we have been reading. Let’s
review the strategies we have used to answer questions. –read on, talked
with someone, used and shared BK, used text clues to infer.
Guided Practice: T & Sts continue to work on questions Sts had about
the text. Discuss strategy Sts used to answer their question. Chart this on
anchor chart. T may want to have some outside sources on the first moon
landing to see if questions can be answered using those. T wraps us the
question/answer work on this article today.
Lesson recap: Once again you are doing an awesome job using the
many strategies you have learned for answering authentic questions.
Good readers ask questions and have strategies to use when their answer
cannot be found in the text.
Sts share questions they are
wondering about with group
as T calls on them.
Sts work with T & peers to
try to answer questions. Sts
share thinking about the
strategies used to answer
questions.
Sts share a strategy
used today to help them
answer their question
from the text.
T observations and
anecdotal notes Sts T&T
and share time.
Sts think sheet with their
questions/answers/strategi
es for answering
questions.
4
Strategies for
Answering
Questions
(possible
examples)
-keep reading,
sometimes
the answer is
in the text
-talk to a
friend
-use and share
background
knowledge
-find new
sources, do
some research
Connect & Engage: Yesterday we finished our article about the moon
landing. We asked authentic questions and used strategies to try to find
the answers. We began to work through the many questions we had about
the lesson text we have been reading. Let’s review the strategies we have
used to answer questions. –read on, talked with someone, used and
shared BK, used text clues to infer.
Today, you are going to get in small groups and read another article
called Moon Walking that will give us more information about the first
walk on the moon. T & T to activate schema. What questions do you have
before you start reading?
Collaborate: You are going to get the opportunity to try these strategies
for answering questions with this article in small groups. You will use a
new Question/Answer/Strategies Chart. As you read, write your
questions in first column. If your question is answered, note answer in
second column. In the third column, you will write the strategies you
used to answer the question. Use the anchor chart we created the first
day to help you remember the strategies readers used to answer the
question. Use the anchor chart we created the first day to help you
remember the strategies readers used to answer a question. T moves
among groups, extending their thinking, taking observational notes.
Lesson Recap: Well done! You are using all the strategies that good
readers use to ask and answer questions. You activated your back ground
knowledge, asked authentic questions and then inferred, talked with your
peers, and even used other sources to answer your questions.
T&T: Activate your
background knowledge and
talk about what you already
know about the moon
landing.
What questions do you
have?
Sts share briefly.
Collaborative Practice: Sts
take turns reading the new
article, stopping when there
is a question. Sts write their
authentic questions on their
think sheet and use
strategies to try to find the
answers.
Sts share a strategy
their group used today
to help them answer a
question from the text.
T observations and
anecdotal notes Sts T&T
and share time.
Sts think sheet with their
questions/answers/strategi
es for answering
questions.
Interactive Read-Aloud – 3rd
Grade – Unit 3, Week 8
Humble ISD 2011-2012 3rd Grade Unit 3, Weeks 7-9
Revised 8/11 28
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
5
Connect & Engage: Yesterday we worked in our groups to read Moon
Walking. As you read, you stopped to ask questions and looked for
answers using strategies we have talked about all week. Let’s review the
strategies we have used to answer questions. –read on, talked with
someone, used and shared BK, used text clues to infer.
Independent Practice: Today, you are going to get the opportunity to
try these strategies for answering questions with some text on your
independent reading level. You may choose either Where do I Live or
Who’s That Creepy Crawler. You will use a new
Question/Answer/Strategies Chart. As you read, write your questions in
the first column. If your question is answered, note answer in second
column. In the third column, you will write the strategies you used to
answer the question. Use the anchor chart we created the first day to
help you remember the strategies readers used to answer a question.
Lesson recap: You are doing a wonderful job as good readers, asking
questions and using different strategies to get them answered. Continue
to notice the questions you have in IR.
Independent Practice: Sts
choose article, completing
their think sheet as they
read.
Sts share
-What questions did
you have with your
own article? What
strategies did you use
today that helped you
to answer the questions
you had while you
were reading?
-What did you learn
about asking
questions?
-How did asking
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
background knowledge,
and doing further
research?
MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Book 3 Ask Questions, Lesson 8
Toolkits Texts Grades 2-3 by Harvey & Goudvis, pp. 65 Moon Walking; pp. 24 Where Do I Live;
Interactive Read-Aloud – 3rd
Grade – Unit 3, Week 9
Humble ISD 2011-2012 3rd Grade Unit 3, Weeks 7-9
Revised 8/11 29
Target(s) for the Week: Ask relevant questions, seek clarification, and locate facts and details about stories and other text and support answers with evidence from the text; Identify
major and minor characters and whether they are dynamic or static; Describe the interaction of characters including their relationships and the changes they
undergo; Explain how using questioning helps me as a reader; Participate in student-led discussions by posing questions with appropriate detail
D
A
Y
Anchor
Chart(s)
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
Character Map
Character/
Relationships/
Changes
Connect & Engage: In well-written stories, we notice the way
characters act, the choices they make, and the kind of people they are.
We can use what we learn about the characters to describe them and the
changes they undergo. We will continue to ask questions as we read,
searching for evidence in the text to support the answers to those
questions.
Model: The book we will be reading over the next few days is called
*The Name Jar. It is a story about a little girl who moves to the United
States from Korea. Have you ever moved or have a friend that has
moved? T&T to a partner about this. T briefly has Sts activate prior
knowledge. T reads the first three pages. The author uses the first few
pages to introduce the character and let us know when and where the
story takes place. I noticed that the main character Unhei(Yoon-hye),
who has just moved from Korea, is being teased by other kids on the bus.
I am wondering… why these kids are making fun of her name? T&T
about why they might be doing this… T charts Unehi as the major
character in the story. As T charts other characters throughout the story,
list their relationship to Unhei. Ex.: kids on the bus, their relationship is
that they teased Unhei about her name. T will continue to read the story,
inviting Sts to ask questions. T reads next two pages… The teacher
seems to be welcoming Unhei, but just like on the bus, some of kids are
not being very nice. T charts teacher and classroom students as characters
and notes their relationship to Unhei. T reads next page when Unhei is at
home. Unhei wants to fit in with the other kids but I am thinking her mom
does not understand this. Is Unhei just expected to be a good Korean
even if she feels sad because kids don’t understand her name? What are
you wondering? T charts Unhei’s mother as a character and her
relationship with Unhei.
Lesson recap: Good readers notice characters- they way they act, the
choices they make and the kind of people they are. This helps us describe
them and the changes they undergo. Good readers also ask thoughtful
questions about the characters and their relationships with others in the
text.
T&T: Activate your Prior
Knowledge…Have you ever
moved or know someone
who has?
T&T: Why might the kids
be teasing Unhei about her
name?
What else are you
wondering about?
T&T: What are you
wondering about Unhei and
her relationship with her
mother?
Sts share
-What questions did
you have as you were
reading your IR book?
-Were any of them
answered in the text?
-How does asking
questions help you as a
reader?
T observations and
anecdotal notes Sts T&T
and share time.
Interactive Read-Aloud – 3rd
Grade – Unit 3, Week 9
Humble ISD 2011-2012 3rd Grade Unit 3, Weeks 7-9
Revised 8/11 30
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
2
Character Map
Character/
Relationships/
Changes
Connect & Engage: Today we will continue to read our story *The Name Jar and learn of the other characters and their relationship with Unhei. Please continue to ask questions about the characters and notice what they are doing. Model/Guided: T reads next two pages of book and asks Sts to T&T about Unhei and her mother. T listens in and selects a few Sts to share their thinking. T adds information under Unhei’s mom on the chart. T reads next page and stops to think about Mr. Kim, a new character to the story. T & Sts discuss his relationship with Unhei. T charts information. T reads the next two pages focusing on Unhei. I am noticing that Unhei is really focused on finding a new name for herself. I think she wants to fit in at her school so she does not want to use her Korean name. T has Sts T&T about the classmates and the name jar. T adds information to the chart. What changes do you notice Unhei’s classmate undergoing? (They are understanding why she said she did not have a name) T reads a few more pages, stopping to let Sts ask questions and share what they have noticed about the characters, their relationship with Unhei and any changes any of the characters have undergone at that point in the story. T models answer to question using textual evidence when it occurs. Lesson recap: You are doing such a great job of noticing the characters in our story – how they act, the choices they make, and the kind of people they are. Good readers use this information to help them describe the characters and the changes they undergo. Good readers also ask relevant questions when they wonder and notice when there is evidence from the text to support answers to the questions.
T&T: What do you think Unhei’s mother meant by her comment about “still eating Korean food”? T&T: What are you thinking about Unhei and name jar her classmates made for her? What changes are her classmates undergoing? T&T: What questions do you have? Have you found evidence in the text to support them?
Sts share -What questions did you have as you were reading your IR book?
-Were any of them answered in the text?
-How does asking questions help you as a reader?
T observations and anecdotal notes Sts T&T and share time.
3
Character Map
Character/
Relationships/
Changes
Connect & Engage: We have noticed many changes and developments in the relationships Unhei has with the other characters in our story, especially Mr. Kim and Joey. Today as we finish our story, continue to think about the characters –the way they act, the choices they make, and the kind of people they are. Model/Guided: T continues to read the text, stopping after she reads the letter from Unhei’s grandmother. I wonder what Unhei is thinking about? What are your wonderings or noticings about Unhei and her grandmother? T invites Sts to T&T about this as she listens in. T charts new character information on anchor chart after selected Sts share. T reads through to the end of page when Unhei says she is ready to introduce herself. What are you wondering at this point in our story? Sts T&T as T listens in. T charts any new character information. T read on to the end of the book. I think Unhei has undergone a big change at the end of this story. T&T about what you are thinking that change is and what/who may have influenced that change. T listens in and selects Sts to share their thinking. T adds this information to the anchor chart. Lesson recap: Good readers use the information from the text to help them describe the characters and the changes they undergo. Doing this helps use better understand our story.
T&T: What do you wonder/think about Unhei and her grandmother at this point in the story? T&T: What are you wondering about? T&T: What is the change Unhei has undergone? Why do you think that is? What evidence in the text supports your answer?
Sts share -What questions did you have as you were reading your IR book?
-Were any of them answered in the text?
-How does asking questions help you as a reader?
T observations and anecdotal notes Sts T&T and share time.
Interactive Read-Aloud – 3rd
Grade – Unit 3, Week 9
Humble ISD 2011-2012 3rd Grade Unit 3, Weeks 7-9
Revised 8/11 31
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
4
Character Map
Character/ Relationships/ Changes Dynamic/ Static (definition chart) Dynamic character changes through the course of the plot (events) Static Character Remains unchanged through the course of the plot
Connect & Engage: Let’s take a look at our anchor chart we have completed about the characters in our story, their relationships and the changes that some of them have undergone. T review anchor chart with Sts. Today we are going to take a look at these characters and determine what type of character they were in this story. Model/Guided: There are two types of characters in a story- major and minor. Major characters have the main role in the story. Most of the events and changes in the story center on this character. Minor characters in the story, may interact with the character but they are not who the story is mostly about. So thinking about that, who is the major character in our story? T has Sts T&T. You are right Unhei is the major character! This story is all about her and her Korean name. What about minor characters? Sts T&T as T listens in. T selects Sts to share their thinking. T marks major/minor by character on the anchor chart. All characters have a role in the story; they are either a dynamic character or a static character. Let’s look at this anchor chart. T reviews definitions of dynamic and static. T works down the anchor chart and together T & Sts discuss the character and their role as either a dynamic or static character and what they did or didn’t do in the story that gives them this role. T notes the character role (dynamic or static) beside their name on anchor chart. Lesson recap: Wow! You have done a great job thinking about the way the characters in this story acted, the choices they made and the kind of people they were. Good readers use this information to describe the characters and the changes they undergo in the story. You noticed these kinds of things because along the way you had relevant questions about these characters. This is the work of good readers each time they read.
T&T: Who is the major character in our story? Why? T&T: Who are the minor characters in the story? Why? T&T: Is this characters role in the story static or dynamic?
Sts share -What questions did you have as you were reading your IR book?
-Were any of them answered in the text?
-How does asking questions help you as a reader?
T observations and anecdotal notes Sts T&T and share time.
5
Dynamic/ Static (definition chart) Dynamic character changes through the course of the plot (events) Static Character Remains unchanged through the course of the plot
Connect & Engage: All week we have been looking at the characters of our story and thinking about the changes they have undergone based on their actions, the choices they made, and the kinds of people they were. You will get a chance to identify the roles characters play in the text you read today. Collaborate: T partner Sts together based on independent reading levels. Sts will work together to read an **independent level short text and then identify the characters of the story as major or minor and whether they were static or dynamic. T listens in on each set of partners, facilitating discussion or supporting Sts as needed. T may continue independent practice into Independent Reading time. Lesson recap: Good readers ask relevant questions as they read, using evidence from the text to support their answers. Good readers understand that paying attention to the way characters act, the choices they make and the kind of people they are will help to describe the changes these characters undergo in the story. You have done an excellent job with this all week. As you read during IR, pay attention to the characters in your stories, and ask yourself – are they major or minor characters? Is their role a dynamic or static one and what helps me to know this?
Collaborative Practice: Sts work with a partner to read text and then identify characters as major or minor and dynamic or static. Sts record thinking on the character map. Sts will record their questions on a sticky note think sheet.
T observations and anecdotal notes from collaborative practice. Student Assessment: -Sts can identify major and minor characters in story -Sts can determine character’s role as either dynamic or static Sts completed character map. Sts sticky note think sheet with questions about text.
MATERIALS: *Suggested Lesson Text- may use any book that has many characters with a relationship to the main character. **Collaborative Practice test- short independent reading level text. May want to use the text book adoption guided reading books.
3rd
Grade – Unit 4; Weeks 10-12
Humble ISD 2011-2012 3rd Grade Unit 4, Weeks 10-12
Revised 8/11 32
LEARNING OUTCOMES (I CAN…)
Comprehension Strategy: Visualizing
Week 10
10/24-10/28
Week 11
10/31-11/4
Week 12
11/7-11/11
Get
tin
g t
he
Mea
nin
g
(In
tera
ctiv
e R
ead
A
lou
d)
(Sh
are
d R
ead
ing)
• Use the text and my prior knowledge to create a
picture in my mind of what I am reading
(Fig. 19C,D, 6A/1H, 4J)
• Identify language that creates a graphic, visual
experience and appeals to the senses (10A/1H,
4J)
• Explain the elements of plot and character as
presented through dialogue in scripts that are
read, viewed, written, or performed (7/3H, 4J)
• Explain how visualizing helps me as a reader
(Fig. 19)
• Describe the characteristics of various forms of
poetry and how they create imagery (e.g.,
narrative, lyrical, humorous, free verse) (6A/1H,
4J)
• Identify language that creates a graphic, visual
experience and appeals to the senses (10A/1H,
4J)
• Monitor and adjust comprehension creating
sensory images (Fig. 19C)
• Explain how visualizing helps me as a reader
(Fig. 19)
• Adapt and revise my mental images to
incorporate new information in the text and new
interpretations I develop (Fig. 19C)
• Follow and remember multiple events in a story,
often involving the stories of multiple characters
to understand the plot (8A4I, 4K)
• Visualize to recall information to summarize the
main events of a story or text (retell) (Fig. 19E)
• Explain how visualizing helps me as a reader
(Fig. 19)
Rea
din
g H
ab
its
(In
dep
end
ent
Rea
din
g)
(Dis
cuss
ing B
ook
s)
• Read at expected instructional level (3A/4E,H)
• Respond to various texts in ways (oral and
written) that reflect my understanding and
interpretation and can be supported with relevant
aspects of the text (20C/4K, 5B,F,G)
• Read independently for a sustained period of
time and paraphrase what the reading was,
maintaining meaning and logical order (e.g.,
generate a reading log or journal; participate in
book talks) (11A/4E,H,I)
• Continue to listen to and participate in teacher
and student-led discussions by providing
suggestions that build upon the ideas of others
with greater complexity (31A, 30A/1B,D,G, 2C,I,
3B-E, G-J)
• Read at expected instructional level (3A/4E,H)
• Respond to various texts in ways (oral and
written) that reflect my understanding and
interpretation and can be supported with
relevant aspects of the text (20C/4K, 5B,F,G)
• Read independently for a sustained period of
time and paraphrase what the reading was,
maintaining meaning and logical order (e.g.,
generate a reading log or journal; participate in
book talks) (11A/4E,H,I)
• Continue to listen to and participate in teacher
and student-led discussions by providing
suggestions that build upon the ideas of others
with greater complexity (31A, 30A/1B,D,G,
2C,I, 3B-E, G-J)
• Read at expected instructional level (3A/4E,H)
• Respond to various texts in ways (oral and
written) that reflect my understanding and
interpretation and can be supported with
relevant aspects of the text (20C/4K, 5B,F,G)
• Read independently for a sustained period of
time and paraphrase what the reading was,
maintaining meaning and logical order (e.g.,
generate a reading log or journal; participate in
book talks) (11A/4E,H,I)
• Continue to listen to and participate in teacher
and student-led discussions by providing
suggestions that build upon the ideas of others
with greater complexity (31A, 30A/1B,D,G,
2C,I, 3B-E, G-J)
Word
Stu
dy
• Identify and apply playful uses of language (e.g.
tongue twisters, palindromes, riddles (4D/1H)
• Identify problem at word, sentence, or schema
levels; uses a variety of strategies flexibly and
appropriately(1E/1B)
• Spell high-frequency and compound words from
a commonly used list (24C/5C)
• Use and apply knowledge more advanced
spelling patterns and rules (complex consonants)
(24Bv/5C)
• Identify problem at word, sentence, or schema
levels; uses a variety of strategies flexibly and
appropriately (1E/1B)
• Spell high-frequency and compound words from
a commonly used list (24C/5C)
• Alphabetize a series of words to the third letter
and use a dictionary or a glossary to determine
the meaning, syllabication, and pronunciation of
unknown words (4E/1B)
• Spell words with common syllable constructions
(24D/5C)
• Spell high-frequency and compound words from
a commonly used list (24C/5C)
(TEKS/ELPS)
Interactive Read-Aloud – 3rd
Grade – Unit 4, Week 10
Humble ISD 2011-2012 3rd Grade Unit 4, Weeks 10-12
Revised 8/11 33
Target(s) for the Week: Use the text and my prior knowledge to create a picture in my mind of what I am reading; Identify language that creates a graphic, visual experience and appeals to
the senses; Explain the elements of plot and character as presented through dialogue in scripts that are read, viewed, written, or performed; Explain how visualizing
helps me as a reader
D
A
Y
Anchor
Chart(s)
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
Language in
the text that
supports my
mental image
(Note- It is important for Sts at this grade level to learn the strategy of
visualizing, especially in chapter books so they can learn to hold their
thinking as they read through longer books that have little picture
support. Teaching them to create a movie in their head will help them to
make the book come alive so that authentic reading can take place.)
Connect & Engage: Good readers create mental images by using the
text and their prior knowledge as they read. But they must go beyond just
visualizing their image. In order to really understand the text, good
readers identify the language of the text that creates those graphic, visual
images that include sensory details. Many of you may have read or heard
the book we will use today, Charlotte’s Web by E.B. White. We will read
just a few paragraphs from chapter 3, identifying the language that helps
us create those graphic pictures that include our senses.
Model: As I read the first part of the chapter to you from Charlotte’s
Web, I want you to close your eyes and use the language of the text to
help you create some very graphic –specific images. Try to include your
senses. What do you hear, smell, feel, taste and see? T reads the
paragraph of Chapter 3. When I hear the words “________.” I picture
_______. I can smell ______, it reminds me of ______. T gives very
detailed image that includes the senses as well. Now you T&T with your
partner to share your graphic, visual images of the barn we just read
about. T listens in and selects Sts to share. Wow! Your images reflect a
movie running through your mind! That is what good readers do; create
a movie in their head. I hope you noticed that not all of our mental
images were they same. We each have our own schema so the image we
make, the movie that runs through our heads, is going to look different.
T charts the language from the text that evoked the mental image. T reads
through the next paragraph. Wow! As I create sensory images here, I am
thinking about the words in the text that said “_______.” My so my
detailed image is________. T&T, what sensory images are you getting
here? T listens in and selects a few Sts to share. T charts the language
from text that supports the mental image.
Lesson recap: Good readers go beyond just visualizing as they read;
they create detailed images that include sensory details. They think about
how things might look, smell, feel, sound, and taste. Good readers create
a movie in their head that make a graphic, visual experience that is
different from anyone else’s because not all readers have the same
schema.
T&T: What is your detailed
mental image? What
language in the text helped
you create it? What sensory
images did you create?
T&T: What sensory images
are you getting now?
Sts share
-What have you learned
about using your senses
to go beyond just
visualizing?
T observations &
anecdotal notes on Sts
T&T and share time.
Interactive Read-Aloud – 3rd
Grade – Unit 4, Week 10
Humble ISD 2011-2012 3rd Grade Unit 4, Weeks 10-12
Revised 8/11 34
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
2
Language in
the text that
supports my
mental image
Connect & Engage: Yesterday we created mental images that included
sensory details. We did this using the language of the text. Today we will
try this again using the book ____________.
Model/Guided: T continues with the process from yesterday using other
paragraphs from Charlotte’s Web or another chapter book.
T models a mental image created and is specific with Sts about the
language that evoked that image. T invites Sts to record the language that
helped them with their mental image. Sts T&T as T listens in. T selects
Sts to share mental images and the language from the text. T works with
Sts through a few paragraphs of the chapter book. Sts record the
language that helped them creates the mental image before the T&T.
Lesson recap: Good readers use the language in the text to help evoke
those vivid mental images they create as they read. As you read your
books in IR time, notice those pictures you are making in your head and
challenge yourself to create images that have sensory details. This will
make your book come alive and help your understanding of the story.
Sts use a sticky note think
sheet to record words,
phrases or sentences that
helped them to create their
mental image.
T&T: What is your detailed
mental image? What
language in the text helped
you create it? What sensory
images did you create?
Sts share
-How does creating
mental images help you
as a reader?
T observations &
anecdotal notes on Sts
T&T and share time.
3
Characters
/Events:
Language that
supports my
mental image
Connect & Engage: Chapter books are not the only place good readers
create vivid mental images. Good readers do this with every genre they
read. Today we will use our visualizing strategy to help us as we read a
script/Reader’s Theatre.
Model: T uses document camera to display a Reader’s Theatre/play. T
previews the Reader's Theatre text with Sts. T explains how an informal
play is structured, showing Sts the layout of the text and shares that while
most dialogue in text is marked by quotation marks, in informal plays
almost all of the text is dialogue and it is signaled by the change in
speakers in the script rather than quotation marks. As I begin to read, I
want you to pay special attention to the dialogue that describes the
characters and the (plot) events of the play. Use the words of the script to
create vivid mental images. T begins to read the informal play until she
reaches a place to stop and talk about how the script provides the reader
with information about the characters. As I read the words “_________”
in this script, I got a picture of ___________. This helps me to
understand _______ about this character. T invites Sts to T&T as she
listens in. T charts the information about the character(s) on the chart. T
continues with the book, stopping to discuss each event of the plot,
sharing how the words in the script help to make a mental image that
leads to better understanding of the play.
Lesson Recap: Good readers can use the language of the text, even the
scripts of plays, to help them create vivid, graphic mental images in
order to better understand what is happening in the text.
T&T: What mental images
of the character(s) have your
created using the words
from the script?
T&T: What is your image
of the event we just read?
Sts share
-How does creating
mental images help you
as a reader?
-What images are you
creating as you read
your IR books?
T observations &
anecdotal notes on Sts
T&T and share time.
Interactive Read-Aloud – 3rd
Grade – Unit 4, Week 10
Humble ISD 2011-2012 3rd Grade Unit 4, Weeks 10-12
Revised 8/11 35
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
4
Characters
/Events:
Language that
supports my
mental image
Connect & Engage: Yesterday we…Today we will continue using the
words of the script in this Reader’s Theatre to help us create mental
images of the characters and plot.
Guided: T continues reading the script of the play, giving Sts the
opportunity to T&T about the mental images they have created of
characters and events. T listens in and selects Sts to share. T charts
language that supports the mental image of the characters or events of the
plot. T & Sts work to the end of the Reader’s Theatre.
Lesson recap: Good readers use the language of the text to help them
create vivid mental images as they read. Then they use those mental
images to help them better understand the characters and plot of a play
or other fiction text. Reading a play is more than just reading your
assigned part; it is understanding how the script works to create the
whole story. Mental images help us understand what is happening- it is
the movie we make in our head.
T&T: What is your mental
image of the character now?
Of the event?
What words or phrases in
the text helped you create
the image?
T&T: How do these images
help you better understand
the play?
Sts share
- How does using the
language in the text
help you in creating
mental images?
-What images are you
creating as you read
your IR books?
-How does creating
mental images help you
as a reader?
T observations &
anecdotal notes on Sts
T&T and share time.
5
(Note: The readers theatre scripts selected may offer various reading
levels for Sts. This will help the Sts as they read the script to create mental
images. If Readers Theatre in varying reading levels is not available, it is
okay for the highest reader to read the play to the group/partner.)
Connect & Engage: Today you will get the opportunity to work with a
partner (or groups) to read another play/Reader’s Theatre. You will
practice the same strategy of visualizing to help you understand the
script as you read it. You will want to use words and phrases from the
text to help your create those images. Pay special attention to the parts of
the script that help you visualize the characters and events of the story.
Collaborate: T places Sts with a partner or in groups. Sts read the
selected Readers Theatre, stopping to create mental images of the
characters and story events. Sts discuss the parts of the script that helped
them create the mental images. T listens in on each group and scaffolds
their learning as needed.
Lesson recap: Good readers use creating vivid mental images in every
genre they read. They visualize to create a movie in their head to help
them better understand the text they are reading. As you read your books
in IR, notice the images you are creating and if they are not vivid, it is
your job as a good reader to find the words in the text and use your
senses to create a more vivid/graphic mental image.
Collaborative Practice: In
groups or with a partner, Sts
will read a script, using
words and phrases to help
them create mental images
of the characters and events
of the story. Sts mark the
script by underlining the
parts that helped them create
their mental images.
Sts share
- How does using the
text help you in creating
mental images?
-How does creating
mental images help you
as a reader?
-How will you use this
strategy of creating
mental images in you
IR?
T observation and
anecdotal notes from Sts
collaborative practice and
share time.
Sts script with
words/phrases underlined
the indicate text that
supported their mental
image.
MATERIALS: Strategies That Work by Harvey & Goudvis, pp. 134-135
*Suggested lesson text: Charlotte’s Web by E.B. White or another chapter book of choice, may use chapter book from your daily Read Aloud
** Readers Theatre/Plays: Select informal plays from text book adoption guided reading books or any Readers Theatre set available on your campus. Most Readers Theatre offers
a range of reading levels within one play. See the teacher's guide of the Readers Theatre you are using. Reader’s Theatre may also be obtained online.
Interactive Read-Aloud – 3rd
Grade – Unit 4, Week 11
Humble ISD 2011-2012 3rd Grade Unit 4, Weeks 10-12
Revised 8/11 36
Target(s) for the Week: Describe the characteristics of various forms of poetry and how they create imagery (e.g. narrative, lyrical, humorous, free verse); Monitor and adjust comprehension
creating sensory images; Identify language that creates a graphic, visual experience and appeals to the senses; Explain how visualizing helps me as a reader
D
A
Y
Anchor
Chart(s)
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
Language that
helped support
my mental
image
Connect & Engage: Last week we used the language of the text to help
us create mental images that included sensory details. This week we will
create mental images using poetry. There are many kinds of poetry-
humorous, narrative, lyrical, free verse. Each kind of poetry has certain
characteristics, for example narrative poems tell a story while lyrical
poems tend to paint emotions or tell of a circumstance. Free verse does
not have a set rhythm and humorous poetry is of course meant to be
funny or silly. One characteristic all poetry has in common is the
crafting of words to create a specific image for the reader. Poems are
not as long as stories. Authors must carefully choose the words they will
use to convey the images and feelings they want the reader to have. Let’s
look at some poems so you can better understand what I mean.
Model: T selects an *example of the kinds of poems listed above and
reads one to the students. If possible, show the text layout of the poem so
Sts get a sense of the length of it and how it is formatted on the page.
When I hear the words _________, the image I create in my mind is
_________. The words the author has carefully chosen helped me create
this picture so I can understand the message of the poem. T selects
another poem, reads it and shares her image, being specific with the
language in the text that helped to create the image. T invites Sts to T&T
about the image they have created and what words in the text helped
them to understand the poem. It is important to talk & listen to others
about our mental images. Good readers monitor their understanding and
adjust their mental picture when they realize their thinking was not quite
right.
Lesson recap: Good readers use the words in the poem to help them
create specific images. A characteristic of poetry is the careful crafting
of words the author must do, in order to help the reader evoke the best
mental image possible. The mental image created by good readers is
their understanding of the poem.
T&T: What mental image
are you creating? What
words in the poem helped
you to do this?
Did you change your image
after talking with someone?
Sts share
-What are some of the
mental images you have
created in your IR? -
What part of the text
helped you to do that?
-What sensory details
were included in your
image?
T observation and
anecdotal notes of Sts
T&T and share time.
Interactive Read-Aloud – 3rd
Grade – Unit 4, Week 11
Humble ISD 2011-2012 3rd Grade Unit 4, Weeks 10-12
Revised 8/11 37
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
2
Language that
helped support
my mental
image
Connect & Engage: Yesterday we used the language in poetry to help
us create mental images. Good readers know the mental images they
create, is their understanding of the poem.
Model/Guided: Today as we read some more poetry, you will be
thinking about the words from the poem and creating mental images that
help you understand the poem. We will take time to T&T about our
images and the language that helped us create them. Good readers
monitor and adjust their images as they talk with others and change their
thinking or clarify their understanding. T selects another kind of poem
from the examples given. T reads poem as Sts work to create mental
images, paying attention to the language of the poem. T invites Sts to
T&T, listening to the images others created. Sts monitor and adjust their
thinking as needed. T listens in to T&T and selects Sts to share. T charts
language that supported the mental images. T & Sts work through
another poem if time allows.
Lesson Recap: Good readers create mental images as they understand
the text. When good readers talk and listen to others, they monitor and
adjust their thinking and sometimes change their image. You are doing a
great job of using the language from the poems to help you create your
mental images.
T&T: What mental image
are you creating? What
words in the poem helped
you to do this?
Did you change your image
after talking with someone?
Sts share
-What are some of the
mental images you have
created in your IR? -
What part of the text
helped you to do that?
-What sensory details
were included in your
image?
T observation and
anecdotal notes of Sts
T&T and share time.
3
Connect & engage: Yesterday we…Today you will get an opportunity to
show what you know good readers do as they read poetry and create
mental images.
Independent: I am going to read some poems to you. As I read each one,
I would like to you to listen to the words and create your mental image.
Once I am done, think about the poem that gave you the most vivid
image. T reads the poems to Sts. I have made several copies of each
poem so that you can take a copy of the poem you want to use. As you
read the poem again several times, think about the words/phrases that
are helping you to create your image. Underline those words in your
poem. Then you will quickly sketch your image. When you are done,
write what you understand now about the poem after reading it and
creating your mental image. T moves around to each Sts as they work.
Give Sts about 10 minutes to complete this. T facilitates sharing of
mental images by various Sts or Sts can share in groups of 3-4 as T
listens in.
Lesson Recap: Good readers create mental images as they understand
the text. When good readers talk and listen to others, they monitor and
adjust their thinking and sometimes change their image. You are doing a
great job of using the language from the poems to help you create your
mental images.
Independent Practice: Sts
will select a poem from
those read by T and find
place to work. Sts reread the
poem, underlining the
language in the poem that
helped them to create the
image. Then Sts sketch their
mental image and write their
understanding about their
poem. Sts share their
thinking in a small group or
with the class.
Sts share-
-What words from the
poem helped you to
create your mental
image?
-After rereading the
poem, did you adjust
your thinking and your
image?
-How does creating
mental images help you
as a reader?
-How will you use this
strategy in your
independent reading?
T observation and
anecdotal notes from the
Independent Practice and
share time.
Sts completed sketch of
their mental image and
their understanding of the
poem after creating their
image. Poem with text
that supported their
thinking underlined.
Interactive Read-Aloud – 3rd
Grade – Unit 4, Week 11
Humble ISD 2011-2012 3rd Grade Unit 4, Weeks 10-12
Revised 8/11 38
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
4
New chart
Language that
helped support
my mental
image
Connect & Engage: Yesterday we…Today we will look at another
genre-NF and apply our visualizing strategies as we read.
Model/Guided: Let’s take a look at this text *A Walk in the Rain Forest.
It is a narrative NF text about _________. We aren’t going to read the
whole text; instead I have selected a few excerpts from it for us to create
mental images. As I read, use the language of the text like we have in
chapter book, the reader’s theatre and the poetry to create your vivid
mental images. If you need me to reread it, just let me know. Good
readers notice when they do not understand something the first time and
need to reread. T reads a page of the narrative NF book. Good readers
don’t just read the words on the page and move on, the stop and think
about the image those words create in their mind. This helps the reader
understand what the text is about. When I hear the words
“____________”, I can picture__________. I am not sure what ______
means so I will read the text again and see if I can figure it out and make
a picture of that in my head. T rereads text. Oh, now I understand this.
Good readers monitor their comprehension as they read, even when they
are visualizing. T invites Sts to T&T about their image and the language
the helped them. T listens in and selects Sts to share thinking. T charts
language on chart. T & Sts practice again with another section of the text.
Lesson recap: Good readers understand the importance of making
mental images as they read. Good readers also monitor their
comprehension to be sure their image is a clear as possible so that they
understand the text.
T&T: What is your mental
image? What language from
the text helped you create
it? Was there something you
did not understand so that
your image was not clear?
Sts Share
-How does creating
mental images help you
as a reader?
-How will you use this
strategy in your
independent reading?
T observation and
anecdotal notes of Sts
T&T and share time.
Interactive Read-Aloud – 3rd
Grade – Unit 4, Week 11
Humble ISD 2011-2012 3rd Grade Unit 4, Weeks 10-12
Revised 8/11 39
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
5
Connect & Engage: Today we will look at another piece of NF. You
will get a chance to apply our visualizing strategy on your own but first
we will work together.
Guided: The article we will read today is called **Slithering Snakes. It is
about different kind of snakes. While there are photographs of each
snake, the words in the text will give us an even clearer picture of each
type of text. Let me show you. T reads the introduction and then the first
section on The Banded Snake. I can see this snake wiggling and pushing
its body through the ocean almost like it is swimming. Listen as I read
about the Mexican King Snake. T reads that section and has Sts T&T
about their images and the language that supported that image. T and Sts
work through one more section on The Carpet Python.
Collaborate: Now it is your turn to work with a group to read the about
another type of snake and discuss what your mental image is beyond the
photograph provided. Mark the words in the text that helped support
your image. You will also share your understanding of that snake after
reading the text and creating your image. T listens in as Sts share their
mental images. T supports Sts as needed with process and then facilitates
the whole group share time.
Lesson recap: You have done a fantastic job not only creating vivid
mental images from the language in the text but also in monitoring and
adjusting your thinking as you gathered new information. Good readers
apply many strategies when they read in order to better understand the
text. Be sure you are using these same strategies in your IR.
T&T: What was your image
of the snake? What words in
the text helped you produce
that image?
Collaborative Practice: Sts
have copies of the article
and work with a small group
on either The Sidewinding
Adder or The Arizona
Mountain King Snake
sections. Sts read the chosen
section and create their
image. Sts share the words
that helped them create their
own image. Sts monitor and
adjust their thinking if
needed by rereading or
discussing with peers to
clarify. Group will share
their understanding of the
snake after reading and
creating their mental
images.
Sts share-
-What words from the
section of the article
helped you to create
your mental image?
-After rereading the
section, did you adjust
your thinking and your
image?
-How does creating
mental images help you
as a reader?
-How will you use this
strategy in your
independent reading?
T observation and
anecdotal notes from Sts
T&T, Collaborative
Practice and share time.
Sts articles with text that
supported their thinking
underlined.
MATERIALS: * Suggested lesson text (Day 1-3) - A variety of poems in humorous, narrative, lyrical, free verse form. All the Small Poems and Fourteen Others by V. Worth;
Where the Sidewalk Ends by Shel Silverstein; Dirty Laundry Pile by P. Janeczko; Honey I Love by E. Greenfield; Creatures of the Earth, Sea and Sky by G Heard
(Day 4) *A Walk in the Rain Forest by Rebecca L. Johnson or any narrative non-fiction that offers language to allow Sts to create vivid mental images. T may want to use text related
to science unit.
**Toolkit Texts Grades 2-3 by Harvey & Goudvis, pp. 22-23 or other NF article at Sts independent reading level that allows for vivid mental images.
Interactive Read-Aloud – 3rd
Grade – Unit 4, Week 12
Humble ISD 2011-2012 3rd Grade Unit 4, Weeks 10-12
Revised 8/11 40
Target(s) for the Week: Adapt and revise my mental images to incorporate new information in the text and new interpretations I develop; Follow and remember multiple events in a story, often
involving the stories of multiple characters to understand the plot; Visualize to recall information to sequence and summarize the main event of a story or text; Explain
how visualizing helps me as a reader
D
A
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
Story Map
with
Characters
Setting
Events
Connect and Engage: Have you have heard the expression, “The plot
thickens.” It means that the events in the story are getting more
interesting….today we’re going to talk about plot and the importance of
following and remembering the events of a story. T&T and tell your
reading partner what you know about plot. T listens in. You are right! A
plot is a group of events that come together to create a story. As we read
this fantastic book by John Steptoe, The Story of Jumping Mouse, we will
look for these events; listen to the words that describe them so we can
create a mental image of what is happening in the story.
Model: What are you wondering about this story before we begin? Sts
T&T. T begins the book and reads through the first two pages. This first
part of the story is the introduction. In the introduction, the author gives
us information about when and where the story takes place and helps us
learn a little bit about the character(s) in the story. T has Sts T&T about
introduction. T listens in and has a few Sts share. T records introduction
event on the story map anchor chart. T reads through next three pages
where mouse is renamed Jumping Mouse. The initiating event is the one
that launches the action. I am thinking about what has happened so far.
I think the initiating event was when mouse leaves for the far off land and
encounters difficulty at the river. T has Sts T&T about initiating event of
the story and their mental image. T listens in and selects Sts to share
thinking. T records events on story map anchor chart and invites Sts to
T&T about the mental images they have so far in story. Sts share images
briefly with class. T shares illustrations with Sts at the end of the lesson
through the portion read today.
Lesson recap: Good readers use the language of the text to help them
create mental images as they read. They use these images to help them
better understand the text. Good readers also follow the events to
understand the plot. We have learned about the introduction and
initiating events so far. You are doing a great job!
T&T: What do you know
about plot?
T&T: What are you
wondering about this book
before we begin?
T&T: What have you
learned about the setting and
characters? What is your
mental image so far? What
language from text helped
you with your image?
T&T: Do you agree? Is this
the initiating event of the
story? What is your mental
image at this point in the
story?
Sts share
-How does visualizing
help you as a reader?
T observation and
anecdotal notes from Sts
T&T and share time.
Interactive Read-Aloud – 3rd
Grade – Unit 4, Week 12
Humble ISD 2011-2012 3rd Grade Unit 4, Weeks 10-12
Revised 8/11 41
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
2
Story Map
with
Characters
Setting
Events
Connect & Engage: Yesterday we began reading The Story of Jumping
Mouse by John Steptoe. As good readers we need to follow and
remember the events of the story so we can better understand how it all
comes together. To help us do this, we create mental images of these
main events as we read. Let’s continue with our story.
Model/Guided: So far in our story we have learned that… T reviews the
story map anchor chart. Today as I read, you will be listening for and
thinking about the rising action/events of the story. These are the events
leading up to the climax (the turning point) of our story. As I read,
continue to create vivid mental images using the language from the story
to support the pictures you make. We will stop after a couple of pages to
identify some rising events and discuss your images. T reads through 4
pages of text in the book and stops to model some rising action she
notices. On this part of the story the rising action is… T invites students
to T&T and listens in. T selects Sts to share and charts the rising action
on the story map anchor chart. What are some of your mental images at
this point? What new information are you learning about Jumping Mouse
that is changing your mental images as the events of the story unfold? T
& Sts share new information or changed images. T reads the next 5 pages
of text and has Sts once again identify the rising action/events in the
story. What effect do you think this event will have on future in events in
the story? I am thinking that…T records events in the rising action on the
story map anchor chart. T reads next 3 pages of text using the same
process with Sts. T shares illustrations with Sts at the end of the lesson
through the portion read today.
Lesson recap: By identifying and describing the rising action/events,
good readers really begin to see how these events bring the story
together. You are also doing a great job as readers, creating mental
images, adapting them as you gain new information. Creating mental
images helps good readers follow and remember the events of a story.
T&T: What rising
action/events did you notice
in the pages I just read?
T&T: What are your mental
images at this point in the
story? Are your images
changing as you gain new
information?
T&T: What effect might
this event have on the
upcoming events of the
story?
Sts share
-How does visualizing
help you as a reader?
-What do readers do
when they gain/learn
new information?
T observation and
anecdotal notes from
T&T and share time.
Interactive Read-Aloud – 3rd
Grade – Unit 4, Week 12
Humble ISD 2011-2012 3rd Grade Unit 4, Weeks 10-12
Revised 8/11 42
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
3
Story Map
with
Characters
Setting
Events
(Note: If section of the book containing the rising action events were not
completed yesterday, T can just pick up today where lesson left off on
Day 2)
Connect & Engage: We have worked so far this week to describe the
introduction, initiating and rising action events that are all part of the
plot in our book *The Story of Jumping Mouse. Today we take a look at
the climax- the turning point or pinnacle- of the story and at the falling
action/conclusion of the story.
Model/Guided: T will read to the end of the story. T reminds Sts to
continue to create vivid mental images, adapting them as needed when
they learn new information. T&T with your partner. What was the
climax- the turning point in the story? What did your mental image look
like at this point? T listens in and selects a few students to share their
thinking as the whole class joins in the discussion. T charts climax. Sts
then T&T about the falling action/conclusion of the story and the image
they created. T completes the anchor chart after discussion of falling
events. T asks Sts to think about their final mental image of the story.
How did the rising events of the story affect the rest of the story? T does
not show illustrations for rest of book until Day 4.
Lesson recap: Good readers identify and follow multiple events
throughout the story to help them understand the plot. They are able to
explain how these events make the story come together. And like all good
readers, you adapted and changed your mental images as you gained
new information in the story.
T&T: What do you believe
the climax of the story was?
What helps you to think
that? Share your mental
image with your partner
T&T: What was the falling
action/conclusion of this
story? How did your image
change?
T&T: What was your final
mental image in the story?
T&T: How did the rising
events of the story affect the
rest of the story?
Sts share
- How does visualizing
help you as a reader?
-What do readers do
when they gain/learn
new information?
T observation and
anecdotal notes from
T&T and share time.
4
Story Map with
Characters
Setting
Events
Connect & Engage: This week we have been learning to follow and
remember the events of the story to understand the plot. We’ve created vivid
images in mind while reading our text. Today we will take some time to
sketch those mental images for the last few pages of our book.
Independent: You will each sketch your own mental image of the Jumping
Mouse before the new information and after the new information. Draw
quickly using the mental image in your head created from the language in
the book. Then I will read the last page and you can sketch your image of
Jumping Mouse using the new information learned. T reads as Sts sketch
their images. Sts share images in groups discussing what readers do when
they learn new information and what they now understand about the story
that they did not understand before. T listens in as Sts hold discussions.
Lesson recap: Good readers understand the importance of creating mental
images from the text. Following the plot, all those events that create the
story, offers the opportunity to adapt and change mental images as new
information is learned. It helps the reader better understand the story.
Independent Practice: Sts
use think sheet divided into
two sections:
My image now/My image
with new information
Sts will listen to the 2nd
to last
page of text in book and
sketch their image of Jumping
Mouse. Sts listen to last page
and sketch changed image.
Sts share what they now
understand about the story
that they did not before. Sts
share images in groups.
Sts share
-What do readers do with
their mental when they
learn new information?
-Why are our mental
images different?
-How does creating
mental images help you
as a reader?
-Why it is important to
understand the events of
the story
T observation and
anecdotal notes from
independent practice and
share time.
Sts completed mental
images from think sheet.
Interactive Read-Aloud – 3rd
Grade – Unit 4, Week 12
Humble ISD 2011-2012 3rd Grade Unit 4, Weeks 10-12
Revised 8/11 43
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
5
Connect & Engage: Good readers can follow and remember the events
of the story, in order to understand the plot. Today you will try this with
partners. We will use a different text format – **Reader’s Theatre as our
text for the collaborative practice.
Collaborate: You will work with a partner to read, create mental images
and discuss them. You will chart the characters and events of your
**Reader’s Theatre story on a story map.
T will listen in on each set of partners and support them as needed. This
may go over into independent reading time if not completed in the
allotted time for the lesson.
Lesson recap: As a good reader, creating mental images is important.
Readers create mental images to help them understand what is
happening in the text. Good readers also follow the events in a story to
explain how each event helps them to understand the plot. As you read
your own books in IR, begin to think about and record this kind of
information to help you better understand.
Collaborative Practice: Sts
work with partner to
complete the story map. Sts
read a Reader’s Theatre at
their independent reading
level to complete the story
map
Sts share
-Why is it important to
follow and understand
the events of the story?
-What have you learned
about creating mental
images/visualizing?
- How does visualizing
help you as a reader?
T observation and
anecdotal notes from
independent practice.
Sts completed story map.
MATERIALS: Lesson ideas taken and suggested lesson text taken from: Interactive Read Alouds Grades 2-3 by Linda Hoyt, pp. 25
*Guide to Interactive Read Alouds Grades 4-5 Suggested Lesson text pp. 44 Interpret Through Performance lesson
**Independent practice text: Puss In Boots pp. 138-139 in Interactive Read Alouds Grades 2-3 or other short Readers Theatre at Sts independent reading levels. (May want to
select shorter text Readers Theatre)
3rd
Grade – Unit 5; Weeks 13-15
Humble ISD 2011-2012 3rd Grade Unit 5, Weeks 13-15
Revised 8/11 44
LEARNING OUTCOMES (I CAN…)
Comprehension Strategy: Inferring
Week 13
11/14-11/18
Week 14
11/28-12/2
Week 15
12/5-12/9
Get
tin
g t
he
Mea
nin
g • Use my prior knowledge (schema) and clues in
the text to come up with an idea or an answer to
my question that is not explicitly stated by the
author or in the text (Make inferences about text
using textual evidence to support understanding)
(Fig. 19D)
• Explain how inferring helps me as a reader
(Fig. 19)
• Use my prior knowledge (schema) and clues in
the text to come up with an idea or an answer to
my question that is not explicitly stated by the
author or in the text (Make inferences about text
using textual evidence to support understanding)
(Fig. 19D)
• Use my prior knowledge and textual clues to
make a reasonable inference and draw
conclusions (Fig. 19D)
• Explain how inferring helps me as a reader
(Fig. 19)
• Use my prior knowledge (schema) and clues in
the text to come up with an idea or an answer to
my question that is not explicitly stated by the
author or in the text (Make inferences about text
using textual evidence to support understanding)
(Fig. 19D)
• Use my prior knowledge and textual clues to
make a reasonable inference and draw
conclusions (Fig. 19D, 13D/4D)
• Explain how inferring helps me as a reader
(Fig. 19)
Rea
din
g H
ab
its
• Respond to various texts in ways (oral and
written) that reflect my understanding and
interpretation and can be supported with relevant
aspects of the text (20C/4K, 5B,F,G)
• Read for a sustained period of time and
paraphrase what the reading was, maintaining
meaning and logical order (e.g., generate a
reading log or journal; participate in book talks)
(11A/4E,H,I)
• Continue to listen to and participate in teacher
and student-led discussions by providing
suggestions that build upon the ideas of others
with greater complexity (31A, 30A/1B,D,G, 2C,I,
3B-E, G-J)
• Respond to various texts in ways (oral and
written) that reflect my understanding and
interpretation and can be supported with
relevant aspects of the text (20C/4K, 5B,F,G)
• Read for a sustained period of time and
paraphrase what the reading was, maintaining
meaning and logical order (e.g., generate a
reading log or journal; participate in book talks)
(11A/4E,H,I)
• Continue to listen to and participate in teacher
and student-led discussions by providing
suggestions that build upon the ideas of others
with greater complexity (31A, 30A/1B,D,G,
2C,I, 3B-E, G-J)
• Respond to various texts in ways (oral and
written) that reflect my understanding and
interpretation and can be supported with
relevant aspects of the text (20C/4K, 5B,F,G)
• Read for a sustained period of time and
paraphrase what the reading was, maintaining
meaning and logical order (e.g., generate a
reading log or journal; participate in book talks)
(11A/4E,H,I)
• Continue to read at expected instructional level)
(3A4E,H)
Word
Stu
dy
• Use and apply knowledge of more advanced
spelling patterns and rules (double consonants in
middle of words) (24Bi/5C)
• Continue to spell high-frequency and compound
words from a commonly used list (24C/5C)
• Continue to identify problem at word, sentence,
or schema levels; uses a variety of strategies
flexibly and appropriately (1E/1B)
• Use and apply knowledge of more advanced
spelling patterns and rules (double consonants in
middle of words) (24Bi/5C)
• Continue to spell high-frequency and compound
words from a commonly used list (24C/5C)
• Continue to identify problem at word, sentence,
or schema levels; uses a variety of strategies
flexibly and appropriately (1E/1B)
• Use syllables and doubling final consonants
when adding an ending as a cueing source in
reading to decode words in context and
independent of context (1Aii/2A,B, 4A)
• Continue to spell high-frequency and compound
words from a commonly used list (24C/5C)
• Continue to identify problem at word, sentence,
or schema levels; uses a variety of strategies
flexibly and appropriately (1E/1B)
(TEKS/ELPS)
Interactive Read-Aloud – 3rd
Grade – Unit 5, Week 13
Humble ISD 2011-2012 3rd Grade Unit 5, Weeks 13-15
Revised 8/11 45
Target(s) for the Week: Use my prior knowledge (schema) and clues in the text to come up with an idea or an answer to my question that is not explicitly stated by the author
or in the text (Make inferences about text using textual evidence to support understanding); Explain how inferring helps me as a reader
D
A
Y
Anchor
Chart(s)
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
BK+TC=I chart 3 Column Chart BK / Text Clues / Inference (STW pp. 142)
Connect and Engage: When we studied the strategy of asking questions, one of the ways in which readers got their questions answered was through inferences. Inferences are made when you merge your background knowledge (BK) with the text clues (TC). There is a formula we can use to help us remember inference. It goes like this BK + TC = I. T creates a small anchor chart that will be kept out during the study of the strategy of inferring. We will try this strategy of inferring in a book today called *Tight Times by Barbara Shook Hazen. Model: T reads the first page and stops to infer. I am inferring that this boy has probably asked for a dog or a pet many times before. Here is why: I know when my kids tried to talk with me in the morning and I was trying to get ready for work… and I noticed in the text that Mom says no right away, no thinking about it, like it is a question she has heard before. Do you see how I used my BK about my own experience and the clues from the text to make that inference? This is what good readers do to come up with an idea in the story that is not state by the author. T explains anchor chart as she fills it in with the inference she just made. T continues with the story, stopping to infer a question or idea she has. T invites Sts to T&T about their inference as she listens in. T reads about one half of the book. Lesson recap: Good readers know that not all ideas about a book are directly stated by the author. In fact, really good authors write their books in a way that allows the reader to infer. Good readers use the text clues and their BK to figure out –infer- an idea or the answer to a question.
T&T: What are you inferring about this? What helps you make that inference?
Sts share -What are some of the mental images you are creating as you read?
-How do those images help you with your understanding of the book?
T observation and anecdotal notes from Sts T&T and share time.
2
BK+TC=I chart 3 Column Chart BK / Text Clues / Inference
Connect & Engage: Yesterday we began to infer our ideas from the book *Tight Times by Barbara Shook Hazen. We know good readers use their BK and the text clues to help them infer an idea or the answers to their questions as they read. Let’s try this again today as we continue the story. Guided: T models one inference and then invites the Sts to record their inferences on their think chart as she reads the story. T stops every couple of pages to have Sts share their inferences as the story progresses. Sts should back their thinking with background knowledge and text clues. T has Sts pay attention to the illustrations as well because they hold many clues that help infer what is happening in the story that is not said in the text. Sts should begin their inferences with “I’m inferring that…” or “I’m thinking…” T invites Sts to T&T and listens in. T writes Sts responses on the 3-column chart. T and Sts work through to the end of the book. Lesson recap: You have done a great job of inferring an idea or the answer to a question you had as we read the rest of the story Tight Times. Like good readers, you know that the clues in the text and your schema help you to infer to build more meaning to the story.
Sts have a 3 column think sheet that matches the anchor chart. T&T: What inference can you make now?
Sts share -What are some of the mental images you are creating as you read?
-How do those images help you with your understanding of the book?
T observation and anecdotal notes from Sts T&T and share time.
Interactive Read-Aloud – 3rd
Grade – Unit 5, Week 13
Humble ISD 2011-2012 3rd Grade Unit 5, Weeks 13-15
Revised 8/11 46
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
3
“Moon”
poem on
chart paper
(CTK Book
4 pp. 29)
Connect and Engage: For the next three days we will explore how to infer
meaning from poetry using the poem’s language. Many poems are fiction but
they can be non-fiction as well. We’ll be reading and responding to a poem
today called **“Moon” which was written by Myra Cohn Livingston. This
poem makes me think about all the things I know about the moon or have felt
about it as I have looked into the sky at night. T&T about some things you
know about the moon or the thoughts you’ve had when gazing at it. T has Sts
share their schema. Those were some great thoughts. Our background
knowledge (BK) and experiences will help us understand this poem. As we
have discussed before, readers must think about the words the poet has
chosen. We must use those words to infer what the poet is saying. We will
discuss the words, phrases and lines from the poem and merge the
information and the ideas in the poem with our own thinking. Let’s start by
reading the poem. Poetry is meant to be read aloud so chime in if you like.
Model: T rereads the poem again slowly stopping to think carefully about
certain words and phrases. “Moon remembers”. Hmmm. When I read those
words, I immediately asked myself a question. I wondered, “Remembers
what? What does the moon remember?” Since I don’t have answer right now,
I think I will just write my question here on the chart next to those words. T
reads the next line of the poem “Marooned in …marked face”. I think I will
stop and think more carefully about the word “marooned”. Clues around the
word don’t seem to be helping me. I have some BK… (T shares BK) So, I
think it means the moon is all alone out there in space. The phrase
“Marooned in shadowed night” paints a picture in my mind (T describes
image using “I visualize…”)
Lesson recap: Boys and girls, do you see how good readers must stop and
think carefully about the words and phrases written by the poet. They must
use the words in the text to create mental images and infer the meaning the
poet intends. These strategies helped me so now when I reread the part I
inferred on, it makes so much more sense to me.
T&T: What do you know
about the moon? What are
your thoughts about it?
Sts share
-What have you learned
about inferring?
T observation and
anecdotal notes from
Sts T&T and share
time.
Interactive Read-Aloud – 3rd
Grade – Unit 5, Week 13
Humble ISD 2011-2012 3rd Grade Unit 5, Weeks 13-15
Revised 8/11 47
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
4
“Moon”
poem on
chart paper
(CTK Book
4 pp. 29)
Kids
Comments/
Strategies
(CTK Book
4 pp. 30)
Connect and Engage: I am glad you are enjoying the non-fiction poem
**“Moon”. As good readers we know the importance of using our BK and
the text clues, along with visualizing helping us infer the meaning of the
word/phrases of poetry.
Model/Guided: T reviews the anchor chart and her notes on it from the
previous day. I am going to start here with “white powder plastered on
her…waterless seas.” These words help me visualize the moon. I infer the
white powder is the dust that covers the surface of the moon. The part about
the scarred craters- I have seen close up pictures of those craters on the
moon so that is helping me to understand this part. It is important to
understand the specific vocabulary like the word crater because it helps us
make meaning of the text as a whole. T reads on in the poem “She thinks
back…from Earth”. Oh, now I get it. If she’s thinking back, it means she
remembers the Eagle and the men walking on the moon. I saw a documentary
of the men walking on the moon so I know from my BK that their spaceship
was called the Eagle. So the moon thinks back to remember “the flight of men
from Earth”. T draws an arrow from that part of poem back to the line that
says “the moon remembers”. These words are much more meaningful to me
now that I have wondered and inferred about them. T and Sts think through
the rest of the poem together. Sts write their thinking on their copy of the
poem as T writes on anchor chart. Sts T&T about what they infer. Be sure you
are using your BK and the words in the text to help you make your inferences.
T helps Sts tie their thinking to the poem as needed. T charts Sts comments
and the strategies they used.
T&T for a minute about what you learned about this poem from hearing
others comments.
Lesson recap: Good readers enjoy poetry because they are able to use the
clues in the text, their BK and the strategy of visualizing helping them make
meaning of the words in the poem. As you read poetry in your IR, be sure to
use these strategies we have been practicing so you will really understand the
intent the poet had for that poem.
T&T: What do you know
about the moon? What are
your thoughts about it?
T&T: What is your
inference at this part of
the poem?
T&T: What did you learn
by listening to others
inferences and comments?
Sts share -What have you learned about inferring?
T observation and
anecdotal notes from
Sts T&T and share
time.
Interactive Read-Aloud – 3rd
Grade – Unit 5, Week 13
Humble ISD 2011-2012 3rd Grade Unit 5, Weeks 13-15
Revised 8/11 48
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
5
Connect & Engage: You really seemed to enjoy working through the
poem **“Moon” by Myra Cohn Livingston. I have another poem called
“Secrets” written by her as well that you will get a chance to infer about
today. T&T about the strategies we used to infer the meaning of
**“Moon.” Sts share and T fills in any missing strategies. As you work
in your groups on **“Secrets” apply these very strategies. After you
finish we will share our thinking.
Collaborate: T places Sts in groups of 3 and distributes copies of
“Secrets”. Sts will track their thinking right on the poem as they work
through the lines/phrases of the poem. T listens in and scaffolds Sts,
noting those who are having difficulty. T facilitates share time with Sts,
helping them to link their thinking back to the actual words of the poem.
Lesson Recap: There are lots of mysteries and secrets in space and we
have added a little more to our background knowledge this week about
space. You all have done a good job of inferring to better understand the
poet's intentions of her poems. You understand that good readers use
their BK, the clues in the text and visualizing to figure out the meaning.
As you listened to other share their thinking you learned that there can
be many inferences about an idea. You were each able to come up with
your own understanding of the poem.
T&T: What strategies did
you use to infer the meaning
of “Moon”?
Collaborative Practice: Sts
work in groups to infer
meaning of words/phrases
of poem. Sts record thinking
on their copy of the poem.
Sts share their thinking with
whole group.
Sts share -What were some of the words or phrases you had to infer the meaning of?
-What questions did you have?
-What is your understanding of the poem now?
-How does inferring help me as a reader?
T observation and anecdotal notes from Sts T&T, collaborative practice and share time. Sts completed poem think sheets
Did Sts: -use context clues and BK to infer meaning from poem’s words, lines and phrases?
-gain understanding of how to move beyond a literal interpretation using inferring?
-articulate their understanding by sharing their inferences, questions and interpretations of poems’ deeper meaning?
MATERIALS: Days 1-2: Strategies That Work (STW) by Harvey & Goudvis, pp. 141-142
*Suggested Lesson Text: Days 1-3: Tight Times by Barbara Shook Hazen; book by Cynthia Rylant, Patricia Pollaco, Chris Van Alsburgh; Eve Bunting
Days 3-5: Comprehension Toolkit by Harvey & Goudvis, Book 4 Lesson 12
**Suggested Lesson Text: Source Book of Short Text pp. 36 & 37; or other non-fiction poems Sts can infer meaning from.
Interactive Read-Aloud – 3rd
Grade – Unit 5, Week 14
Humble ISD 2011-2012 3rd Grade Unit 5, Weeks 13-15
Revised 8/11 49
Target(s) for the Week: Use my prior knowledge (schema) and clues in the text to come up with an idea or an answer to my question that is not explicitly stated by the author or
in the text (Make inferences about text using textual evidence to support understanding); Use my prior knowledge and textual clues to make a
reasonable inference and draw conclusions; Explain how inferring helps me as a reader
D
A
Y
Anchor
Chart(s)
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
BK+TC=I
chart
3 Column
Chart
BK /
Text Clues /
Inference or
Conclusion
(STW pp. 142)
Connect & Engage: Last week we spent time using the clues from the
text and our background knowledge to infer ideas or answers to questions
we had in the text. We will continue to infer as good readers do but we
will also start drawing some conclusions about our story, *Crow Boy by
Taro Yashima. Good readers draw conclusions when they gather clues
and think about the big ideas of the story and pull that all together. For
example, if over and over in a book a character tells others what to do
and how to act, we could conclude that the character is bossy. As we read
Crow Boy this week, we will look for the clues and the recurring ideas
and use them to draw conclusions.
Model: T reads the first two pages of print. T invites Sts to T&T about
what they can infer so far about Chibi. I also infer that Chibi may be
hiding because he is afraid to go to school. He might be afraid because
he does not know anyone. T reads the next four pages of text. As I read
this part of the story, over and over the author tells us Chibi is afraid and
alone. This seems to be an idea in the story, so I can conclude that he
must feel lonely, like an outsider and that no one really seems to help him
fit in. T&T what can you infer about how Chibi is feeling at school? T
listens in and has selected Sts share their thinking. T records responses
on the anchor chart. T reads the next four pages of text. Did you notice
the actions of Chibi. He has some things he seems to do over and over.
T&T, what conclusion can you draw from Chibi’s actions? T listens in
and selects Sts to share their thinking. You are right, Chibi seems to do
things like cross his eyes, stare out the window or at his desk or even at
other kid’s clothes. So we can draw the conclusion that Chibi does this
because he has such a hard time learning anything at school. T charts
responses.
Lesson recap: Good readers infer ideas or answers to their questions as
they read to help them understand the story. When we infer we use the
clues from the text and our own BK to support our thinking. Good
readers can also draw conclusion about the story by looking for ideas
that occur again and again. Nice work today!
T&T: What can you infer
about Chibi, the tiny boy?
T&T: What do you infer
Chibi is feeling right now at
school?
T&T: What conclusion can
you draw from Chibi’s
actions?
Sts share
-What do good readers
use to make
inferences?
-What inferences are
you making in your
IR? What supports the
inference you made?
T observations from Sts
T&T and share time.
Interactive Read-Aloud – 3rd
Grade – Unit 5, Week 14
Humble ISD 2011-2012 3rd Grade Unit 5, Weeks 13-15
Revised 8/11 50
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
2
BK+TC=I
chart
3 Column
Chart
BK /
Text Clues /
Inference or
Conclusion
(STW pp. 142)
Connect & Engage: *Crow Boy by Taro Yahsima has been a very
interesting story so far. We have inferred that Chibi is a boy who is very
lonely. He is this way because he seems different. We concluded that he
seems to have trouble learning things so he finds other ways to fill his
time at school. When we draw conclusions we use the clues in the text
that seem to repeat an idea and we pull that information together. Let’s
continue to look for these clues to draw conclusions and make inferences
as we continue to read the book.
Model/Guided: T reads the next page “On the playground…” When I
read those words and look at the picture, I am inferring that these are
things Chibi likes to think about. That these things make him happy. T
reviews how the anchor chart works, having Sts follow along on their
own think sheet. As we continue to read, you will use your think sheet to
record your inferences and any conclusions you draw. Remember to use
the text clues (words and pictures) along with your BK to support your
thinking. T reads the next three pages. Think about Chibi’s actions from
the text we have read today. What conclusion can you draw? Record
your thinking and then T&T to a partner to share. T listens in and
scaffolds Sts as needed. T selects a few Sts to share. I like your thinking,
you noticed that there are some things that Chibi seems to enjoy at
school – listening to nature, catching and holding bugs. He even comes
to school when it is raining. There must be something about school that
keeps him coming each day. T returns to the last page read “..wrapped in
a raincoat made from dried zebra grass.” Look at the illustration of the
children with an umbrella and Chibi in his raincoat made of zebra grass,
what do you infer? Record your thinking and then share with a friend.
Sts T&T and T listens in, then selects Sts to share. T charts responses.
T reads text through the page when the teacher talks with Chibi while no
one is around. What conclusion can you draw about this teacher and the
attention he pays to Chibi? Sts T&T and T listens in, then selects Sts to
share. T charts responses.
Lesson recap: You have done the work of good readers again today. You
have looked for those clues that share an idea that is repeated in order to
draw some conclusions about our story.
Sts have copy of think sheet
that is like the anchor chart
to record the inferences and
conclusions they make.
Sts record their conclusion
on their think sheet.
T&T: What conclusion can
you draw about Chibi?
T&T: What can you infer
about Chibi and his grass
coat?
T&T: What conclusion can
you draw about the teacher?
Sts share
-What do good readers
use to make
inferences?
-What inferences are
you making in your
IR? What supports the
inference you made?
T observations from Sts
T&T and share time.
Interactive Read-Aloud – 3rd
Grade – Unit 5, Week 14
Humble ISD 2011-2012 3rd Grade Unit 5, Weeks 13-15
Revised 8/11 51
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
3
BK+TC=I
Chart
3 Column
Chart
BK /
Text Clues /
Inference or
Conclusion
(STW pp. 142)
Connect & Engage: Yesterday we… Today we will finish our story
Crow Boy. Let’s continue to look for clues in the text and use our BK to
infer and think about those recurring ideas and conclusions we can draw
from them.
Guided: T reads text through the next 6 pages. T has Sts record their
conclusion and then T&T with a partner. T listens in and selects Sts to
share. T reads to part when Sts felt bad about how they treated Chibi and
has Sts record their conclusion. Sts also draw conclusion at the end about
the happy crow call Chibi (Crow Boy) made as he turned up the
mountain. Sts record conclusion on their think sheet.
T facilitates share time to discuss the last two conclusions Sts made on
their own. T helps to return Sts to the text to support their thinking.
Lesson recap: Wow! You were really thinking about the clues in the text
as you worked to draw those conclusions about Chibi and the other
students in his class. Good readers understand that drawing conclusions
and making inferences help them as a reader.
Sts have copy of think sheet
that is like the anchor chart
to record the inferences and
conclusions they make.
T&T: What conclusion can
you draw?
St share
-What conclusion did
you draw about
1) How the children
felt for the way they
treated Chibi?
2) The happy crow call
made by Chibi as he
went up the
mountain?
T observations from Sts
T&T and share time.
Sts completed think
sheets of conclusions
drawn.
4
Connect & Engage: We were able to draw a lot of conclusions as we
read Crow Boy. As good readers we know that making inferences and
drawing conclusions help us to make meaning of the things happening in
the story. Today we will take a look at a few more ideas that we can draw
conclusion from.
Collaborate: Together T and Sts look at the Draw Conclusions think
sheet IRA pp. 39). T and Sts work through the first idea and draw a
conclusion. T records conclusion in the box. Sts work in small groups to
complete the other 2 conclusions for the ideas given. T listens in to
groups and scaffolds as needed. T facilitates share time to discuss the last
two conclusions Sts made in their groups.
Lesson recap: Good readers understand that drawing conclusions and
making inferences help them as a reader.
Collaborative Practice: Sts
work in small groups to
complete the conclusion
from their think sheets. Sts
share their thinking with the
whole group.
St share
-What conclusion did
you draw?
-How does drawing
conclusions help you
with the story?
T observations from Sts
T&T, collaborative
practice and share time.
Sts completed think
sheets
Interactive Read-Aloud – 3rd
Grade – Unit 5, Week 14
Humble ISD 2011-2012 3rd Grade Unit 5, Weeks 13-15
Revised 8/11 52
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
5
Connect & Engage: Yesterday we…Today we will work to make
inferences and draw conclusions again using poetry. Our poem today
**“Young Bull” by Linda Hoyt is based on the main character in the
book Cheyenne Again by Eve Bunting. Cheyenne is a young Indian boy
who is taken from his family and placed in a school where the goal is to
make him an “American”. Let’s see what inferences we can make or
conclusions we can draw by using the text clues in the poem and our BK.
Collaborate: T reads the poem. Sts join in on the second read. T and Sts
work to make inferences for the first stanza and then draw a conclusion.
Sts work with a partner to make inferences and draw a conclusion about
the second stanza. Sts record their thinking on a think sheet or directly on
their copy of the poem. T listens in to groups and scaffolds as needed. T
facilitates share time to discuss the last two conclusions Sts made with
their partners. Sts answer the multiple choice questions on own.
Lesson recap: Good readers understand that drawing conclusions and
making inferences help them as a reader.
Collaborative Practice: Sts
have copy of poem “Young
Bull”. Sts will record their
inferences and/or
conclusions on the poem or
on a separate think sheet. St
share thinking with whole
class.
St share
-What inferences did
you make in the
second stanza?
-What conclusion did
you draw in the second
stanza?
T observations from Sts
T&T, collaborative
practice and share time.
Assessment:
Sts completed think
sheets.
-sts able to draw a
reasonable conclusion
using text clues and or
BK.
Mulitple Choice TAKS
type inference questions
about the poem. (From
the poem the reader can
tell that…)
MATERIALS: Interactive Read Alouds Grade 2-3 by Linda Hoyt, pp. 29 Infer lesson and pp. 37 Draw Conclusions lesson
Suggested Lesson Text Days 1-3 *Crow Boy or other book for Infer or Draw Conclusions list in Guide to Interactive Read Alouds Gr. 2-3 pp. 44
Suggested Lesson Text Day 4 Interactive Read Alouds Grade 2-3 pp.39
Assessment text Interactive Read Alouds Grade 2-3 pp. 134
Interactive Read-Aloud – 3rd
Grade – Unit 5, Week 15
Humble ISD 2011-2012 3rd Grade Unit 5, Weeks 13-15
Revised 8/11 53
Target(s) for the Week: Use my prior knowledge (schema) and clues in the text to come up with an idea or an answer to my question that is not explicitly stated by the author or in
the text (Make inferences about text using textual evidence to support understanding); Use my prior knowledge and textual clues to make a reasonable
inference and draw conclusions; Explain how inferring helps me as a reader
D
A
Y
Anchor
Chart(s)
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
T-chart :
Questions
(I wonder)
/Facts
(I learned)
Inference
(I think)
(STW pp. 147
or CTK Book
4 pp. 72)
Connect & Engage: Last week we used a fiction text and some poetry
to make inferences and draw conclusions about the text. T&T, what do
good readers use to make inferences and draw conclusions. T reviews
TC+BK= I inference chart. As good readers, we can use these same
strategies in non-fiction text as well. We will be reading Mountains:
Surviving on Mt. Everest. As we read, we will use facts and questions to
help us make inferences. When we see an idea that is recurring, we can
draw a conclusion about it.
Model: T introduces article and shares background knowledge (BK)
about it. I will share my thinking, my questions –what I wonder about
and the facts I noticed- what I learned, as I read the article. Your job is
to watch and notice what I do as I read. T reads pp. 302-303 aloud,
stopping to model facts learned or questions/wonderings. T uses the text,
the photographs and the captions to make her inferences. T places the
fact/question on anchor chart and then models her inference; “Based on
the text clues in this article so far, I think…” T records inference. (Use
only questions that cannot be answered in the text) T&T, what have you
noticed me doing as I have been reading Mountains: Surviving on Mt.
Everest? Sts share observations of the strategies T has modeled. T fills in
any missing strategy used.
Lesson Recap: Good readers infer as they read. They use the clues from
the text (both pictures and words) along with their BK to figure out an
idea or an answer to a question.
T&T: What do readers use
to make inferences and draw
conclusions?
T&T: What prior
knowledge do you have
about Mt. Everest?
Sts observe teacher as she
thinks aloud.
T&T: What have you
noticed T doing as she
reads?
Sts share
-What inferences have
you made in your IR?
What is helping you to
make your inferences?
T observations and
anecdotal notes from Sts
T&T and share time
Interactive Read-Aloud – 3rd
Grade – Unit 5, Week 15
Humble ISD 2011-2012 3rd Grade Unit 5, Weeks 13-15
Revised 8/11 54
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
2
T-chart :
Questions
(I wonder)
/Facts
(I learned)
Inference
(I think)
(STW pp. 147
or CTK Book
4 pp. 72)
Connect & Engage: Yesterday we began to read, ask questions, notice
facts and make inference. Today we will continue our article Mountains:
Surviving on Mt. Everest and after I model a few more pages, you can
begin to infer answers to your questions and the facts you have learned.
Before we start, T&T to your partner about what good readers do when
they make inferences.
Model: T continues with text reading pp. 304-305 and modeling questions
or facts learned and the inference supported by text evidence (including
text features) and or BK. T charts on the anchor chart. Did you notice how
my inferences are always linked back to clues in the text and or supported
with my own schema? You will get a chance to share your inferences in a
minute. As I think about the information I have read the last two days, I
can conclude that… T models a conclusion she is able to draw from the
text. Good readers draw conclusion when they see an idea recurring in the
text and they use their BK and text clues to support that conclusion.
Guided: T encourages Sts to ask their questions, share facts learned and
their inference connected to them as she reads pp. 306-307. T has Sts
T&T as she listens in and selects Sts to share their thinking, letting other
Sts piggyback off the inference. T scaffolds Sts who are having trouble
linking their inference back to the text. T stops at points in text when a
conclusion can be drawn and prompts Sts to think about a conclusion
they can draw. T jots Sts thinking on the class anchor chart.
Lesson recap: You are doing some great work, thinking about the
inferences to the facts in the article and the questions you have. Good
readers know that making inferences and drawing conclusions helps
them better understand what they are reading, especially when we do not
have lots of background knowledge.
T&T: What do good
readers do when they make
inferences?
T&T: What is your
inference to the question or
facts? Be sure to base your
answer on text
clues/evidence from the
article and your BK if you
have some.
T&T: What conclusion can
you draw?
Sts share
-What inferences have
you made in your IR?
What is helping you to
make your inferences?
T observations and
anecdotal notes from Sts
T&T and share time
3
T-chart :
Questions
(I wonder)
/Facts
(I learned)
Inference
(I think)
(STW pp. 147
or CTK Book
4 pp. 72)
Connect & Engage: Today we will continue with our guided practice of
the article…Be sure your inference is backed up by evidence from the
text. Good readers use the clues from the text – both the text features and
the words- and their BK support their thinking when they draw
conclusions or make inferences.
Guided: Process from Day continues. T scaffolds Sts as they continue to ask
questions/state facts and infer answers. T guides Sts to be sure questions are
deep enough and that their thinking is tied to text evidence and or BK. T and
Sts work through pp. 308-311. T charts responses after listening in to T&T
and selecting Sts to share their inference. T stops at points for Sts to draw
conclusions about the bigger ideas of the article as well.
Lesson recap: Well done again today! You are really doing the work of
good readers as we continue to learn facts and ask questions that we can
infer an answer or idea for.
T&T: What is your
inference to the question or
facts? Be sure to base your
answer on text
clues/evidence from the
article and your BK if you
have some.
T&T: What conclusion can
you draw?
Sts share
-What inferences have
you made in your IR?
What is helping you to
make your inferences?
T observations and
anecdotal notes from Sts
T&T and share time
Interactive Read-Aloud – 3rd
Grade – Unit 5, Week 15
Humble ISD 2011-2012 3rd Grade Unit 5, Weeks 13-15
Revised 8/11 55
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
4
Connect & Engage: Today we will complete the article by working in
teams…Be sure your inference is backed up by evidence from the words
in the text and/or the text features.
Collaborate: T creates groups of 2-3 Sts and provides each group with 1
copy of the text to share. T reads aloud pp. 314-316 and then has Sts use their
own copy of question/fact and inference think sheet to ask questions/record
facts learned and make inferences in their groups. T confers with groups to
support them as they discuss the article and helps them elaborate on their
thinking if needed. T makes sure Sts inference is connected to text
evidence/clues. T facilitates the share time to discuss the Sts thinking.
Lesson recap: Sts, you have amazed me again! You are working hard to
infer the answers to your questions and the facts you have learn. You are
able to draw conclusions from the recurring ideas in the text. Good readers
know how important this strategy is, especially when they don’t have as
much BK. As you encounter questions and facts in your IR, stop think and
infer an answer that is supported by the text clues and your BK. Be use to
draw conclusions for those ideas that keep resurfacing in the text.
Collaborative Practice: Sts
use article and question/fact
and inference think sheet to
record questions/facts and
inferences based on text
evidence.
Sts share
-What questions/facts
and inferences did you
make and what was the
text evidence that
supported it?
T observations and
anecdotal notes from Sts
collaborative practice and
share time.
5
Connect & Engage: All week we have been asking questions and making
inferences about our reading. Today you will get to practice this on your
own reading Fossils: Clues to Dinosaurs.
Independent: T reads the title of the article and explains that Sts will
read article on own and use their own questions/facts and inferences
think sheet to record their thinking. Sts write a conclusion they have
drawn at the bottom of the think sheet.
Once complete, T introduces Sts to the TAKS like multiple choice
questions that include question stems for inferring and drawing
conclusions. T models one of the questions with the Sts, thinking allowed
about it as she goes. T shows Sts how they are still using text clues to
help select the best inference/conclusion for the question. T confers with
Sts as they work independently. T facilitates share time.
Lesson recap: Good readers are always thinking about the text they are
reading, regardless of the genre. Good readers know that they will have
questions they want to answer or facts they have just learned that they
want to merge with their own thinking. You have done a great job of this
strategy this week. As you read in IR time, be sure to notice when you are
making inferences or drawing conclusions. Mark the spot in your book or
record it in your reading journal. We will share some of inferences and
conclusions next week.
Independent Practice: Sts
follow along as T introduces
article. Sts read article on
own and then use the think
sheet to record their
questions/facts and
inferences. Sts answer the
remainder of the MC
questions on own after the
modeling.
Sts share
-What questions/facts
and inferences did you
make and what was the
text evidence that
supported it?
T observations and
anecdotal notes from Sts
independent practice and
share time.
Assessment:
Sts completed think sheet
-Sts made reasonable
inferences that were
support w/ text evidence
-Sts had at least one
conclusion
MC TAKS like questions
stems for inferring and
drawing conclusions.
MATERIALS: Lesson idea adapted from Comprehension Toolkit, Book 4 Lesson 11, pp. 14; also see Strategies That Work pp. 146-147 for lesson ideas.
Suggested Lesson Text Days 1-4 Texas Journeys/Senderos student anthology Mountains: Surviving on Mt. Everest
Toolkit Text for Grades 2-3 by Harvey and Goudvis, pp. 8
3rd
Grade – Unit 6; Weeks 16-18
Humble ISD 2011-2012 3rd Grade Unit 6, Weeks 16-18
Revised 10/11 56
LEARNING OUTCOMES (I CAN…)
Comprehension Strategy: Inferring
Week 16
12/12-12/16
Week 17
1/3-1/6
Week 18
1/9-1/13
Get
tin
g t
he
Mea
nin
g
(In
tera
ctiv
e R
ead
Alo
ud
)
(Sh
ared
Rea
din
g)
• Make inferences about text and use textual
evidence to support understanding (Fig. 19D)
• Use the context to infer the relevant meaning of
unfamiliar words and concepts or distinguish
among multiple meaning words and homographs
(4B/1F, 4F)
• Explain how inferring helps me as a reader (Fig.
19D)
• Make inferences about text and use textual
evidence to support understanding (Fig. 19D)
• Describe the interactions of characters including
their relationships and the changes they undergo
(8B/4K)
• Infer characters’ feelings and emotions from
descriptions, what they do or say, and what
others think about them (8B/4K)
• Explain how inferring helps me as a reader (Fig.
19D)
• Make inferences about text and use textual
evidence to support understanding (Fig. 19D)
• Identity what happens (effect) and why it
happens (cause) when it is explicitly stated in
text and infer the cause and effect when it is not
explicitly stated. (13C/4K)
• Explain how inferring helps me as a reader (Fig.
19D)
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 (20C/4K, 5B,F,G)
• Read for a sustained period of time and
paraphrase what the reading was, maintaining
meaning and logical order (e.g., generate a
reading log or journal; participate in book talks)
(11A/4E,H,I)
• Continue to listen to and participate in teacher
and student-led discussions by providing
suggestions that build upon the ideas of others
with greater complexity (31A, 30A/1D,B,G, 2C,I,
3B,C,D,G,E,H,I,J)
• Respond to various texts in ways (oral and
written) that reflect my understanding and
interpretation and can be supported with
relevant aspects of the text (20C/4K, 5B,F,G)
• Read for a sustained period of time and
paraphrase what the reading was, maintaining
meaning and logical order (e.g., generate a
reading log or journal; participate in book talks)
(11A/4E,H,I)
• Continue to listen to and participate in teacher
and student-led discussions by providing
suggestions that build upon the ideas of others
with greater complexity (31A, 30A/1D,B,G,
2C,I, 3B,C,D,G,E,H,I,J)
• Respond to various texts in ways (oral and
written) that reflect my understanding and
interpretation and can be supported with
relevant aspects of the text (20C/4K, 5B,F,G)
• Read for a sustained period of time and
paraphrase what the reading was, maintaining
meaning and logical order (e.g., generate a
reading log or journal; participate in book talks)
(11A/4E,H,I)
• Continue to read at expected instructional level)
(3A/4E,H)
Wo
rd S
tud
y • Use syllables and doubling final consonants
when adding an ending as a cueing source in
reading to decode words in context and
independent of context (1Aii/2A,B, 4A)
• Continue to spell high-frequency and compound
words from a commonly used list (24C/5C)
• Use syllables and doubling final consonants
when adding an ending as a cueing source in
reading to decode words in context and
independent of context (1Aii/2A,B, 4A)
• Continue to spell high-frequency and compound
words from a commonly used list (24C/5C)
• Use syllables and doubling final consonants
when adding an ending as a cueing source in
reading to decode words in context and
independent of context (1Aii/2A,B, 4A)
• Continue to spell high-frequency and compound
words from a commonly used list (24C/5C)
(TEKS/ELPS)
Interactive Read-Aloud – 3rd
Grade – Unit 6, Week 16
Humble ISD 2011-2012 3rd Grade Unit 6, Weeks 16-18
Revised 10/11 57
Target(s) for the Week: Make inferences about text and use textual evidence to support understanding; Use context clues to infer the relevant meaning of unfamiliar words
and concepts or distinguish among multiple meaning words and homographs; Explain how inferring helps me as a reader.
D
A
Y
Anchor
Chart(s)
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
BK + TC
= I
4 Column
Chart
Word /
Inferred
Meaning/
Text Clues/
Sentence
Connect & Engage: You have been using your background knowledge and
clues from the text to make inferences and draw conclusions as we have been
reading from both fiction and NF pieces of text. Good readers also use this
strategy when they encounter unfamiliar words in their reading. This week
we will be reading Fly High! The Story of Bessie Coleman. T invites Sts to
T&T to activate their schema. T listens in and then introduces the book
providing some background about the text. (Sts may not have much schema)
Model: As I read some of this story today, I am going to model how I figure
out the meaning of unfamiliar words. When I come to a word I don’t know, I
need to think about what I do know about, and also think about the context
for that word. I need to read the sentences that come before and after the
word because they will help me infer the meaning. I also need to check for
picture clues. You may have seen this equation before: BK (background
knowledge) + TC (text clues) = I (inference). Let me show you, watch as I
read and notice what I do to figure out unfamiliar words.
T reads the first few pages and stops at “Pullman porter”. T reads on, and
then tries re-reading. Neither strategy helps. T thinks about own travels I
know that there are people at the airport working for the airlines called
porters. They can load your suitcase on a cart and push it for you. T then
notices picture at top of the page. Oh, now I’m inferring that a Pullman
porter is a railroad station worker who carried bags for people just like the
porters at the airport do. The Pullman porter helps people get their suitcase
on and off the train. T has Sts T&T to share what they noticed her doing. T
charts the unfamiliar word, inferred meaning, and text clues and then works
on a sentence for the last column. The reason we try to use the word in a
sentence is so that as readers we can show we understand the meaning of the
word. T reads and models a few more words from the text. (Read about 1/3
of the book)
Lesson recap: That’s right, good readers stop and notice when they come to
an unfamiliar word. The use their background knowledge plus the clues from
the text to help them figure out the meaning to the word.
T&T: What do you
already know about Bessie
Coleman?
T&T: What did you
notice the T doing when
there was an unfamiliar
word in the text?
Sts share thinking with
whole group.
Sts share
-What are some
inferences you have
made or conclusions
you have drawn in your
IR?
T observation and
anecdotal notes from
Sts T&T and share
time.
Interactive Read-Aloud – 3rd
Grade – Unit 6, Week 16
Humble ISD 2011-2012 3rd Grade Unit 6, Weeks 16-18
Revised 10/11 58
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
2
BK + TC
= I
4 Column
Chart
Word /
Inferred
Meaning/
Text Clues/
Sentence
Connect & Engage: Yesterday you were able to watch me infer the
meaning of unfamiliar words. Good readers use this strategy as a way to
monitor their comprehension. They understand that as a reader inferring
unfamiliar words is an important strategy. We will practice this again
today as we keep reading Fly High! The Story of Bessie Coleman
Model/Guided Practice: T begins to read story modeling strategy to
figure out one more unfamiliar word. Then T invites Sts to join in. T reads
more of the text and asks Sts to signal when they are unfamiliar with a
word. T & Sts stop to apply strategies to figure out unfamiliar word. Sts
may T&T as T listens and then records responses on the anchor chart w/
Sts. After applying the strategy to a few words, T stops to introduce work
keepers. There is nothing more important to a passionate reader than
words! This person is a wordsmith- a word lover. Do you know what a
zookeeper is? Right, they take care of the animals in the zoo. Well, you
guys are going to be word keepers. WK love words and care about them.
Who would like to be the Word Keeper for _____? I’ll write it on a post-it
and give it to you – you will responsible for knowing what the word
means, the part of speech it is, and how to spell it. So if anyone needs help
with the word ______, see ______. (T reads second 1/3 of text for today’s
lesson)
Lesson recap: Good readers understand the importance of words in
reading. You can’t skip over them; they need to be figured out. You have
done a nice job of inferring the meaning of unfamiliar words by using
your BK and the TC to help you.
T&T: What do you infer
the meaning of the
unfamiliar word is?
What helped you?
Sts share
-How does inferring
unfamiliar words help
us when we read?
-What are context
clues? -What does BK
+ TC equal?
T observation and
anecdotal notes of Sts
T&T and share time.
3
4 Column
Chart
Word /
Inferred
Meaning/
Text Clues/
Sentence
Connect & Engage: Yesterday we…Today we will continue reading our
biographical story Fly High! The Story of Bessie Coleman, stopping to
notice those words we are not familiar with and inferring their meaning.
Guided: T continues to read through story, guiding Sts as they infer the
meaning of unfamiliar words, and fill out their own charts. T has Sts
T&T, listens in and selects Sts to share. T continues to assign newly
learned words to Word Keepers.
Lesson recap: Great work readers! You are becoming quite skilled at
noticing those unfamiliar words and then using your BK and the TC to
help you infer their meaning. I am so glad to see so many of you
volunteering to be the Word Keepers of all of these new words we are
learning.
Sts have a 4 column
think sheet that matches
the anchor chart.
Sts T&T as they
encounter other
unfamiliar words.
Sts share
- Sts share
-How does inferring
unfamiliar words help
us when we read?
-What are context
clues? -What does BK
+ TC equal?
T observation and
anecdotal notes of Sts
T&T and share time.
Interactive Read-Aloud – 3rd
Grade – Unit 6, Week 16
Humble ISD 2011-2012 3rd Grade Unit 6, Weeks 16-18
Revised 10/11 59
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
4
4 Column
Chart
Word /
Inferred
Meaning/
Text Clues/
Sentence
Connect & Engage: We have worked together to infer meaning of
unfamiliar words, using our BK and the TC to help us. Many of you
are now the keeper of these new words. Today you will get the
opportunity to work with a partner to try this strategy again.
Collaborate: T reads article titled **“The Popularity of Pets” as Sts
follow along and list any unfamiliar words on their think sheet. T
assigns partners to work together to complete the 4 column think sheet
for a few unfamiliar words the Sts encountered in their reading. T
circulates among Sts to provide support as needed. T facilitates as Sts
share their words and the strategy used to figure them out.
Lesson recap: You are definitely good readers! You stop and notice
when you are not familiar with a word and then infer its meaning. As
you find words in your IR books that are unfamiliar, it will be your job
to infer the meaning of those words as well. Track these words in your
reading journal and be prepared to share.
Collaborative Practice: Sts follow
along in article as T
reads it. Sts list a few
unfamiliar words on
think sheet. Sts work
with partner to infer
meaning of unfamiliar
words from the text and
chart thinking on the 4
column think sheet.
Sts share
-unfamiliar words
and their strategy to
figure out the words.
-How does inferring
unfamiliar words help
you as a reader?
T observation and
anecdotal notes from
Sts collaborative
practice and share
time.
Sts completed think
sheets on inferring of
unfamiliar words.
Interactive Read-Aloud – 3rd
Grade – Unit 6, Week 16
Humble ISD 2011-2012 3rd Grade Unit 6, Weeks 16-18
Revised 10/11 60
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
5
Connect & Engage: We have been reading and encountering unfamiliar
words. We know that good readers infer the meaning to those words
before reading on. Today we will see how we can apply this strategy in a
testing format.
Model/Guided: Part of being a student is taking tests. Because the
testing format looks different than our authentic reading does, we will
take a look at the test format and how we can apply this strategy as we
read a passage and answer questions about the meaning of unfamiliar
words. T reads the ***article as Sts follow along. T points out the
underlined words in the passage. This is the word the test maker has
decided is the unfamiliar word. In authentic reading, the author does not
select these words for us; instead we notice the words that are unfamiliar
to us. But that does not work on a test. T uses document camera to show
the test questions on word meaning. T reads question and models for Sts
how to go back into the passage to find the word. T then applies strategy
Sts have been learning all week to figure out the meaning of the
unfamiliar word. T writes her definition in the margin of article and goes
back to the question. T shows Sts how to select the answer. T & Sts work
through process for other word meaning questions. Sts T&T about best
answer choice and what helps them think that.
Lesson Recap: Good readers use inferring of unfamiliar words even in a
testing genre. The strategy is the same; the text and format just look
different than our authentic reading does.
Sts have copy of TAKS
(STAAR) like
passage/article.
T&T: What is the best
answer choice for this
question? What supports
your thinking?
Sts share
-How can the strategy
of inferring unfamiliar
words be used on a
TAKS/STAAR test?
T observation and
anecdotal notes of Sts
T&T and share time.
MATERIALS: Day 1-3 Strategies That Work (STW) pp. 139-140 and Comprehension Toolkit Lesson 10 by Harvey & Goudvis
Suggested Lesson Text: Fly High! The Story of Bessie Coleman by Louise Borden or other text that will lend itself to inferring the meaning of unfamiliar words (Sts may not have much schema for
the topic)
Think sheet pp. 71 of CTK Book 4 Inferring Meaning
Day 4: **Collaborative Practice Article - “The Popularity of Pets” pp. 111 Source Book of Short Text (in Comprehension Toolkit)
Day 5: ***TAKS (STAAR) type passage; Think sheet pp. 71 Book 4 of Comprehension Toolkit
Interactive Read-Aloud – 3rd
Grade – Unit 6, Week 17
Humble ISD 2011-2012 3rd Grade Unit 6, Weeks 16-18
Revised 10/11 61
Target(s) for the Week: Make inferences about text and use the textual evidence to support understanding; Describe the interactions of characters including their relationships
and the changes they undergo; Infer characters’ feelings and emotions from descriptions, what they say or do, and what others thing about them; Explain
how inferring helps me as a reader
D
A
Y
Anchor Chart(s) Explicit Instruction/Modeling Minilesson Focus
(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
2 column chart
Character/Feelings
/Emotions
Character/ Changes
Connect & Engage: In previous lessons we have learned that
in well-written stories, we notice the way characters act, the
choices they make, and the kind of people they are. We can use
what we learn about the characters to describe them and the
changes they undergo. We will continue to use the evidence in
the text and our schema to support the inferences we make
about the characters’ feelings and emotions.
Model: The book we will be reading over the next few days is
called *The Raft. It is a story about a boy named Nicky who
must spend his summer with his grandmother at a cabin on the
river. This is not his idea of fun; after all she doesn’t even have
a TV. T invites Sts to T&T to activate their schema. T reads
first page and stops. I am inferring that Nicky is sad about
going to his grandma’s and not being able to stay with his dad
because the text tells us his dad cannot take him with for the
summer. I have felt sad before when I could not be with
someone important to me. A whole summer is a long time to be
away from someone you love. T reads on through the next page,
stopping to model any inferences she makes about Nicky and
Grandma using the descriptions, their dialogue and thoughts in
the text and any BK. T records inferences on anchor chart.
Guided: T reads a few more pages and invites Sts to T&T
about the inferences they are making about grandma and
Nicky. T listens in to T&T and selects Sts to share their
inferences. T records some responses on anchor chart. (Read
about 1/3 of text today)
Lesson recap: Good readers notice characters- the way they
act, the choices they make and the kind of people they are. This
helps us describe them and the changes they undergo. Good
readers use the clues in the text and their BK to make
inferences about the characters that the author does not say
directly in the text.
T&T: Have you ever had
to spend time some place
you did not want to be?
Sts share
-What unfamiliar
words have you
encountered in your
IR? What meaning did
you infer? What
strategy helped you
figure it out?
T observations and
anecdotal notes Sts
T&T and share time.
Interactive Read-Aloud – 3rd
Grade – Unit 6, Week 17
Humble ISD 2011-2012 3rd Grade Unit 6, Weeks 16-18
Revised 10/11 62
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
2
2 column
chart
Character/Fe
elings
/Emotions
Character/Ch
anges
Connect & Engage: Today we will continue to read our story
*The Raft to learn more Nicky and grandma and their relationship
with each other.
Guided: (Note: As unfamiliar words come up in text, be sure to
continue to model or guide Sts to stop to infer their meaning. T
can assign the new words to a word keeper.) T continues to read
the text (read another 1/3 of book today) as Sts work to infer the
feelings and emotions of the characters. T allows for T&T,
listening in, selecting Sts to share and recording responses on the
anchor chart. Sts record their inferences on their own think sheet
(set up like the anchor chart).
Lesson recap: You are doing a great job using the descriptions
from the text, along with what the characters do and say to infer
their feelings and emotions. Good readers know the importance of
the characters, their relationships and the changes they undergo.
Sts have own think sheet
to record their inferences
about the characters.
T&T about the inferences
you have made about
Nicky and grandma.
Sts
Share
-what is an inference
you made about a
character in our story
today and what
helped you to infer
that about them?
T observations and
anecdotal notes Sts
T&T and share time.
Sts inferences on
their think sheets.
3
2 column
chart
Character/Fe
elings
/Emotions
Character/Ch
anges
Connect & Engage: The Raft by Jim LaMarche has been a
fantastic book so far. How many of you are eager to see how our
story ends? T&T and talk about the changes you have noticed
going on with Nicky and grandma. Why do you think those
changes have come about?
Guided: T & Sts discuss the changes in Nicky and grandma. T
records information onto the anchor chart. T and Sts read to the
end of the text, stopping to infer character feelings and emotions,
and noting any other changes in the characters personality or
relationships. T facilitates Sts share time at end of lesson.
Lesson recap: As good readers you understand how the emotions
and feelings of the characters really create the meaning of the
story. You also understand that many times the author leaves the
reader to infer a character’s actions, words and their
relationships with others. You have done some great thinking. Be
sure you take these strategies we have learned and practiced to
your independent reading
Sts have own think sheet
to record their inferences
about the characters.
T&T about the inferences
you have made about
Nicky and grandma
Sts share
-what change in
Nicky did you see by
the end of the story?
In grandma? How is
their relationship
different than it was
at the beginning of
the story?
T observations and
anecdotal notes Sts
T&T and share time.
Sts inferences on
their think sheets.
Interactive Read-Aloud – 3rd
Grade – Unit 6, Week 17
Humble ISD 2011-2012 3rd Grade Unit 6, Weeks 16-18
Revised 10/11 63
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
4
&
5
Use same
anchor chart
format or
another
graphic
organizer
T selects another text and repeats the lesson process from Days 1-
3.
Sts have own think sheet
to record their inferences
about the characters.
T determines share
time focus question.
T observations and
anecdotal notes Sts
T&T and share time.
Sts inferences on
their think sheets.
MATERIALS: Day 1-3 Suggested Lesson Text: The Raft by Jim LaMarche or other text that is highly engaging to Sts, allowing for opportunities to make inferences about the
characters feelings, emotions, and interactions as well as their relationships with other characters and the changes they undergo in the story.
Day 4 & 5 Suggested Lesson Text++: text with same attributes listed in Days 1-3, but shorter to be able to complete in 2 days.
++See Comprehension Strategies Book List on Third Grade Resources page of ELAR webpage on the district website.
Interactive Read-Aloud – 3rd
Grade – Unit 6, Week 18
Humble ISD 2011-2012 3rd Grade Unit 6, Weeks 16-18
Revised 10/11 64
Target(s) for the Week: Make inferences about text and use textual evidence to support understanding; Identify what happens (effect) and why it happens (cause) when it is
explicitly stated in the text and infer the cause and effect when it is not explicitly stated; Explain how inferring helps me as a reader.
D
A
Y
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
2 column chart
Cause /
Effect
Connect & Engage: We have been learning and practicing to infer
as we read. We use the clues from the text and our BK to make
inferences about the characters and events in those texts. Today we
are going to take a look at identifying causes and effects in the texts
that we read. A cause is why something happens and the effect is what
happens. If I hold up a pencil and then let it go what will happen? The
pencil will fall on the floor (effect) because I let it go (cause). T&T
with a partner to give another example of cause and effect. T listens
in and selects a few Sts to share examples.
Today we are going to read *The Stray Dog by Marc Simont. Our job
as readers will be to enjoy the story and notice the cause-and-effect
relationships as we read.
Model: T will read pages 1-3 through the words “until its time to go”.
What a great picnic that family must have had. That scruffy little dog
is so cute, and so friendly. I am going to stop reading and think about
cause (why it happens) and effect (what happens) for a minute. I am
thinking the weather was nice, which had the effect of encouraging
the family to go on a picnic. I will write that on our chart: nice
weather/go on a picnic. Next a little dog comes along who wants to
play (cause). The effect? The kids give him a name and play with him
until it is time for them to go. I will add that to chart as well. T reads
text until she gets to “Saturday” and they are back in the park. I am
thinking about the cause and effect of this part of the story…the kids
asked if they could take Willy home. I think that was caused because
Willy was so much fun to play with. The book says “all week they had
Willy on their minds.” T&T about why they kept thinking about Willy.
You may have to use text clues and your schema to infer the cause. T
listens in and selects Sts to share their thinking and charts the cause
and effect.
Lesson Recap: Good readers notice what happens in a story and why
it happens. Sometimes the reader must infer the cause or effect.
T&T: Give your partner an
example of cause and
effect.
T&T: Why did they keep
thinking about Willy?
What caused that to
happen?
Sts share
-What inferences have
you made about the
characters in your IR?
Have you been able to
infer how they have
changed over time in
your book?
T observation and
anecdotal notes on Sts
T&T and share time.
Interactive Read-Aloud – 3rd
Grade – Unit 6, Week 18
Humble ISD 2011-2012 3rd Grade Unit 6, Weeks 16-18
Revised 10/11 65
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
2
2 column chart
Cause /
Effect
Connect & Engage: Yesterday we…today we will finish our book
*The Stray Dog by Marc Simont, noticing the cause-and-effect
relationships as we read. T&T to a partner – What is cause and effect?
Sts can share definition with class.
Guided: T reads the text to where Willy comes racing by with the dog
warden behind him. T&T, what is causing Will to run so fast? Why
doesn’t he stop to see the kids? T reads to where the children are
talking to the dog warden. T invites Sts to T&T again. T listens in and
selects Sts to share. T records cause/effect on chart. T reads to end of
text, pausing for Sts to T&T or share with the class any cause and
effect they are noticing or inferring in the story. T has Sts think about a
final cause and effect and infer what the effect could have been. (see
sharing focus)
T&T: What is cause and
effect?
T&T: What is causing Will
to run so fast? Why doesn’t
he stop to see the kids?
T&T: What caused them to
take off their belt and hair
ribbon? What was the effect
of what they did?
Sts share
-What if the kids hadn’t
been so smart and
didn’t think about
taking off their belt and
hair ribbon? What
would have been the
effect on Willy? What
could have happened?
T observation and
anecdotal notes on Sts
T&T and share time.
3
2 column chart
Cause /
Effect
Connect & Engage: We have been looking at cause and effect in the
events of a story. Many times the author tells us what happens (the effect)
and why (the cause) but there are times when the author may only tell us
the what or the why and we as readers are left to infer the other part.
Today as we read **The Wall by Eve Bunting, we will have to use our BK
and the text clues to infer either the cause or the effect in parts of the story.
Let me show you.
Model: T reads the first page, Because people were killed in a war, the
country honors them by putting their names on a memorial like this wall in
our story. T continues to read through the page with a picture of the man in
the wheelchair. I am inferring this man in the military clothing is a veteran
of a war because he has no legs. The text does not tell us that, I had to infer
the cause (veteran of a war) because the author only told us the effect –
“He doesn’t have legs.” T reads the next page I am inferring the
characters are crying and sad (effect) because they lost a son in the war
(cause). I am inferring the old woman is hugging the man (effect) because
he may need to be to comforted (cause). Do you see how even the
character’s feelings and emotions have a cause and effect? T has Sts T&T
to notice what she did to infer either the cause or the effect when not
explicitly stated in the text. T continues to read and infer cause/effect
through the page when dad finally finds grandpa’s name.
Lesson recap: Good readers are able to identify the cause and effect of
events in the story. They also can do this with characters’ emotions and
feelings. Not all cause and effect is stated by the author. Sometimes the
reader needs to infer either the cause or the effect of something from the
text.
T&T: What did you notice
the teacher doing when the
cause or effect was not
directly stated by the author?
Sts share
-What inferences have
you made about the
characters in your IR?
Have you been able to
infer how they have
changed over time in
your book?
T observation and
anecdotal notes on Sts T&T
and share time.
Interactive Read-Aloud – 3rd
Grade – Unit 6, Week 18
Humble ISD 2011-2012 3rd Grade Unit 6, Weeks 16-18
Revised 10/11 66
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
4
Use same anchor
chart format or
another graphic
organizer
Connect & Engage: Yesterday we…today you will get a chance to
infer either the cause or the effect as we read the rest of the book The
Wall by Eve Bunting.
Guided: T reads through to the end of the book, stopping to allow Sts
to share the cause and effect they notice in the text and to infer the
missing piece of the cause/effect. T supports and facilitates discussion
as needed. T allows for Sts to T&T and then listens in and selects Sts
to share. T records cause/effect and inferences on anchor chart. T helps
Sts see that cause and effect occurs in character feelings and emotions
as well as events in a story.
Lesson recap: Good readers understand that events in a story and the
characters actions, feelings and emotions often have a cause and
effect. Sometimes the cause and effect is directly stated by the author
and other times the reader is left to infer one or the other. As you read
your IR books, look for cause and effect in both the events and
characters of the story. Notice when you need to infer either the cause
or the effect.
T&T: What is the cause and
effect? Did you have to
infer either of them?
What if the boy’s
grandfather had not
died in the war? What
would have been the
effect on the boy and
his father?
T observation and
anecdotal notes on Sts
T&T and share time.
5
Connect & Engage: All week we have been looking at what happens
in a story and why it happens. This is called cause and effect.
Sometimes the author states the cause and effect of an event and other
times he leaves this for the reader to infer. Today you will get the
opportunity to identify what happens and why in a text at your
independent reading level.
Independent: T and Sts read through the independent text selection.
Now you will work on your own by re-reading the selection and
looking for the cause and effect in the events of the story. Ask yourself,
does the author tell me the cause and effect or must I infer? As Sts
complete the T-chart, T circulates the room conferencing with Sts as
needed to support them. T facilitates the sharing focus as Sts share
some of the causes and effects they were able to find in the text.
Lesson recap: You have done a great job this week, identifying and
inferring causes and effects with in a story to help you better
understand what you are reading. Be sure to do this in your IR.
Independent Practice: Sts
have a copy of the
independent text selection.
Sts re-read selection and
identify or infer the causes
and effects within the story
and record them on the T
chart at the bottom of the
selection.
Sts should be prepared to
share their thinking.
Sts share
-What are some of the
causes and effects you
found in the text?
-Did the author tell you
or did you have to
infer?
-How does inferring
cause and effect help
you as a reader?
T observation and
anecdotal notes of
independent practice
conferences.
Sts completed T-chart
think sheet.
Assessment:
Sts can…
-identify causes and
effects directly stated in
the text
-infer causes and/or
effects not directly stated
in the text
-explain how inferring
helps them as a reader
MATERIALS: Interactive Read-Alouds Grade 2-3 by Linda Hoyt, pp 45
Day 1-2 Suggested Lesson Text: The Stray Dog by Marc Simont; Day 3-4 Suggested Lesson Text: The Wall by Eve Bunting or other suggested lesson text in Guide to Interactive
Read-Alouds Grade 2-3 by Hoyt pp. 44
Day 5 Suggest Independent Practice: Journeys Practice book Vol.1 pp. 59 Cause & Effect
3rd
Grade – Unit 7; Weeks 19-21
Humble ISD 2011-2012 3rd Grade Unit 7, Weeks 19-21
Revised 11/11 67
LEARNING OUTCOMES (I CAN…)
Comprehension Strategy: Inferring
Week 19
1/17-1/20
Week 20
1/23-1/27
Week 21
1/30-2/3
Get
tin
g t
he
Mea
nin
g
(In
tera
ctiv
e R
ead
Alo
ud
)
(Sh
ared
Rea
din
g)
• Make inferences about text and use textual
evidence to support understanding (Fig. 19D)
• Infer to surface the big ideas and themes
supported by evidence from the text (Fig. 19D,
5A/4I,K)
• Paraphrase the themes and supporting details of
fables, legends, myths or stories. (Fig. 19D,
5A/4I,K)
• Explain how inferring helps me as a reader (Fig.
19D)
• Make inferences about text and use textual
evidence to support understanding (Fig. 19D)
• Infer to surface the big ideas and themes
supported by evidence from the text (Fig. 19D,
5A/4I,K)
• Paraphrase the themes and supporting details of
fables, legends, myths or stories. (Fig. 19D,
5A/4I,K)
• Explain how inferring helps me as a reader (Fig.
19D)
• Make inferences about text and use textual
evidence to support understanding (Fig. 19D)
• Compare and contrast the setting in myths and
traditional folktales (5B/1C, 4K)
• Hypothesize the significance of the setting in
influencing characters’ decisions and attitudes in
literary texts (5B/1C, 4K)
Rea
din
g H
abit
s
(In
dep
end
ent
Rea
din
g)
(Dis
cuss
ing
Bo
ok
s)
• Respond to various texts in ways (oral and
written) that reflect my understanding and
interpretation and can be supported with relevant
aspects of the text (20C/4K, 5B,F,G)
• Read for a sustained period of time and
paraphrase what the reading was, maintaining
meaning and logical order (e.g., generate a
reading log or journal; participate in book talks)
(11A/4E,H,I)
• Continue to listen to and participate in teacher
and student-led discussions by providing
suggestions that build upon the ideas of others
with greater complexity (31A, 30A/1B,D,G, 2C,I,
3B,C,D,G,H,I,J,E)
• Respond to various texts in ways (oral and
written) that reflect my understanding and
interpretation and can be supported with
relevant aspects of the text (20C/4K, 5B,F,G)
• Read for a sustained period of time and
paraphrase what the reading was, maintaining
meaning and logical order (e.g., generate a
reading log or journal; participate in book talks)
(11A/4E,H,I)
• Continue to listen to and participate in teacher
and student-led discussions by providing
suggestions that build upon the ideas of others
with greater complexity (31A, 30A/1B,D,G,
2C,I, 3B,C,D,G,H,I,J,E)
• Respond to various texts in ways (oral and
written) that reflect my understanding and
interpretation and can be supported with
relevant aspects of the text (20C/4K, 5B,F,G)
• Read for a sustained period of time and
paraphrase what the reading was, maintaining
meaning and logical order (e.g., generate a
reading log or journal; participate in book talks)
(11A/4E,H,I)
• Continue to read at expected instructional level)
(3A/4E,H)
Wo
rd S
tud
y
• Identify the meaning of common prefixes (e., in-
,dis-) and suffixes (e.g.,-full,-less), and know
how they change the meaning of roots (4A/4A)
(include vocabulary lessons)
• Continue to spell high-frequency and compound
words from a commonly used list (24C/5C)
• Identify the meaning of common prefixes (e., in-
,dis-) and suffixes (e.g.,-full,-less), and know
how they change the meaning of roots (4A/4A)
(include vocabulary lessons)
• Continue to identify problem at word, sentence,
or schema levels: uses a variety of strategies
flexibly and appropriately (1E/1B)
• Identify the meaning of common prefixes (e., in-
,dis-) and suffixes (e.g.,-full,-less), and know
how they change the meaning of roots (4A/4A)
(include vocabulary lessons)
• Continue to spell high-frequency and compound
words from a commonly used list (24C/5C)
(TEKS/ELPS)
Interactive Read-Aloud – 3rd
Grade – Unit 7, Week 19
Humble ISD 2011-2012 3rd Grade Unit 7, Weeks 19-21
Revised 11/11 68
Target(s) for the Week: Make inference about text and use textual evidence to support understanding; Infer to surface the big ideas and themes supported by evidence from
the text; Paraphrase themes and supporting details of fables, legends, myths or stories; Explain how inferring helps me as a reader
D
A
Y
Anchor
Chart(s)
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
Evidence from
the text /
Themes
Connect & Engage: We have spent time in the past thinking about the plot
of the story. Plot is what happens in the story (the events). Today we are
going to take a look at the themes of a story. Themes represent the bigger
ideas of the story. The plot helps to carry these ideas along. Let me help
solidify your understanding of plot by using the story of “Goldilocks and the
Three Bears”. T recounts the plot of the story by summarizing the events of
the story. This is plot. But the themes are the underlying ideas, morals or
lessons that five the story depth and meaning. Themes are not usually stated
in the story. The author does not say “This story is about hope and
friendship”. Themes make us feel something. So what do you think the
bigger ideas of “Goldilocks and the Three Bears” are? T listens in as Sts
T&T about this. T selects Sts to share and facilitates the discussion.
Model: Today we will work on identifying the themes or big ideas of this
nonfiction picture book called Teammates by Peter Golenbock. It is the
story of Jackie Robinson’s courageous breakthrough into the all-white
major leagues. T begins to read the book, stopping to make any inferences.
I am inferring that because things were so much better for major league
players than for Negro league players, there must have been much anger.
Inequality usually makes one group feel mad or angry. So even though the
author has not said this, I am thinking that inequality and anger might be
themes within this text. T records the evidence and the themes on the anchor
chart. (T & Sts work through 1/3 of the text)
Lesson recap: Good readers understand that the underlying big ideas or
themes are not usually stated by the author. Instead the author gives the
reader clues/supporting details in the text to infer the themes of the story.
T&T: What are the big
ideas of Goldilocks and
the Three Bears?
T&T: about an inference
the T has made or share
your thoughts about the
themes of the story so far.
Sts share
-How many of you have
begun to notice the
cause & effect
relationship authors
sometimes use? Any of
you find this in your
IR? Did you have to
infer either the cause or
the effect?
T observation and
anecdotal notes from
Sts T&T and share
time.
2
&
3
Connect & Engage: Yesterday we began to think about the themes/big ideas in
the nonfiction book Teammates by Peter Golenbock. Today we will continue
and as I read, you can jot your thinking about the themes and evidence you are
inferring in the story.
Guide: T & Sts will use the lesson process from Day 1 for Days 2 & 3. Possible
themes may include racism, loneliness, friendship, self-control.
Day 3: T facilitates group discussion of all the themes discovered throughout
the reading of the book. Which theme keeps you thinking even though we have
finished this text?
Lesson recap: Nice work! You are doing the work of good readers by thinking
about the themes and big ideas of the story and using the details in the text to
support your thinking. Authors want us to take away those ideas from the book.
Sts record themes and text
evidence on think sheet that
matches the anchor chart.
Sts share
-Which theme keeps you
thinking even though we
have finished this text?
T observation and
anecdotal notes from Sts
T&T and share time.
Sts completed think
sheets.
Interactive Read-Aloud – 3rd
Grade – Unit 7, Week 19
Humble ISD 2011-2012 3rd Grade Unit 7, Weeks 19-21
Revised 11/11 69
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
4
&
5
T & Sts use process from Day 1-3 in a shorter text** to infer
the themes/big ideas of the story. Sts use own think sheet to
record their inferences on the themes/big ideas. T may have
Sts complete Day 5 inferences as a check on their
understanding of inferring the themes/big ideas of a story.
Sts record themes and text
evidence on think sheet that
matches the anchor chart.
Sts share
-Which theme keeps
you thinking even
though we have
finished this text?
T observation and
anecdotal notes from
Sts T&T and share
time.
Sts completed think
sheets.
Sts can
-infer a theme or big
idea in a story using
supporting details from
the text
-explain how inferring
helps them as a reader
MATERIALS: Strategies That Work 2nd
Edition by Harvey & Goudvis, pp. 142-144 “Recognizing Plot and Inferring Themes”
Day 1-3 Suggested Lesson Text: *Teammates by Peter Golenbock or Day 3-4
Days 4-5 Suggested Lesson Text - **The Table Where Rich People Sit by Byrd Baylor; The Rag Coat by Lauren Mills; books by Patricia Polacco; Picnic in October by Eve
Bunting; Tight Times by Barbara Shook Hazen; any fiction read aloud used earlier in the year in Units 1-4 that has multiple themes/bid ideas to infer.
Interactive Read-Aloud – 3rd
Grade – Unit 7, Week 20
Humble ISD 2011-2012 3rd Grade Unit 7, Weeks 19-21
Revised 11/11 70
Target(s) for the Week: Make inference about text and use textual evidence to support understanding; Infer to surface the big ideas and themes supported by evidence from the
text; Paraphrase themes and supporting details of fables, legends, myths or stories; Explain how inferring helps me as a reader
D
A
Y
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
Connect & Engage: We have spent many weeks working on
inferring- both about the text we have read and the unfamiliar
words within that text. This week we are going to continue
inferring but we will be thinking about the themes or big ideas
of the texts we read. The themes or big ideas in a text are those
things the author wants us to think about and remember long
after the book is finished. It is what we take away from the
book. Many times the author does not come right out and say,
“This book is about hope or friendship”, they leave clues in the
text and the reader must infer the themes or the big ideas. Let
me show you.
Model: As we read this traditional folktale today called *Luba
and the Wren by Patricia Polacco, we will make inferences
using the evidence from the text. We will also begin to think
about the themes or big ideas the author wants us to take away
from this story. Sometimes in folktales and fables, these big
ideas are really a moral lesson. Something the characters
learn. T begins to read the book, stopping at the end of the
page to make an inference. I am thinking that Luba seems
content because her parents, though poor, made sure Luba had
what she needed to be well taken care of and happy. I know
most children don't always know how much money their
parents make or think that they do not have what they need.
T&T, what are you thinking?
Guide: T continues to read text stopping every few pages for
Sts to T&T and share their inferences or predictions about the
story. T listens in and selects Sts to share T reads through about
2/3 of the text. T reminds Sts to use inferring strategies to
determine meaning of unfamiliar words as needed.
Lesson recap: Good readers use the clues from the text and
their BK to make inferences about the book they are reading.
Tomorrow as we complete this folktale, we will identify and
discuss the big ideas the author wants us to take away from the
text.
T&T: What inferences
do you have so far?
Sts share
-What inferences are
you making in your
IR books? How are
these inferences
helping you as a
reader?
T observation and
anecdotal notes from
Sts T&T and share
time.
Interactive Read-Aloud – 3rd
Grade – Unit 7, Week 20
Humble ISD 2011-2012 3rd Grade Unit 7, Weeks 19-21
Revised 11/11 71
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
2
Book title
Theme/Big
Idea
Setting
Importance
(see attached)
Connect & Engage: Yesterday we began our traditional folktale *Luba
and the Wren by Patricia Polacco. Today as we finish this book, I want
you to think about the big idea or lesson learned in the story. The author
gives the reader text clues but does not come right out and tell us what
the characters learned from their actions.
Guide: T & Sts continue to read through to the end of the book. Sts
continue to make inferences, recording & sharing their thinking through
T&T. T listens in and selects Sts to share. Let's go back now and think
about our story. What possible big idea did the author leave text clues
for? What can we infer the moral lesson of this story is? What details in
the story help you to think this? T&T about this for a minute?
T listens in and invites selected Sts to share their thinking and facilitates
the whole group discussion about the moral lesson. (e.g. Their child is
the real treasure and no amount of wealth can make them happier
because each time they got something nicer, they only wanted more and
they never were very happy and neither was Luba. Our text says she felt
sad and her parents hardly noticed her. T records the book title and
theme on the anchor chart. The setting section of the anchor chart will be
used in Week 21.
Lesson Recap: Today as good readers, you were able to use the
supporting details in our text to help you infer the moral lesson of this
story. We know author’s want the reader to take something away from
the story, to understand that there is a bigger idea underneath it all.
Sts record their inferences
on a think sheet as T reads
the text.
T&T: What inferences or
predictions have you made
so far?
T&T: What is the moral
lesson of this story?
Sts share
-What did you infer the
moral lesson was in this
story? What
evidence/supporting
details from the text
helped you to think
this?
T observation and
anecdotal notes from
Sts T&T and share
time.
Sts completed think
sheets.
3
&
4
Book title
Theme/Big
Idea/
Setting
Importance
(see attached)
T & Sts use the same process from Day 1 & 2 to infer the moral lesson of
a folktale using the book **Feathers and Fools by Mem Fox. T reminds
Sts to use inferring strategies to determine meaning of unfamiliar words
as needed. T & Sts complete the anchor chart (except setting)
Note: T may choose a fable or legend in place of a folktale.
Sts record their inferences
on a think sheet as T reads
the text.
T&T: What inferences or
predictions have you made
so far?
T&T: What is the moral
lesson of this story?
Sts share
-What did you infer the
moral lesson was in this
story? What
evidence/supporting
details from the text
helped you to think
this?
T observation and
anecdotal notes from
Sts T&T and share
time.
Sts completed think
sheets.
Interactive Read-Aloud – 3rd
Grade – Unit 7, Week 20
Humble ISD 2011-2012 3rd Grade Unit 7, Weeks 19-21
Revised 11/11 72
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
5
Book title
Theme/Big
Idea/
Setting
Importance
(see attached)
T & Sts use the same process from Day 1 & 2 to infer the big idea of
myths (e.g.: King Midas, Hercules, Hermes & Apollo). T reminds Sts to
use inferring strategies to determine meaning of unfamiliar words as
needed. T & Sts complete anchor chart (except setting).
Independent: Today during independent reading, I would like to you
read a myth or folktale and determine the moral lesson or big idea. I
have several options for you to choose from.
Sts record their inferences
on a think sheet as T reads
the text.
T&T: What inferences or
predictions have you made
so far?
T&T: What is the big idea
of this story?
Independent Practice: As
part of independent reading
time, Sts select an
independent level folktale or
myth to read and then
record their the moral lesson
or big idea of the myth or
folktale using supporting
details from the text.
Sts share
-What did you infer the
big ideas/themes were
in this story?
What evidence
/supporting details from
the text helped you to
think this?
T observation and
anecdotal notes from
Sts T&T and share
time.
Sts completed think
sheets.
T observation and
anecdotal notes from
Sts T&T and share
time.
Sts completed think
sheets.
Sts completed
independent practice
Sts can
-infer a theme, big idea
or lesson in a story
using supporting details
from the text
-explain how inferring
helps them as a reader
MATERIALS: Day 1-2: *Suggested Lesson Text – Luba and the Wren by Patricia Polacco; Texas Journeys Unit 2, pp. 258-276 “The Harvest Birds” or another folktale (See
Destiny, the District’s library catalog for suggested titles, be sure interest level is for 3rd
grade.)
Day 3-4: **Suggested Lesson Text – Feathers and Fools by Mem Fox; one of the text listed for Day 1 & 2 if not previously used.
Day 5: ***Suggested Lesson Text – myths: http://greece.mrdonn.org/myths.html ; Greek Myths by Deborah Lock (DK Reader 3); Destiny – District’s library catalog contains
some myths as well, be sure interest level is K-3 or 3-5, as some myths are not content appropriate for Grade 3 (read through the myth).
Day 5: Independent Practice: myths: http://greece.mrdonn.org/myths.html; folktales: Texas Journeys Unit 6 (Magazine) pp. 4-5 “Paca and the Beetle; A folktale from Brazil”; Unit
2, pp. 279-280 Reader’s Theatre “The Farmer and the Dream”
Interactive Read-Aloud – 3rd
Grade – Unit 7, Week 20
Humble ISD 2011-2012 3rd Grade Unit 7, Weeks 19-21
Revised 11/11 73
Our Inferences about the themes, big ideas or moral lessons Book Title Theme/Big
Idea/Lesson Setting Importance of setting on
characters’ attitudes and decisions
Interactive Read-Aloud – 3rd
Grade – Unit 7, Week 21
Humble ISD 2011-2012 3rd Grade Unit 7, Weeks 19-21
Revised 11/11 74
Target(s) for the Week: Make inference about text and use textual evidence to support understanding; Compare and contrast the setting in myths and traditional folktales;
Hypothesize the significance of the setting in influencing characters' decisions and attitudes in literary text
D
A
Y
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
Book title
Theme/Big Idea/
Setting
Importance
(see Week 20
attachment)
Connect & Engage: Last week we spent time reading folktales and myths. We
used the evidence in the text to help us infer the moral lesson or big idea of the
folktale or myth. This week we will revisit these texts and think about the
setting. We will infer the importance of the setting on the characters’
decisions and attitudes in those texts and then we will compare the settings in
each of the texts to the other. Sounds like a lot doesn’t it? I know you are up
for the challenge.
Model: T & Sts re-read the first text (Luba and the Wren) and use the anchor
chart from Week 20 to record the setting. T & Sts will them discuss the
importance of that setting on the decisions made by and the attitudes of the
characters. I am thinking that the importance setting in this story is that as the
setting changes because the wish is granted, they parents look around the
house that they have and it never seems like enough. So they ask for a better
house and they get it – the run down house turns into a nice farm that then
turns into an estate, then a palace etc.). T&T about your thinking on this.
Guide: Now let’s think about the forest, T re-reads the page when Luba has
gone into the forest and it begins to storm. T&T, what is the importance of the
setting her with regard to Luba and her parents? (e.g. the storm in the forest
represents the turmoil Luba is feeling about the request to be Gods) T listens
in and then selects Sts to share. T facilitates the class discussion and records
the thinking on the anchor chart.
Lesson recap: Good readers use the setting in the story to help them infer
what influence it has on the attitudes of the characters and the decisions they
make.
T&T about the T’s thinking on
the importance of the setting.
T&T: What is the importance of
the setting her with regard to
Luba and her parents?
Sts share
-What themes or big ideas
have you inferred in the IR
books you are reading?
T observation and anecdotal
notes from Sts T&T and share
time.
2
-
4
Book title
Theme/Big Idea/
Setting
Importance
(see Week 20
attachment)
T & Sts use Day 1 lesson process for the other texts read in Week 20 (2 myths
and 1 other folktale/fable/legend) T records setting and it’s importance on the
anchor chart.
T&T: What is the setting of the
story?
T&T: What influence did the
setting have on the character’s
attitude and the decisions they
made?
Sts share
-What themes or big ideas
have you inferred in the IR
books you are reading?
T observation and anecdotal
notes from Sts T&T and share
time.
5
Venn Diagram or other
Graphic Organizer to
compare and contrast the
settings
Connect & Engage: You did a great job this week thinking about the
importance of the setting and how it influences the attitude of the character
and the decisions they make. Today we will look back at the settings from the
folktales and myths we read. We will look for the similarities and differences
in them.
Guide: T and Sts review each of the settings of the folktales and myths. What
do you notice that is the same about our settings? What is different? T has Sts
T&T to compare the settings and together they share and chart the findings.
T&T: What are the
similarities/differences in the
settings of these folktales and
myths?
MATERIALS: Suggested Lesson Text: See Week 20, text used in Week 20 must be used again this week.
3rd
Grade – Unit 8; Weeks 22-26
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 75
LEARNING OUTCOMES (I CAN…)
Comprehension Strategy: Determining Important Information/Synthesize
Week 22
2/6-2/10
Week 23
2/13-2/17
Week 24
2/21-2/24
Get
tin
g t
he
Mea
nin
g
(In
tera
ctiv
e R
ead
Alo
ud
)
(Sh
ared
Rea
din
g)
• Identify and recognize what the author is trying to
persuade the reader to think or do (14A/4J,K)
• Recognize that there is sometimes a difference
between what the reader thinks is important and
what the author is trying to convey (12A,
14A/4J/K)
• Distinguish important ideas from unimportant
information in order to identify key ideas or themes
as I read (Does the detail matter? Does it impact
the story?) (13A/4I)
• Identify whether the narrator or speaker of a story
is first or third person (8C)
• Understand how to glean and use information to
locate and use specific information in graphic
features of text (15B/4D,F)
• Identify the topic and locate author’s stated
purpose in writing the text (12A/4J,K)
• Merge thinking, questions, and responses with the
information from the text, to better understand and
determine what to remember (Fig. 19F)
• Notice how the author has organized an
informational text (categories and subcategories,
sequence and others) (13D/4D)
• Draw conclusions from the facts presented in text
and support those assertions with textual evidence
(13B/4J)
• Distinguish between interesting details and
important information to help determine what to
learn (13A/4I)
• Notice how the author has organized an
informational text (categories and subcategories,
sequence and others) (13D/4D)
• Use text features (e.g. bold print, captions, key
words, italics) to locate information and make and
verify predictions about contents of texts; (13D)
• Produce a main idea that will focus on the entire
selection (13A/4I)
Rea
din
g H
abit
s
(In
dep
end
ent
Rea
din
g)
(Dis
cuss
ing
Bo
ok
s)
• Represent text information in different ways such
as charts, graphs, story maps, notes and labels
(13D/4D)
• Respond to text various texts in ways (oral and
written) that reflect my understanding and
interpretation and can be supported with relevant
aspects of the text (20C/4K, 5B,F,G)
• Read independently for a sustained period of time
and paraphrase what the reading was, maintaining
meaning and logical order (e.g., generate a reading
log or journal; participate in book talks)
(11A/4E,H,I)
• Read at expected instructional level (3A/4E,H)
• Represent text information in different ways such
as charts, graphs, story maps, notes and labels
(13D/4D)
• Respond to text various texts in ways (oral and
written) that reflect my understanding and
interpretation and can be supported with relevant
aspects of the text (20C/4K, 5B,F,G)
• Read independently for a sustained period of time
and paraphrase what the reading was, maintaining
meaning and logical order (e.g., generate a reading
log or journal; participate in book talks)
(11A/4E,H,I)
• Read at expected instructional level (3A/4E,H)
• Represent text information in different ways such
as charts, graphs, story maps, notes and labels
(13D/4D)
• Respond to text various texts in ways (oral and
written) that reflect my understanding and
interpretation and can be supported with relevant
aspects of the text (20C/4K, 5B,F,G)
• Read independently for a sustained period of time
and paraphrase what the reading was, maintaining
meaning and logical order (e.g., generate a reading
log or journal; participate in book talks)
(11A/4E,H,I)
• Read at expected instructional level (3A/4E,H)
Wo
rd S
tud
y
� Use and apply knowledge of more advanced
spelling patterns and rules (dropping the final “e”
when endings are added and consonant doubling
when adding an ending) (24Bi,ii/5C)
� Continue to identify problem at word, sentence, or
schema levels; uses a variety of strategies flexibly
and appropriately (1E/1B)
� Spell high-frequency and compound words from a
commonly used list (24C/5C)
� Use and apply knowledge of spelling patterns,
syllables and dropping the final e and add endings
such as –ing, -ed, or –able as a cueing source in
reading to decode words in context and
independent of context (1Ai/2A,B, 4A)
� Continue to identify problem at word, sentence, or
schema levels; uses a variety of strategies flexibly
and appropriately (1E/1B)
� Spell high-frequency and compound words from a
commonly used list (24C/5C)
� Use and apply knowledge of derivational affixes
(e.g., -de, -ful, -able) (1Av/2A,B, 4A)
� Continue to identify problem at word, sentence, or
schema levels; uses a variety of strategies flexibly
and appropriately (1E/1B)
� Spell high-frequency and compound words from a
commonly used list (24C/5C)
3rd
Grade – Unit 8; Weeks 22-26
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 76
Comprehension Strategy: Determining Important Information/Synthesize
Week 25
2/27-3/2
Week 26
3/5-3/9
Get
tin
g t
he
Mea
nin
g
(In
tera
ctiv
e R
ead
Alo
ud
)
(Sh
ared
Rea
din
g)
•• Produce a main idea from a narrative selection
that will focus on either a single paragraph or
a series of paragraphs
•• Produce a main idea from an expository or
mixed selection that will focus on the entire
selection
•• Identify the details or facts that support the
main idea (13A/4I)
•• Explain the difference in point of view
between a biography and autobiography
(9A/4J,K)
•• Follow and explain a set of written multi-step
directions (15A/4E,D)
•• Explain how determining importance helps
me as a reader
•• Synthesize big ideas and issues from a
collection of facts (Fig. 19E)
•• Stop and think to synthesize the information
as I go (Fig. 19E)
•• Distinguish between the gist and my personal
response to the information (Fig. 19E)
•• Revise misconceptions when confronted with
new evidence and information (Fig. 19E)
Rea
din
g H
abit
s
(In
dep
end
ent
Rea
din
g)
(Dis
cuss
ing
Bo
ok
s)
• Respond to text various texts in ways (oral
and written) that reflect my understanding and
interpretation (20C/4K, 5B,F,G)
• Read independently for a sustained period of
time and paraphrase what the reading was,
maintaining meaning and logical order (e.g.,
generate a reading log or journal; participate
in book talks) (11A/4E,H,I)
• Write responses to literary or expository texts
and provide evidence from the text to
demonstrate understanding (20C/4K, 5B,F,G)
• Read independently for a sustained period of
time and paraphrase what the reading was,
maintaining meaning and logical order (e.g.,
generate a reading log or journal; participate
in book talks) (11A/4E,H,I)
Wo
rd S
tud
y
� Use and apply knowledge of more advanced
spelling patterns and rules (changing y to I
before adding an ending) (24iii/5C)
� Continue to identify problem at word,
sentence, or schema levels; uses a variety of
strategies flexibly and appropriately (1E/1B)
� Spell high-frequency and compound words
from a commonly used list (24C/5C)
� Use and apply knowledge of spelling patterns,
syllables and dropping the final “y” to “I” as a
cueing source in reading to decode words in
context and independent of context
(1Aiii/2A,B, 4A)
� Continue to identify problem at word,
sentence, or schema levels; uses a variety of
strategies flexibly and appropriately (1E/1B)
� Spell high-frequency and compound words
from a commonly used list (24C/5C)
(TEKS/ELPS)
Interactive Read-Aloud – 3rd
Grade – Unit 8, Week 22
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 77
Target(s) for the Week: Distinguish important ideas from unimportant information in order to identify key ideas or themes as I read (“Does the detail matter? Does it impact
the story?); Identify whether the narrator or speaker of a story is first or third person; Understand how to glean and use information to locate and
use specific information in graphic features of text; Recognize that there is sometimes a difference between what the reader thinks is important what
the author is trying to convey; Identify and recognize what the author is trying to persuade the reader to think or do.
D
A
Y
Anchor
Chart(s)
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
-2 column chart
Most Important/
Unimportant
Connect & Engage: For the next few weeks, we are going to focus on determining
importance in text. It’s always a challenge to pick out the most important
information. Texts are full of facts, big ideas and interesting details. We are going to
learn how determine what is most important in what we read. Choose a fiction text.
Introduce the text. (Title)___is a really great book. It is filled with important
information that helps us understand what is happening. Like all books, it also has
some information that is not as important to the story. Let’s start by looking at the
cover. Sts T&T the share out their thinking. Flip through the book, scanning the
pictures, predicting.
Model: As I read, I’m going to be thinking about what is most important. Readers
can’t remember everything they read. They have to be able to distinguish the most
important information that supports the big idea from the unimportant information
that may be interesting but not most important. Read the first half of the book,
stopping to model your thinking, using information from the text as well as the
pictures to identify important information and unimportant information. I
thinking…is important because… I noticed a detail that isn’t very important. I don’t
think…is important to the story. Give Sts opportunities to T&T about their own
thinking. List on anchor chart.
Lesson recap: Today we started a new unit of study on determining importance in
text. We know that readers can’t remember everything in a text. There is too much
information. Readers have to be able to decide which information is most important
to remember and which may be interesting by unimportant to the big idea. So far in
the story____ (title) we have determined… (refer to anchor chart) to be important
information we want to remember about the story.
T&T: What do you see on
the cover that you think will
be important to the story? Do
you see anything that may not
be so important?
T&T: Think together. What
do you think? What seems
important so far? Can you
name a detail that is
unimportant?
Sts share their thinking
(inferring) from
independent reading
T observations and
anecdotal notes during
T&T, share time, and
independent practice.
Interactive Read-Aloud – 3rd
Grade – Unit 8, Week 22
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 78
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
2
2 column chart
Most
Important/
Unimportant
Connect & Engage: Yesterday we started our new unit of study on determining
importance. We started reading___ and decided as we read what information
was most important for us to remember. Today, we are going to continue
reading and deciding which information is most important.
Guide: Let’s try it together today. Continue reading, pausing, giving Sts time
to T&T about the most important information as well as details/unimportant
information. Guide their discussion/sharing. Add their thinking to the chart.
Finish the story: What a great story! So many important things happened. Let’s
look at our anchor chart and make sure we haven’t left out any important
information. Sts T&T. I’m going to use the information from our anchor chart
to practice retelling the story using the ideas we have listed. Listen as I retell,
and see if we have forgotten anything important. Then it will be your turn to
retell. T&T: Think together. Meet with your partner and talk about your retell.
Your job is to decide what important information you will be sure to include and
then practice your retell.
Lesson recap: Today we finished our story____. We identified the most
important information as we read. We know that texts are full of information
that we have to be able to determine what is most important to remember. We
used the important information to retell the story... We also learned that writers
sometimes write in first person as though they are the character, and sometimes
in third person, as though they are not the character, but an unseen observer.
When you are doing your own reading, you need to remember to stop and think
about what is the most important information. Also think about if your story is
written in first person (I, me) or third person (he/she/name).
T&T: What is important?
What is unimportant? Why?
T&T: Think together if
there is any important
information missing from
our chart.
T&T: Think together.
Meet with your partner and
talk about your retell. Your
job is to decide what
important information you
will be sure to include and
then practice your retell.
Sts share the retell from
the story based on the
important information
listed on the chart
.
T observations and
anecdotal notes during
T&T, share time, and
independent practice.
T analysis of Sts
marking text with a star
for important
information.
3
2 column chart
Most
Important/
Unimportant
Connect & Engage: We have been learning how to decide if information is
important to the story/big idea or not.
Collaborate: I’m going to read a new article about Elks. Sts will need their
own copies. Show them the picture(s) then ask them to T&T about what they
know about (Elks). Read the article straight through. Now I’m going to step
back and let you and your partners re-read this piece then together decide on
the most Important/Unimportant information and record it. Show students how
you want them to record their information. (The 2 column form is on the article
referenced for this lesson or if using another text, Sts could make the chart in
their writing journals.) After Sts have finished, bring them back together to
share out their thinking. Create a new anchor chart. Add Sts thinking.
Lesson recap: How smart you are! You worked hard deciding on the most
important information and information that may be interesting but was
unimportant to the big idea. We know that good readers need to be able to
decide which information is most important. Now you can try this in your own
books. Great work today!
T&T: With your partner,
talk about what you think is
most important.
Sts share important
information from their
independent reading
Were Sts able to
distinguish the most
important information
from the information
that wasn’t important to
understanding the big
ideas?
Interactive Read-Aloud – 3rd
Grade – Unit 8, Week 22
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 79
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
4
Connect & Engage: We have been learning how to distinguish important information
from unimportant information to help us understand and remember what we are reading.
Introduce new NF Persuasive text. (Use the document camera to enlarge.) Sts will need
their own copy of the article. Show Sts how to scan the pictures/captions and skim the
words before reading) Let’s scan the pictures and skim the words to get an idea about…
Sts T&T about what the article seems to be about. Anyone have anything to share? Give
your own observations/comments. Before I start reading, I can tell from the title and
skimming and scanning/looking at the pictures Important information doesn’t just come
from the text features; table of contents, subheadings, bolded words etc, it also comes
from the graphic features such as pictures and captions. After looking carefully at the
pictures and reading the captions and thinking about the title, I can tell… (Example: that
kids in different states are trying to get the message out that kids shouldn’t smoke and
smoking is bad for you. I can tell from this one picture that kids don’t think cigarette ads
tell the truth. The caption talks about a truth campaign.) Make sure Sts know what a
campaign is. Kids must have decided to start their own campaign to tell other kids the
truth about smoking. So, just from previewing the pictures and captions, and thinking
about the title, I already know…. is important information about the topic (kids are trying
to keep other kids from smoking).
Model: We’ve talked before about the fact that nonfiction is full of interesting
information and that sometimes it’s really hard to pick out what is most important.
Sometimes what the readers thinks is important is different from what the writer is trying
to tell us/thinks important. So as I read, I need to think about what I think is most
important as well as what the writer seems to think is the most important idea. Sometimes
these are the same, and other times they are different. T&T to each other about it. Show
how to read through a piece of text, noticing what you think is most important and
comparing that to what the article is mainly about. (What the author thinks is most
important.) I’m going to read through this article. When I read something that I think is
really important, I am going to mark it with a star, underline some of it, and jot my
thinking in the margin. When I read something that the writer might think is important,
I’ll mark it with a “W” for writer. Then I’m going to write down two things: something I
learned that I think is important to remember, and one of the most important ideas that I
think the writer would want me to remember. These might be the same or not. If I’m
having an inner conversation with the text, it’s easy for me to notice something I think is
important to learn and remember-but it is also my job to think about what the writer
wants me to learn. Let’s try it. First you watch me, and then you’ll have a chance. Read
the first part. (down to Kids Fight Back). First of all, I am going to put a star next to
where it says…that is really important information to me. I have a personal connection.
Look back at the important information marked. Discuss. What does the author want us
to remember and learn? Sts T&T.
Lesson Recap: Today we learned that authors use pictures and captions to help us
better understand the important information. We also learned that sometimes what seems
most important to the reader is different than what author thinks is most important. It’s
important to always keep in mind what the big idea the author wants the reader to
remember and learn.
T&T: Talk about what this
seems to be about.
T&T: Does this make some
sense? Talk to each other
about this.
T&T: What does the author
want us to remember and
learn?
Sts share important
information from their
independent reading.
Share interesting details.
Analysis of Sts written
responses to What I think
is important vs. What the
author most wanted me to
learn and remember.
Interactive Read-Aloud – 3rd
Grade – Unit 8, Week 22
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 80
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
5
Connect & Engage: Connect back to yesterday’s lesson.
Model/Guide: Guide Sts through the process of reading and thinking about
their own understanding while considering the author’s perspective.
Continue reading the next two paragraphs of the article, stopping after each
paragraph to let Sts share their thinking. What about the writer in these
paragraphs? Do you think the writer thought that was important? Sts T&T.
Who has some ideas about this? Between Sts thinking and your own, mark
(star/W) the text (include the information in the title if important to the main
idea). Now I’m going to write down one thing I learned that I think is
important to remember. (I think it’s important that we stop kids from
smoking early so they don’t become addicted. Now you flip over your paper
and jot down something is important to remember. Now T&T about what
you wrote then share your thinking with each other.) Next, I’m going to
draw a line under what I thought was most important; then I’m going to
write down something I think the writer wants the reader to learn and
remember from the article. This is a little harder because there is so much
information. (I think that the part about kids fighting back against smoking
is really important to this author. He included kids in the title, and many of
the paragraphs talk about kids and their effect on stopping smoking. So I’m
thinking that was one of the main reasons the writer wrote this article. Have
Sts draw a line under what they thought was important and now write down
what they think the writer believes is important to remember. Sts share out
and discuss their thinking. Sometimes the author is just giving us facts,
explaining/teaching us about a topic. Sometimes the author is trying to
persuade us to think a certain way about a topic. Advertisements are written
to persuade us to buy a certain product. Why do you think the author wrote
this article? He wanted to tell us about the campaign kids started to stop
other kids from smoking. Was he also trying to persuade kids that smoking
isn’t cool and is bad for you? T&T with your partner about this. Discuss
how/why this is a persuasive article.
Lesson Recap: It is much easier to pick out the important information
when we think about what matters to us first and then think about what
matters to the writer. Remember, sometimes they are the same thing and
sometimes they are different! Do you see how helpful it is to consider both
your thinking and the writer’s thinking? That way you won’t confuse them.
When we read and think about why the author wrote a piece, is it to just give
us information about a topic, is it to teach us something, is it to give us
information that might persuade us to change our thinking?
T&T: What are you thinking
about what we just read?
T&T: Do you think the writer
thought that was important?
T&T: How important was the
information in the pictures to
understanding the point the article
was making?
T&T: Share your thinking with
your partner. Is the writer trying
to persuade kids that smoking is
bad for you? What makes you
think…?
Would any of you like to
share something you wrote
down that you thought was
important in the article? It
could be something that is a
little different from what the
writer thought was
important.
Did your students:
• Understand that what
they think is important
is not always the same
as what the author is
trying to convey?
• Include some of the big
ideas and important
information when they
are commenting on
what they think the
writer wants them to
remember-what the
writer thinks is most
important to remember.
MATERIALS: Day 1 & 2 Suggested Lesson Text: Diary of a Worm, Seven Blind Mice, The Man Who Walked Between the Towers, The Dinosaurs of Waterhouse Hawkins.
Lesson adapted from Interactive Read-Alouds 2-3 pg. 53.
Day 3 Suggested Lesson Text: Elks-Interactive Read-Alouds 2-3 pg. 55. Lesson adapted from Interactive Read-Alouds 2-3
Day 4 & 5 Suggested Lesson Text: Can Kids Stop Kids From Smoking? Pg. 54 Comprehension Toolkit Source Book of Short Text. Lesson adapted from The Comprehension
Toolkit-Book 5 Lesson 20.
Interactive Read-Aloud – 3rd
Grade – Unit 8, Week 23
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 81
Target(s) for the Week: Merge thinking, questions, and responses with the information from the text, to better understand and determine what to remember; Identify the topic and
locate author’s stated purpose in writing the text; Draw conclusions from the facts presented in text and support those assertions with textual evidence; Notice
how the author has organized an informational text (categories and subcategories, sequence and others).
D
A
Y
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
-3 Column Chart
Facts/ Questions/
Responses
Connect & Engage: Sts will either need a copy of an F (facts) Q (questions) R (response) *form or you
will need to show them how to draw and label the 3 columns in their notebooks. Sts will also need their
own copy of the lesson article. Introduce the new **article by describing a bit about it and your own
thoughts. Ask students to: flip through the article and notice the photographs, subheadings, and any other
features as well as the text. Remind them that these give us important information. After you’ve had a
minute to look at it, T&T to a partner about anything that interests you related to the topic. Sts share out
to whole group. When I read the title ____ (Wings in Water) and look at the picture I predicted the topic
is going to be about the creature in the picture and how it lives in the water. I’m not sure exactly what it
is called. I’m going to watch for the author to give me more information when I start reading.
We are going to read nonfiction with a pencil in our hands, so we can take notes on the information to
learn and remember it. Explain the FQR chart as a note taking tool. Before we read the article, I want to
talk to you about taking notes when reading nonfiction. Nonfiction is full of information, some of which is
brand new. It can be really hard to remember new and unfamiliar information. That is why we read
nonfiction with a pencil in our hand, so we can take notes on information to learn and remember it. This
three-column form is called the Facts/Questions/Responses chart or FQR and it helps us understand and
remember information. It has a column to record the facts, but it also has two additional columns where
we can jot down our questions and our responses. You know what goes in the Facts column-information
from the article. The Questions column is important because sometimes when we read nonfiction, we
come to words and ideas that are unfamiliar and we wonder about them. The Questions column can also
act as the source for future research. The Responses column includes your reactions-connections,
inferences, whatever you are thinking or feeling.
Model: Explain how you will think aloud and record facts, questions, and responses on the FQR chart.
I’m going to model how I take notes with the FQR chart, record the facts and then show you my thinking,
questions, and responses. Then you will have a chance to try it. Model and explain your recording of
facts, questions. Read the first paragraph. When you come across the author’s stated purpose, highlight it
for the Sts. (The author says… Now I know that this article is about a fish called a Manta Ray. The writer
wrote this article to teach us about the Manta Ray. He has organized the article with subheadings at the
beginning of the paragraphs to tell us what we can expect to learn in each section. Now that I have read
the first paragraph, I’m going to write some of the factual information in the Facts column. I can’t write
down all the facts, so I’m going to try to record facts that I think are important to learn and remember. As
I read that information, I had a question, which I put in the Questions column. Sometimes our questions
get answered later on in the text, and sometimes our questions are not answered and we have to infer the
answer. I’m also going write in the Facts column another detail that I think is important, but I don’t have
to write an entire sentence. I’m taking notes here so I need to be brief; otherwise it will take too long to
get through the text. Before I go on, I also have a response. The Responses column is for any responses
other than questions. You might have a connection, make an inference or you might like the way the
author wrote a part (author’s craft). This part is for your thinking. T&T about the form, the facts,
questions, and responses, and it might work for note taking.
Lesson recap: Nonfiction is full of information, some of which is brand new. It can be really hard to
remember new and unfamiliar information. The writer/author used text features like the subheadings,
bolding, and graphic features like the pictures to organize the information in a way that helps us better
understand the important information he/she wants us to remember and learn. That is why we take notes
on information, to learn and remember it. Today we learned to take notes on an F (facts) Q (questions) R
(response) form. When we merge our own thinking (questions and response) with the important facts from
the text, it helps us learn and remember it. We learned… (Review the anchor chart for the factual
information learned).
T&T: Talk about
anything you know
related to the topic.
T&T: Talk with your
partner about the
form, the facts,
questions and
responses and how
this will work for
note taking.
Sts share from their
independent reading a
place where they
made an inference or
recognized important
information
T observations and
anecdotal notes
during T&T, share
time, and independent
practice
Interactive Read-Aloud – 3rd
Grade – Unit 8, Week 23
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 82
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
2
-3 Column Chart
Facts/Questions/
Responses
Connect & Engage: Yesterday we learned that nonfiction texts are
full of information. To help us remember the most important
information, we take notes by writing the facts from what we read,
then merging our own thinking with it. We also noticed how the
writer used text features and graphics to organize the information in
a way to help us better understand the important information.
Today we are going to continue reading our article on____.
Model: Continue reading another section, modeling and explaining
you’re thinking/recording of facts and questions/responses (Speed
Swimmer).
Guide: Ask the Sts to record the facts, their questions/responses as
you read and think through the text together. Let’s try it together in
the next section. The heading or subhead for this next section is
called… T&T about what this next section is about. Continue
reading another section, reading the subhead, discussing the article,
asking Sts to jot down their thinking. (Some of the headings or
subheads may not be explicit but have to be inferred. Example:
Friendly Giants-What can you infer this section might be
about?)Anyone have any facts, questions, or responses? What is
that? A fact, question, or response? Where would you write that
down? In the Response column? Or under Facts? Add thinking to
the anchor chart.
Lesson recap: Today you learned….about (topic) and used your
FQR form to hold your thinking. You found important facts and
jotted them down, then merged your own thinking with the factual
information. That’s what good readers do when they read
nonfiction. If you are reading nonfiction during independent
reading, you can try doing the same thing.
T&T: What is section
about? What information
can we expect to learn?
T&T: What is this section
about? (What can you infer
this section is about?)
Sts share from their
independent reading a
place where they made
an inference or
recognized important
information.
T observations and
anecdotal notes during
T&T, share time, and
independent practice
3
-3 Column Chart
Facts/Questions/
Responses
Connect & Engage: Yesterday…
Collaborate: I’m going to step back and let you try this with a partner.
Notice how this article is divided into sections, each with a subhead. Think
about what each section was about. Read the last section(s)
subhead/headings. Partners work together, reading the subhead/heading and
thinking first what the section will be about. Then reading the section,
recording information on their FQR. Sts come back together to share out
their thinking with the whole group. Add new thinking to the anchor chart.
Lesson recap: It can be really hard to remember new and unfamiliar
information. That is why we read nonfiction with a pencil in our hand, so we
can take notes on information to learn and remember it. You did a great job
today, noting the important facts and then merging your thinking with it.
We’ve learned that by merging our thinking with the facts from our reading
it helps us learn and remember the information.
Sts share out their thinking
on their section.
Look for:
• FQRs that reflect
questions and
responses as well as
facts.
• Facts that are
accurate
• Authentic questions
that readers really
wonder about
• A variety of
responses including
connections, new
learning, inferences,
and reactions
Interactive Read-Aloud – 3rd
Grade – Unit 8, Week 23
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 83
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
4
-3 Column
Chart
Facts/
Questions/
Responses
Connect & Engage: Choose another short NF text. Continue same lesson
outcome. (Example text Penguins in Motion). Introduce the new article by
describing a bit about it and your own thoughts. Ask students to: flip through
the article and notice the photographs, subheadings, and any other features
as well as the text. After previewing, ask Sts what the topic/subject is. After
you’ve had a minute to look at it, T&T to a partner about anything that
interests you related to the topic. Why do you think the author wrote this
article? What was his purpose? Discuss how the writer has organized this
article. The writer has organized the information he wants you learn under
subheads. Let’s read each subhead and predict what the author is expecting
us to learn from each section. Sts T&T. What do you predict you will learn
about (topic) when you read this article?
Model: Remind Sts that readers draw conclusions from everything they
read. Authors expect us to read between the lines We use clues from the text
and what we know to infer and draw conclusions from what we’ve read.
(Refer to previous lessons in inferring.) Explain that it is important that
readers draw conclusions from NF text too. Emphasize that having support
for your conclusions is an important aspect of drawing conclusions. When
we read today, we are going to continue using our FQR form, merging our
thinking with facts from the text. We are also going to draw conclusions
from what we read. When we draw a conclusion, this can be added to your
Response column on your form.
Read the first section, stopping to share your thinking, choosing the most
important facts, questions and responses. (We are also going to think about
what conclusions we might draw from our reading. We can add conclusions
to the Response column of the form.) After reading the first section highlight
the sentence(s) that states the author’s purpose (They are birds… But that
doesn’t mean…). Sts T&T about their own thinking. What conclusion can
we draw from what we just read? Draw a graphic organizer on the board
consisting of several squares connected with arrows to a larger rectangle.
(You may want to place the rectangle above the squares to show that the
information in the squares “support” the conclusion.) Explain to students that
in order to draw a conclusion (point to the rectangle); you need to make sure
to have plenty of support (point to the squares). Fill in the graphic organizer
based on the reading. (Example: Conclusion: Penguins are built to walk on
ice. Support: Webbed feet, flaps to steady themselves can slide on their
bellies.)
Lesson recap: We know that readers of nonfiction merge their own thinking
with the facts from their reading. One way that readers merge their own
thinking is by drawing conclusions. We take the clues from the text and infer
to draw a conclusion about the big ideas in what we read.
We draw conclusions every day. Today we learned…about (topic). You can
use the FQR form with your independent reading.
T&T: Talk to your partner
about anything that interests
you related to the topic.
T&T: What do you think
was the author’s purpose in
writing this text?
T&T: What do you predict
you will learn about (topic)
when you read this article?
T&T: Talk with your
partner about what you are
thinking.
Sts share important
facts/questions/respons
es from their own
reading.
T observations and
anecdotal notes during
T&T, share time, and
independent practice
Interactive Read-Aloud – 3rd
Grade – Unit 8, Week 23
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 84
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
5
3 Column
Chart
Facts/
Questions/
Responses
Connect & Engage: Yesterday we started reading (Title)
(Penguins in Motion. Review facts learned, questions,
responses, and conclusions. Today we’re going to continue
reading. Read the next subhead/heading (Zipping Through the
Water). We’re going to need to infer what the next section will
be about. T&T about what you infer the next section will be
about. Sts share out.
Guide: Ask the Sts to record the facts, their questions/responses
& conclusions as you read and think through the text together.
Let’s try it together in the next section. Anyone have any facts,
questions, or responses? What conclusion(s) can you draw?
What details support that thinking? Discuss.
Collaborate: Read the last section(s) subhead/headings.
Partners work together, reading the subhead/heading and
thinking first what the section will be about. Then reading the
section, recording information on their FQR. Support Sts in
drawing conclusions about their section and what details support
that thinking. . Sts come back together to share out their thinking
with the whole group. Add new thinking to the anchor chart.
Lesson recap: You have done a great job recording your facts,
questions, and responses/conclusions. We take notes with FQRs
because FQRs let us merge our thinking with the information to
better understand. Thinksheets like the FQR give a place to
share and explore your thinking. When you really think about
what you read, and merge your thinking with the facts, you are
much more likely to remember the important information. And
remember, you can’t write everything down, so you need to think
about the information and write what you think is important to
remember. Let me know how it is going when you use it in your
own reading.
T&T: With your partner,
infer what you think the
next section will be about.
T&T: Share with your
partner your thinking.
Facts/questions/responses?
What conclusion can you
draw?
Sts share out their
thinking on their
section.
Did your students:
• merge their
thinking on an
FQR form to take
notes when
reading
nonfiction?
• understand that
merely jotting
down the facts
isn’t enough, and
that recording
their questions
and responses
helps them better
understand what
they read?
• include a variety
of responses such
as connections,
reactions, and
inferences?
• draw reasonable
conclusions from
their reading?
Are Sts able to
explain how
determining
importance helps
them as a reader?
MATERIALS: Day 1-3 Suggested Lesson Text: Wings in Water –Toolkit Texts for Grades 2-3 page 26 (or any short NF text organized around subheads.) Lesson adapted
from Comprehension Toolkit Book 5-Lesson 16. *FQR form Page 69 Comprehension Toolkit Book 5
Day 4-5 Suggested Lesson Text: Penguins in Motion-Toolkit Texts for Grades 2-3 page 13 (or any short NF text organized around subheads.)
Interactive Read-Aloud – 3rd Grade – Unit 8, Week 24
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 85
Target(s) for the Week: Distinguish between interesting details and important information to help determine what to learn; Notice how the author has organized an informational
text (categories and subcategories, sequence, and others); Use text features (e.g. bold print, captions, key words, italics) to locate information and make
and verify predictions about contents of texts; Produce a main idea that will focus on the entire selection
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
-3 Column Chart
Important
Information/
Interesting
Details/
My Thinking
Connect & Engage: My Puppy is Born: Ella’s Puppy Journal. (Sts
need their own copy. (Take out the timeline on pg. 33 before giving
Sts a copy of the article.) Introduce the new text; skim & scan the text
and pictures, think about how the writer organized the information;
read the subheads and predict what the whole piece is about and each
section. Ask Sts what they notice about how the author organized the
information. (a diary; each subhead is a date; text is sequential and
can’t be read out of order like a lot of NF text). We know that the best
way to read nonfiction is with a pencil in hand. We also know that
when there is a lot of information, we have to be able to determine
what information is important to remember. Explain how knowing
how the writer organizes the text helps the reader better understand
the important information the writer wants us to remember. We are
learning to distinguish important information from interesting details
as we read. We are going to sift and sort all the information we read
into 3 categories: important information, interesting details, my
thinking. Introduce the note-taking form/thinksheet for sorting and
sifting information. Give each St their own form or have them write in
their reading journals, creating the 3 columns… We’ll want to
remember the important things about the topic, so we’ll write these in
the first column. We can add interesting details that really engage us
in the second column, labeled Interesting Details. And remember,
your responses, questions, or opinions about what we’re learning are
important so don’t forget to write them in the last column, My
Thinking.
Model: Read the first 2 sections/dates. Think aloud, mark the text for
important information and write questions, thinking in the margins.
Let’s look back over the text we read and our margin notes. Will you
share what you think is important to remember? Sts T&T. Model
sifting the important information from the details. Write the important
information in the first column-Important Information. (Let’s put that
detail in the Interesting Detail column. And let’s add that question to
the My Thinking column. Sts write on their own forms/reading
notebooks. .
Lesson recap: Today we learned that readers need to sift and sort
the more important information from the detail. This article is written
like a diary or journal. So far the important information we’ve
learned… Some of the interesting details that helped us understand
the important information…
T&T: Talk about anything
you know related to the
topic.
T&T: Share what you think
is important.
Sts share from their
independent reading a
place where they made
an inference or
recognized important
information.
T observations and
anecdotal notes during
T&T, share time, and
independent practice.
Interactive Read-Aloud – 3rd Grade – Unit 8, Week 24
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 86
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
2
-3 Column Chart
Important
Information/
Interesting
Details/
My Thinking
Connect & Engage: Yesterday we learned…Today we are going to read
more of the Puppy Journal.
Guide: Read the next 3 journal entries, marking the text, making margin
notes as you go. Think through the text together with the Sts to sort and
sift information. Stop at the end of each section and ask Sts to T&T and
fill out their form (important information, interesting details, my
thinking). Share out with group and discuss. Add to anchor chart. Who
has some information they want to share? As you share your information,
tell us whether you think it belongs in the Important Information or
Interesting Details column. I’ll write your thoughts on the chart and you
can write it on your copy of the chart. Where would you put the
information you shared? Turn to someone near you and talk about the
information you want to write down.
Lesson recap: We want to learn and remember important information
when we read. Interesting details may add to our understanding and keep
us engaged, but may not be essential. We recorded the important
information and interesting details on our anchor chart and your
personal chart. In the My Thinking column, we recorded our questions
and responses, merging our thinking with the information and expanding
our thinking about the topic.
T&T: Talk with your partner
about the information you want
to write down.
T&T: What is this section
about? (What can you infer this
section is about?)
Sts share from their
independent reading a
place where they made an
inference or recognized
important information.
T observations and anecdotal
notes during T&T, share
time, and independent
3
-3 Column Chart
Important
Information/
Interesting
Details/
My Thinking
Connect & Engage: Yesterday…Review important information from the
journal. Explain that today, Sts are going to finish reading the last 2
entries in the journal and then decide on their own, then with their
partners-Important Information/Interesting Details/My Thinking.
Collaborate: Put Sts in groups of 3 to 4 to read through the rest of the
article independently and then together decide/record important
information etc.
As Sts share out their thinking, add to anchor chart. Before you start
working on your own, let’s summarize what we’ll be doing. We want to
learn and remember important information here. Interesting details may
add to our understanding and keep us engaged, but may not be essential.
And in the My thinking column, we record our questions and responses.
These help us merge our thinking with the information and expand our
thinking about the topic. You’ve done a great job so far. Are you all set to
try this on your own? Any Sts that find reading the text or responding to it
in writing a challenge, you may need to work with in a small group and
continue to read and think through the text together. Together make a
timeline using just the important information.
Lesson recap: How smart you are! You sifted and sorted the more
important information from the details. Working with the note-taking
form seemed to really help you determine what’s important to remember.
You asked great questions and those engaging details kept us interested.
Collaborate: Put Sts in groups
of 3 to 4 to read through the
rest of the independently and
then together decide/record
important information etc
Sts share out their thinking
on their section.
Did your Sts?
• distinguish between
interesting details and
important information?
• summarize information
that is important to
remember and merge
their thinking with it?
• understand how the
author organized the
information?
• locate information and
make and verify
predictions about
contents of texts?
Interactive Read-Aloud – 3rd Grade – Unit 8, Week 24
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 87
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
4
-2 Column
Chart
Main Idea/
Supporting Details
Connect & Engage: Main ideas and details help us
understand the world around us. For example, a main idea
about caterpillars is that they turn into butterflies. Their body
changes completely and they eventually can fly. A detail is that
caterpillars have many legs. Another detail is that caterpillars
eat leaves. The main idea is that caterpillars turn into
butterflies. Sts T&T. As we read___ (Example text used for this
lesson), we will be looking for main ideas and details about the
story.
Introduce the story, scanning the pictures, predicting, etc.
Model: Read part of the story, stopping to think aloud. (If
using The Art Lesson, read to where it says Tommy drew and
drew and drew.) I’m thinking about main ideas and details.
Tommy is on the cover and two of the first three pages tell how
much Tommy likes to draw. I think a main idea is that Tommy
really loves art. Now I’m thinking of details. There are lots of
details, but I want to think about details that support the main
idea. The main idea is that Tommy really loves art. A detail
that supports the main idea is that he wants to be an artist
when he grows up.
Guide: Read to where Tommy is drawing on his sheets. I am
thinking about the main idea and the details that support the
main idea. I still think the main idea is that Tommy really loves
art. There are a lot of details here (flip through the previous
pages slowly so the students can look again). I am looking for
the details that go with our main idea. Sts T&T: What details
support the main idea that Tommy really loves art? Sts share
out. Discuss.
Chart the Main Idea and the supporting details of the parts read.
Lesson recap: All the work we have been doing in
determining important information and sifting and sorting
interesting details and important information helps us
determine the main idea. The main idea or important idea
about Tommy is…. The supporting details… tell more about the
main idea.
T&T: Think together.
The main idea is that we
are all students in this
classroom. Talk about
some details that you
can share about our
classroom.
T&T: What details
support the main idea
that Tommy really loves
art?
Sts share important
information from their
independent reading.
T observations and
anecdotal notes during
T&T, share time, and
independent reading
Interactive Read-Aloud – 3rd Grade – Unit 8, Week 24
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 88
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
5
-2 Column
Chart
Main Idea/
Supporting Details
Connect & Engage: Yesterday we started talking about the
main idea of a piece and the details that support that
important idea/main idea. So far, we think the main idea
is… and some details that support that main idea are…
Today, we are going to continue reading and looking for
main ideas and details about the story.
Guide: Read to where the pain blew off the paper. T&T
about the main idea and supporting details. Sts share out and
discuss. Add new thinking to the anchor chart. Read to
where Tommy was told to take his crayons home. We have
heard lots more details… Which ones support our main
idea? Sts share out and discuss. Add to anchor chart.
Continue to the end, pausing to give Sts time to T&T and
wonder if the main idea chosen in the beginning is still a
good one and which details support that main idea.
Sometimes stories have several main ideas. What do you
think about this one? Was there more than one main idea, or
did the one we selected work well for the whole book? Sts
T&T. Let’s look back at our chart. Do we need to add
another main idea? (If Sts think of another main idea, ask for
the supporting details.)
Lesson recap: We could tell that we were right about the
main idea of The Art Lesson because the main idea or the
important idea runs through the whole story. Some of the
details that support this main idea are… A main idea will
always have supporting details.
T&T: Do you still
think the main idea is
about Tommy loving
art? Have you found
any supporting details
that you think are
important?
T&T: Which details
support our main idea?
T&T: St talk about the
main idea selected.
. T observations and
anecdotal notes during
T&T, share time, and
independent reading
MATERIALS: Day 1-3 Suggested Lesson Text: My Puppy Is Born: Ella’s Puppy Journal Toolkit Texts for Grades 2-3 page 26 (or any short NF text organized around
subheads.)
Day 4-5 Suggested Lesson Text: The Art Lesson (Other suggested texts found in the Lesson Matrix at the beginning of Interactive Read Alouds 2-3 under the standard: Identify
main ideas and supporting details) Lesson adapted from Interactive Read Alouds 2-3 pg. 49
Interactive Read-Aloud – 3rd Grade – Unit 8, Week 25
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 89
Target(s) for the Week: Produce a main idea from an expository or mixed selection that will focus on the entire selection; Identify the details or facts that support the main idea;
Produce a main idea from a narrative selection that will focus on either a single paragraph or a series of paragraphs; Explain the difference in point of
view between a biography and autobiography; Follow and explain a set of written multi-step directions; Explain how determining importance helps me
as a reader
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
Main Idea
Supporting Details
Connect & Engage: Introduce the new text; (choose a biography such as example lesson text, Young Thomas Edison). Sts T&T (activate
PK/Schema) Preview the text, skim & scan the text and pictures, think about how the writer organized the information, make predictions etc.) This is a biography. A biography tells the true story of a person’s life and
is written by someone else. The author’s name is different than the
subject. An autobiography is when a writer writes about his/her own life.
Young Thomas Edison has dates and names. These seem to be facts about
someone’s life, but the story is not told by Thomas Edison. I think this is a
biography about Thomas Edison. Why would we read a biography or
autobiography? I know that Thomas Edison was a famous inventor but I
don’t know anything about him when was young. I wonder how he came
to invent so many useful things. What was his life like? I’m anxious to
read and find out.
Model: The author of Young Thomas Edison includes many main or
important ideas about Thomas Edison as a boy. The supporting details, or
facts and examples, tell more about each main idea. As we read, we are
going to use a chart like this to record details that support some main
ideas about Edison. (Sts have or create their own form Main Idea/ Supporting Details.) Explain that you will use the Main Ideas and Details
chart to identify main ideas and details. Read the first page (T331), pausing to ask Sts why they think the author names inventions that were
not available in Edison’s time. Stop at the end of the next page (T330). The main idea tells about the paragraph topic; each detail tells more
about the main idea. What do all the sentences tell about? (The details
about Edison and his experiments.) Which sentence sums up this
information? The first one does. That sentence tells the main idea. (As a
child, Thomas loved to experiment.) Sts T&T: Can you name some
details that tell more about Thomas’s experiments? (He turned his
family’s cellar into a… He enjoyed mixing different chemicals). Continue reading, stopping to model the main idea/supporting details. (P.332-333-
Main Idea: Thomas received an excellent education. Details…) Read to the end of pg. 334. Sts T&T: How can you tell that young Al was
determined to keep doing experiments? Why were experiments important
to Edison? What conclusions can you make? Lesson recap: There can be more than one main idea. In this piece about
young Thomas Edison, the main ideas we have recorded so far are… We
also have details that support the main ideas. Refer to the chart to review
what we have learned so far about Thomas Edison when was young. The
main ideas are the important ideas that the writer wants us to learn, and
remember.
T&T: Have you ever heard
of an inventor named
Thomas Edison? What do
you know about him?
T&T: What do you predict
you will learn about (topic)
when you read this article?
T&T: What is the author’s
purpose in writing this text?
T&T: Why do you think the
author names inventions
that were not available in
Edison’s time?
T&T: Can you name some
details that tell more about
Thomas’s experiments?
T&T: What conclusions
can you draw from this
information?
Sts share main idea and
details that support it.
T observations and
anecdotal notes during
T&T, share time, and
independent reading
Interactive Read-Aloud – 3rd Grade – Unit 8, Week 25
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 90
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
2
Main Idea
Supporting Details
Connect & Engage: Yesterday… Today we are going to continue
reading Young Thomas Edison, and think about the main ideas and
supporting details.
Guide: Continue reading through pg. 339. What details have we read that
support the main idea that Edison love to learn and experiment? T&T. Sts
share their thinking with the whole group. Discuss, and then add new
thinking to the anchor chart. Continue reading, pause after pg. 344 and
ask Sts to T&T: What details support the main idea that Thomas did not
let hardship or disappointment discourage him? (He kept inventing even
after no one would buy his Electrical Vote Recorder; he thought of
deafness as an advantage that helped him concentrate.) Continue reading
through pg. 347. What is the main idea of the paragraph on this page?
(Edison invented many useful devices. What details support that idea?
(His carbon transmitter made the telephone and microphone possible. He
invented the phonograph and the electric light bulb.) Continue reading to
the end of the story. Ask Sts to T&T.
What conclusion can you draw about why people in Edison’s time thought
his inventions were strange and incredible? (Sample answers: People in
those days didn’t understand as much science as we do today; other
scientists in Edison’s time had not thought of useful things to make using
the information that Edison learned from his experiments.) Why do you
think that the author wrote Young Thomas Edison? (To inform and
entertain; to inspire readers; to tell an inspiring story of a real person
whose inventions changed the world.)
Lesson recap: We know there can be more than one main idea. In this
piece about young Thomas Edison, we recorded many main ideas. For
each main idea we had supporting details/facts and examples that
supported the main ideas. Refer to the chart to review what we learned
about the young Thomas Edison. The main ideas are the important ideas
that the writer wants us to learn, and remember.
T&T: What are the supporting
details to the main idea…?
T&T: What is the main idea of
the paragraph on this page?
What details support that idea?
T&T: What conclusions can
you draw about…?
Sts share main ideas and
supporting details-facts
and examples- that
support it
Did your students:
• find the main ideas and
supporting details?
*Assessment: Grab and Go!
Main Ideas and Details
Interactive Read-Aloud – 3rd Grade – Unit 8, Week 25
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 91
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
3
-2 Column chart
Main Idea/
Details
Connect & Engage: I brought in this great article that is divided
into sections, introduce introduced by subheads. Scan the sections
and see if you can get an idea of what each section might be
about. After you have taken a minute to flip through the article,
T&T to your partner about what the sections may be about, as
well as anything you know or wonder about animal helpers. We
have been talking for a long time about how hard it can be to pick
out the bigger ideas when we read nonfiction. Sometimes the
details lie in interesting but isolated facts that actually distract us
from the understanding. We need to separate those interesting,
isolated details from the supporting ones, which build our
knowledge about a topic. As readers, we can think about and
combine the supporting details to better understand the larger
topic. (You can create a 2 column chart for Sts to use or they can
create a chart in their reading notebooks.)
Model: Think aloud about how to pick out the topic and the
details that support that topic. Also mention any responses you
might have. Write responses on the article. As I read this article,
I’m going to model how I sift the main idea from the supporting
details. I’m thinking from the title that this article is about____, so
it is likely that each section will have some information related to
our topic. As I model my thinking and write down the main idea,
details, and responses on the chart, you can do the same on your
form. Afterward you will have a chance to try it. First, I’ll read the
title. Then, I’ll read the first section. This is so interesting. T&T:
What do you think? Anyone have any ideas? I’m thinking the
main idea of the whole article is___. This article is going to be
about____. Write supporting details. I will write these details in
the Detail column. Did you notice that I don’t write sentences, but
just a few words in the Detail column that relate to the main idea?
We need to keep this short so that when we go back and take a
look at the form, we can quickly recall and understand the
information. Read the next section. Add supporting details to the
anchor chart. Sts add to their forms. Discuss why not all the
details were listed. (They may be interesting…)
Lesson recap: Today we started reading about ____. We think the
main idea is…. These details support that. Discuss the supporting
details. We need to separate the interesting isolated details from
the supporting ones.
T&T: Talk to your partner
about what the sections may
be about.
T&T: Talk about your
thinking. Anyone have any
ideas?
Share main
idea(s)/supporting
details from
independent reading
T observations and
anecdotal notes during
T&T, share time, and
independent reading
Interactive Read-Aloud – 3rd Grade – Unit 8, Week 25
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 92
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
4
2 Column chart
Main Idea/
Details
Connect & Engage: Yesterday we started talking about…
So far, we think the main idea is… and some details that
support that main idea are…
Today, we are going to continue reading and looking for
main ideas and supporting details. .
Guide: Read the next two sections, stopping after each
section to discuss the learning, the main idea and the
supporting details. Listen as I read the next paragraph.
Listen for details that relate to the bigger idea. Guide a
discussion to support the learning. Now that you’ve heard
the next section, T&T about what those paragraphs were
about. Was the main idea still___? If so, did you notice any
details that give us more information? Jot them down in the
detail column and don’t forget to add your responses. I will
come around and listen to you. What did you discover?
Collaborate: Explain to Sts that they will work with a
partner on the last section(s). They will continue with the
same thinking, reading the subheading(s), writing down the
supporting details and noting any responses on the article.
Partners can share out and compare thinking. Discuss the
new learning. Add to anchor chart.
Lesson recap: Great job today. You thought about the main
idea and pulled out the details that supported it. As you go
through school, you will be asked over and over again to
find main ideas when you read and to pick out the most
important information that supports them. Think about
doing what we did when you read independently.
T&T: Was the main idea
still___? Did you notice
any details that give us
more information?
Sts share out their
thinking on the last
section(s) of the
article.
T observations and
anecdotal notes during
T&T, share time, and
independent reading
Analyze St responses
on their form.
Did your students:
• begin to use the
Main Idea/Details
form?
• understand and
articulate how the
details support and
develop the
bigger/main idea?
*Assessment Grab and
Go
Main Idea
Interactive Read-Aloud – 3rd Grade – Unit 8, Week 25
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 93
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
5
Procedural
Texts
Connect & Engage: Choose a selection of different procedural texts.
Today we are going to read a different type of nonfiction text.
(Procedural) Show Sts the selection of procedural texts and let them look
through them.
Sts T&T: What do you notice about this type of writing? As Sts share out,
guide their thinking to the characteristics of How-To/Procedural writing.
Instructions are a type of information text. You are so smart. You
noticed… They tell how to do or make something. Ask Sts to explain the
author’s purpose in writing these texts. Explain the importance of
understanding how this text is organized and recognizing the important
facts that need to be understood.
Model: Introduce the procedural/how-to article or book you are using in
the lesson. If using short texts, give Sts their own copy. Ask Sts to T&T
about the author’s purpose for writing this text. Explain that while in
some informational/nonfiction, it doesn’t have to be read in order (give
example from previous lessons) that this type of text has to be read in
order.
Model how to read this type of text. If there is an introduction we read
that part first. Ask Sts to find the heading Materials. Read together the
materials listed. Discuss how helpful it is that the author uses pictures and
words to make the directions clearer. Explain that instructions tell, in
order, the steps to follow when doing an activity. The steps are usually
numbered, and often begin with order words such as first, next, then, and
last. Model reading the first step and following the directions.
Guide: Sts read the next directions. Discuss how the pictures clarify
exactly what the author wants the reader to do. Ask Sts to T&T with a
partner and retell the procedure in their own words following each step.
Collaborate/Independent: Sts T&T about what the author did to make
the directions easy to follow. Explain that Sts will need to carefully read
and follow the directions to make their own… (whatever procedure you
introduced
Lesson recap: Today we read a different type of nonfiction text-a
procedural text. They tell how to do or make something. You are so smart!
You saw how this text was organized (materials listed, pictures, numbered
order) and were able to read this text and follow the directions to make…
T&T: What do you
notice about this type of
writing?
T&T: Why did the writer
write this piece?
T&T: Retell the order of
events in this How-To in
your own words.
T&T: Talk with your
partner about what the
author did to make sure
the reader could follow
the directions.
Sts share their
understandings of
procedural text,
(characteristics on
procedural writing)
Are students able to:
• identify the topic
and explain the
author’s purpose?
• locate facts that are
stated in text?
• follow and explain
a set of multi-step
directions?
**
MATERIALS: Day 1-2 Suggested Lesson Text: Young Thomas Edison by Michael Dooling-Journeys Unit 2 Lesson 10 (SB p. 326)
*Assessment/Independent practice-Journeys T383 Main Ideas and Details (Grab-and Go Practice Book Vol. 1 p. 129)
Leveled readers Biographies (The Wright Brothers, George Washington Carver, The TV Kid)
Day 3-4 Suggested Lesson Text: Animal Helpers from Toolkit Texts 2-3
Day 5 Suggested Lesson Text: A collection of procedural texts. Choose one for the lesson.
*Assessment: Texas Journeys Practice Book Vol. 2 pg. 64 (T399 Unit 4 Lesson 20)
**Determine Importance Strategy Wrap-Up Comprehension Toolkit Book 5 pg. 66, Assessment suggestions- Comprehension Toolkit Book 5 pg. 67 & 68
Interactive Read-Aloud – 3rd Grade – Unit 8, Week 26
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 94
Target(s) for the Week: Synthesize big ideas and issues from a collection of facts; Stop and think to synthesize the information as I go; Distinguish between the gist and my
personal response to the information; Revise misconceptions when confronted with new evidence and information.
D
A
Y
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
Connect & Engage: Introduce Sts to the article Sts preview the article. Sts
T&T about any BK or questions they have. Explain the purpose of the lesson.
You have a lot of practice writing your thinking on post-it notes. Today,
instead of putting them on your own article, we are going to put them up on
the article on the board so that we can all share our thinking. I noticed when I
read the article that there is a lot of information that’s new to me. I will need
to think very carefully about that information to make sure I understand it. I’ll
also be thinking about the bigger ideas or questions that the article raises and
that expand my thinking. I’ll show you.
Model: Model how to activate background knowledge to get to a bigger idea.
When I read the title, I learned some important information… I’ve got some
background knowledge about…. Discuss your BK. Write thinking on post-it
and post it to the article/board. What I did just now was to use my BK to get to
a bigger idea. That’s what we mean by expanding our thinking-moving from
facts to ideas. If Sts have questions, write them on a post-it. As I read, follow
along and notice how I’m thinking out loud about what I’m learning. Read the
first section of the article. Thinking about the information allowed me to draw
conclusions and identify important issues in the article.
Lesson recap: Today we started reading a new article about… We are
learning to look very carefully at new information. We also are thinking about
the bigger ideas/main ideas and our questions.
T&T: Talk to your partner
about your thinking. What
do already know about___?
What questions do you
have-what are you
wondering?
Share main
idea/important
information from
independent reading
T observations and
anecdotal notes during
T&T, share time, and
independent practice.
2
Connect & Engage: Yesterday… Ask Sts to T&T and discuss the article so
far.
Guide: Sts share out their thinking. Demonstrate how to get to bigger ideas
and questions by sharing thinking. (You did something really important___
your thinking illustrates how you’re trying to understand the experiences and
feelings of something beyond your own experience. You are raising some
interesting issues.)
Collaborate: Explain to Sts they are going to read the rest of the article with
their partner. Think about how you can expand your thinking by discussing it
with partner. When you’ve done some great thinking and talked about the
article with your partner, write down your thoughts on the post-its and then
come up and share them on the board. Send the group off to read and respond
with a partner. Pull Sts back together. Together, summarize the last part of the
article. (This is a really important idea we’ve gleaned from the text. We can
synthesize the important information and draw some conclusions. Ask
everyone to stop and think for a minute about one important idea they have
learned from the article then T&T about it. Ask them to jot their ideas on their
post-its then come up and share them on the board. Then we’ll have a
summary of the big ideas and issues you’ve come up with.
Lesson recap: When we read ____, we thought carefully about new
information. We need to think very carefully about that information to make
sure we understand it. We also thought about the bigger ideas or a question
that the article raises and that expands our thinking.
T&T: Talk to your partner and
jot down your questions and
inferences on a post-it note, and
be ready to share to share your
thinking.
T&T: Talk with your partner
about one important idea you
learned from the article.
Sts share their thinking
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?
Interactive Read-Aloud – 3rd Grade – Unit 8, Week 26
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 95
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
3
2-Column Chart
Synthesizing and
Reading for the Gist
Gist/Thinking
Connect & Engage: Introduce new article. Sts preview and T&T
about their BK.
Explain what it means to synthesize information and read for the gist.
Before we read this article, I want to share something with you. You
know how hard it can be to remember all of the information we read.
When good readers read nonfiction, they read for “the gist”-the most
essential information, the bigger ideas. To do this, they have to
synthesize the information. When we synthesize, we pare down the
information, delete some of the less important details, and come up
with the bigger picture. Give analogy of The Three Bears. The gist,
or synthesis, recounts important information and gives big ideas,
sometimes even the lesson or the moral of the story. So a synthesis of
The Three Bears might go like this: A girl wandered into an empty
house and caused a lot of mischief. When the owners, a family of
bears, found her, she learned the hard way not to go into a stranger’s
house when no one is home. Explain how readers add their thinking to
the information to synthesize it. When we read for the gist, we need to
add our thinking to the information.
Model: Synthesizing is a strategy that helps us change our thinking
when we read. Remember when I said that Goldilocks learned the
hard way? That was my thinking after I finished reading it. When we
synthesize, we combine our thinking with the information to come up
with a big idea. Introduce 2 column chart-Gist/Thinking. In the first
column I am going to write down the big ideas of the section, and then
in the second column, I am going to write down my thinking.
This article is divided into sections with subheads. We see them over
and over again in nonfiction, don’t we? Standard subheads, question
subheads, and inferential subheads. Demonstrate how to sift through
the information deleting the ancillary details to arrive at the gist. I’m
going to start reading this section. (Make a quick list of the most
important information and leaving out the unimportant details.) Use
this list to write the “gist” of the section and your thinking on the
anchor chart.
Lesson recap: When we synthesize, we combine our thinking with the
information to come with a big idea. When we synthesize information
we don’t have to include all of the details. We need to pare it down to
the most important one. When we write for the gist, I try to collapse
all of the writing in the text into a shorter form but still include the
bigger, most important ideas.
T&T: What do you know
about this topic?
Sts share their thoughts
about the bigger ideas
or questions they had
during their
independent reading.
T observations and
anecdotal notes during
T&T, share time, and
independent practice.
Interactive Read-Aloud – 3rd Grade – Unit 8, Week 26
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 96
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
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
important information?
Sts share from their
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?
Interactive Read-Aloud – 3rd Grade – Unit 8, Week 26
Humble ISD 2011-2012 3rd Grade Unit 8, Weeks 22-26
Revised 11/11 97
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
5
3 Column Chart
Facts/
Opinions/
Changes in
Thinking
Connect & Engage: Continue with the same article. I noticed yesterday
that many of you had strong opinions about how the kids had to work so
hard. It’s really a good thing to speak up about what you think-to voice
your opinion. It shows that you care about issues or events that affect
people in other countries. What I found interesting about your responses
is that you had many different opinions about the issue. We should feel
free to express our opinions and thoughts about what we read. Your
questions and responses were really honest. I found myself agreeing with
a lot of you. But as I read more of the article and really thought about the
information, I began to change some of my thinking. I still think … but I
began to think a little differently about it. Sometimes we change our
opinion when we learn more information. Gathering more evidence about
the topic or issue changes our thinking. Basing our opinion on facts and
information is what it means to have an informed opinion. And being
willing to change our minds in the face of new information means we have
an open mind. That’s really important.
Model: Explain that you are going to put up a chart (give Sts a copy) to
help organize their thinking. (Three column chart: Facts/
Opinions/Changes in Thinking) As we reread the article, I’m going to
show you how I record facts as well as my opinion. Follow along and
write your own thoughts on your chart, too. Demonstrate how thinking
and opinions can change as you reread and learn more information.
(Include misconceptions that clear up when you have more information.)
Sts can T&T about their own thinking.
Guide: Think through more of the text together. Discuss some of the Sts’
findings and opinions. Note how thinking changes when we learn new
information. Make sure they refer back to the information or evidence
from the text that prompted the change.
Independent: St can continue rereading the article during independent
reading and responding on their thinksheet/form. Bring Sts back together
at the end of reading workshop to share. Make sure they refer back to the
information or evidence from the text that prompted the change.
Lesson recap: You are all doing something so important. You are using
evidence to support your thinking. I also noticed that when you were
discussing this information, you built on and added to each others’ ideas.
That’s having a really good discussion-when we learn from each other
and incorporate everyone’s thinking into our own. Now that’s an
informed opinion.
T&T: Talk to your partner
about some information you
learned from what we just
read.
Sts share new information
learned and/or how their
thinking or opinions may
have changed.
Did your Sts:
• understand the
difference between facts
and opinions?
• revise thinking and
opinions in the face of
new evidence and
information?
MATERIALS: Day 1-2 Suggested Lesson Text: Choose a NF article that can be completed in 2 days. Sources include: National Geographic Explorer, Time for Kids, Time for
Kids, Comprehension Toolkit Source Book of Short Text – Toolkit Texts 2-3-Lesson adapted from Comprehension Toolkit Book 6 Lesson 23 pg 14
Day 3-4 Suggested Lesson Text: Choose a NF article that can be completed in 2 days. Sources include: National Geographic Explorer, Time for Kids, Time for Kids,
Comprehension Toolkit Source Book of Short Text -Lesson adapted from Lesson 25 pg. 36
Day 5 Suggested Lesson Text: (Use the same text from Days 3 & 4) Thinksheet pg. 64- Comprehension Toolkit Book 6
3rd
Grade – Unit 9; Weeks 27-31
Humble ISD 2011-2012 3rd Grade Unit 9, Weeks 27-31
Revised 1/12 98
Testing As A Genre
Demystify the test to students – explain why tests are used, how tests are constructed, how the results will be used and who creates them. Discuss
the specific requirements of the testing situation; no talking, timed exercises, different sections of the test and how we are going to prepare for the
tests.
• Allow students to share their concerns about the test. Have students brainstorm what they remember about the tests and clarify any
misconceptions. Make a chart about what they remember.
• Ask students what strategies they use, keeping in mind the challenges with self-reporting data, students saying they use strategies that they
don’t.
• Readers read differently when taking tests:
• Have students immerse themselves in actual reading passage examples and discuss what they are finding in there.
• What elements, structures and literary devices are used to create these passages?
• Investigate the language used in the passage and the questions
• Make charts of terms used in the questions, question vocabulary
• Discuss words used in directions; define, compare, contrast, explain, describe, evaluate, list, identify, summarize, interpret, review, prove,
analyze, always, never, main, central, usually, conclude, resolves, conflict, etc.
• Discuss the importance of carefully reading the questions, underlining the important parts.
• Have students develop a "scavenger-hunt" mentality when reviewing the questions and the passages, looking for particular things.
(Adapted from Unit of Study: The Inauthentic Passage Genre by Frank Serafini)
Additional Resources Needed (Access Via ELAR Department Website/Teacher Resources/Grade Level/RWS Additional Resources: • Graphic Organizer (GO) Resource Document – Grade 3: As you review/prepare your lessons for Interactive Read Aloud, incorporate
suggested GO lessons, as appropriate. If your students need additional instruction on GO, separate from Interactive Read Aloud lesson, refer
to the materials section on the GO Resource Document for assessment passages that include different type of GO.
• Vocabulary – Small Group Lesson Activities – Grades 3-5
3rd
Grade – Unit 9; Weeks 27-31
Humble ISD 2011-2012 3rd Grade Unit 9, Weeks 27-31
Revised 1/12 99
LEARNING OUTCOMES (I CAN…)
Comprehension Strategy: Summary (Author’s Purpose, Organization, Theme, Vocabulary, Graphic Organizers)
Week 27
3/19-3/23
Week 28
3/26-3/0
Week 29
4/2-4/5
Get
tin
g t
he
Mea
nin
g
• Determine the elements/critical attributes of
a good summary (Fig. 19E)
• Differentiate between good and bad
summaries (Someone else’s work) (Fig.
19E)
• Use information from the text and my own
knowledge to determine important
information and write text summaries (Fig.
19E)
• Summarize the main ideas and supporting
details in a text in ways that maintain
meaning and logical order (Fig. 19E)
• Explain how summarizing information helps
me as a reader (Fig. 19E)
• Identify explicit cause and effect
relationships among ideas in text (13C/4K)
• Become familiar with author’s purpose and
how it is assessed (12A/4J,K)
• Use context to determine the relevant
meaning of unfamiliar words or distinguish
among multiple meaning words and
homographs (4B/1F, 4F)
• Paraphrase the themes and supporting
details of fables, legends, myths, or stories
(5A/4I,K)
Rea
din
g H
ab
its
• Read independently for a sustained period
of time and paraphrase what the reading was
about, maintaining meaning and logical
order (e.g., generate a reading log or
journal; participate in book talks
(11A/4E,H,I)
• Write responses to literary or expository
texts that demonstrates an understanding of
the text (20C/4K, 5B,F,G)
• Read independently for a sustained period
of time and paraphrase what the reading
was about, maintaining meaning and logical
order (e.g., generate a reading log or
journal; participate in book talks
(11A/4E,H,I)
• Write responses to literary or expository
texts that demonstrates an understanding of
the text (20C/4K, 5B,F,G))
• Read independently for a sustained period
of time and paraphrase what the reading
was about, maintaining meaning and logical
order (e.g., generate a reading log or
journal; participate in book talks
(11A/4E,H,I)
• Write responses to literary or expository
texts that demonstrates an understanding of
the text (20C/4K, 5B,F,G)
(TEKS/ELPS)
Weeks 30-31 Reteach/Review based on individual student data
Interactive Read-Aloud – 3rd
Grade – Unit 9, Week 27
Humble ISD 2011-2012 3rd Grade Unit 9, Weeks 27-31
Revised 1/12 100
Target(s) for the Week: Determine the elements/critical attributes of a good summary; differentiate between good and bad summaries; use information from the text and my
own knowledge to determine important information and write text summaries; summarize the main ideas and supporting details in a text in ways
that maintain meaning and logical order; Explain how summarizing and helps me as a reader
D
A
Y
Anchor
Chart(s)
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
Def of
Summary
Add Guidelines
for Summaries
During this week, Sts will need to read or re-read passages before the lessons.
Consider this when planning lessons. Most of the articles recommended are from
the DBA. These articles need to be incorporated into independent reading before the
explicit lessons. Sts re-read the passage before the lesson during independent
reading. Introduce the article and expectation before Sts read. Ask Sts to identify
the genre and characteristics. You will need the resource *Guidelines for Summaries
(not all summaries will have a concluding sentence).
Connect & Engage: Define a summary/how it helps us as a reader (anchor chart).
To summarize is to put into your own words a shortened version of written or spoken
material, stating the main points and leaving out everything that is not essential.
Summarizing is more than retelling; it involves analyzing information,
distinguishing important from unimportant elements and translating large chunks of
information into a few short cohesive sentences. Fiction and nonfiction texts, media,
conversations, meetings, and events can all be summarized.
Model: Skateboard Tricks: T displays (projects from the DBA assessment) an
example of a good summary (correct answer) from article. T talks thru it w/students
(main idea, supported by important info (gist) and a concluding sentence. Show text
evidence (where the statements came from). Introduce Guidelines for Summaries.
Add to anchor chart. Compare the Guidelines with the correct answer summary.
Display other answer choices and discuss why they aren’t a good summary.
Lesson recap: To summarize is to put into your own words a shortened version of
written or spoken material, stating the main points and leaving out everything that is
not essential. A good summary…
Students re-read selection Skateboard Tricks before the
lesson
Sts can share the “gist” of
their independent reading.
Observation of St
responses
2
Def of
Summary
Guidelines for
Summaries
Sts re-read the selection Vaqueros (DBA) before the lesson during independent
reading. Introduce the article and expectation before Sts read. Ask Sts to identify the
genre and characteristics.
Connect and Engage: Yesterday we learned…Go over Summary Guidelines
Model/Guided Practice: Vaqueros Create with students Main Idea statement from
the article. Project the answer choices from the assessment. T talks thru the
summary question/answers with Sts; the main idea, supported by important info
(gist) and possibly a concluding sentence, deciding on the best summary and why.
Show text evidence (where the statements came from).
Lesson recap: Summarizing is more than retelling; it involves analyzing
information, distinguishing important from unimportant elements and translating
large chunks of information into a few short cohesive sentences. While sentences in
a summary are in the same sequence as the details from the text, it is not retelling
the beginning, middle and end. The summary is going to include the main
idea/message and supporting critical details.
Sts re-read the selection
Vaqueros (DBA) during
independent reading before
the lesson.
T&T: What is the main of
this article?
Sts can share the “gist” of
their independent reading
Observation of St
responses
Interactive Read-Aloud – 3rd
Grade – Unit 9, Week 27
Humble ISD 2011-2012 3rd Grade Unit 9, Weeks 27-31
Revised 1/12 101
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
3
Def of
Summary
Guidelines for
Summaries
Students should read *The Pony Express before the lesson during independent
reading. Introduce the article and expectation before Sts read. Ask Sts to identify the
genre and characteristics.
Connect & Engage: Review the Guidelines for Summaries (anchor chart).
Collaborate: Sts collaborate with partner to choose the best summary and
defending/explaining choice (main idea, important supporting detail etc.). Project the
answer choices (from the assessment) and with Sts discuss each choice and why it
was/wasn’t the best choice.
Lesson recap: A summary retells the main idea and the most important details in a
reading passage. A summary includes both the main idea and important details.
Sts re-read the drama before
the lesson then collaborate
with partner to choose the
best summary. Share with
whole group- be ready to
defend answers.
T&T: Did you include the
main idea and the most
important information?
Sts share their thinking
from their collaborative
work with partners.
Sts summary of the
article
4
Def of
Summary
Guidelines for
Summaries
The text for the **Cloze procedure for summaries (Resource).
Connect & Engage: Sts complete the Cloze procedure for Guidelines for
Summaries, filling in the blanks then checking the Guidelines for Summaries.
Collaborate: Sts reread the poem The Well-Worn Path and collaborate to produce
a summary fitting the guidelines. They must be able to state the main idea (why) and
critical supporting details. Together as a class, write the summary for the poem.
Lesson recap: Reiterate that they can summarize a section of a piece they have read
(scene, paragraph), a poem, drama, etc. A summary includes both the main idea and
important details.
Students fill in missing words
for Guidelines for Summary.
T&T: What is the best
summary of The Well-Worn
Path?
Sts can share a summary
of their independent
reading
Sts summary responses
5
Day 5 Chart
What we
Learned about
Summarizing
and
Synthesizing
(from previous
week)
Connect & Engage: Introduce new text; George Changes His Tune (a short
selection with one summary question that Sts have to complete). Ask Sts to identify
the genre and characteristics.
Independent: Sts read through the piece then choose correct answer. As a class, go
over each answer looking for the critical attributes of a good summary.
Lesson recap: Ask Sts to T&T: Is there anything we need to add to our
Summarizing and Synthesizing anchor chart from last week? Review how
synthesizing and summarizing helps us a reader.
George Changes His Tune
T&T: Is there anything else
we can add to our
Summarizing and
Synthesizing anchor chart
from last week?
Did your Sts:
• slow down and think
about the text,
separating the
ancillary details from
the bigger ideas to
get the gist?
• summarize the big
picture in a few
words?
• include the main idea
and important details
***Summarizing Rubric
MATERIALS:
Day 1 Suggested Lesson Text: article - Skateboard Tricks *Guidelines for Summaries (Resource)
Day 2 Suggested Lesson Text: article -) Vaqueros (DBA)
Day 3 Suggested Lesson Text: Journeys Texas Assessment Preparation (purple book-available online through Think Central), The Pony Express Pg. 5-6 (short text with 1
summary question-available online through Think Central).
Day 4 Suggested Lesson Text: **Cloze for Guidelines for Summaries (Resource)-Poem The Well-Worn Path (DBA)
Day 5 Suggested Lesson Text: Journeys Texas Assessment Preparation Book (purple book-available online through Think Central) George Changes His Tune Pg. 6-7
***Summarizing Rubric (Resource)
Texas Journeys and Texas Write Source-Texas Assessment Preparation: (St consumables)-The following assessment articles have questions on summarizing:
Big Brother and the Bats pg. 9-12 (this article was used for the CBA-summary question was not included), Jim Thorpe pg. 14-17, Worm Bin pg.19-22, Snowflake Bentley pg. 47-
51, Listen, Rabbit! Pg. 62-65, John Chapman, The Real Johnny Appleseed, pg. 66-72
Interactive Read-Aloud – 3rd
Grade – Unit 9, Week 27
Humble ISD 2011-2012 3rd Grade Unit 9, Weeks 27-31
Revised 1/12 102
Guidelines for Writing a Summary (Use your own words!)
1. The beginning sentence is a main idea statement of the story, article,
selection, or passage.
2. Not every detail is included in the summary.
3. If the detail is included in the summary, the detail must be important
and support the main idea.
4. Sentences in the summary are in the same sequence as the details from
the text.
5. The ending sentence of the summary may be a:
• Conclusion or a restating of the main idea.
OR
• Statement about the result or ending of the text.
Interactive Read-Aloud – 3rd
Grade – Unit 9, Week 27
Humble ISD 2011-2012 3rd Grade Unit 9, Weeks 27-31
Revised 1/12 103
Guidelines for Writing a Summary (Use your own words!)
1. The sentence is a statement
of the story, article, selection, or passage.
2. Not every is included in the summary.
3. If the is included in the summary, the detail
must be and the main idea.
4. Sentences in the summary are in the same as the details
from the text.
5. The sentence of the summary may be a:
• or a restating of the main idea.
OR
• Statement about the result or of the text
Interactive Read-Aloud – 3rd
Grade – Unit 9, Week 27
Humble ISD 2011-2012 3rd Grade Unit 9, Weeks 27-31
Revised 1/12 104
Summarization Rubric
Summary
Elements
Developing
1
Notable
2
Exemplary
3 The beginning
sentence of the
summary is the
main/big idea of
the story.
Summary does not
include a main idea.
Main idea is
included, but is
poorly written or
not written in your
own words.
Main idea is not
only well written,
but written in your
own words.
The summary
provides details
that are important
and support the
main/big idea.
Details are not
included in the
summary.
Details are
included in the
summary but do
not support the
main idea.
Details provided
are important and
support the main
idea.
Summary is brief
and is in the same
sequence as the
story.
Summary is too
long and contains
unimportant details
and not in sequence
of the story.
Summary is in
sequence of the
story. The
summary is brief
OR contains
important
information, but
not both.
Summary is brief,
contains important
information and is
in sequence of the
story.
The ending
sentence of the
summary is a
conclusion,
restating the main
idea or a
statement about
the result or
ending of the text.
The ending
sentence is just
another detail of
the story.
An ending sentence
is provided in the
summary but it is
not a conclusion,
restating the main
idea or a
statement about
the result or
ending of the text.
The ending
sentence is not
only well written,
but written in your
own words and
concludes the
summary.
Complete
sentences are used
and summary is
free of
grammatical
errors.
Summary is not
written in complete
sentences and
contains
grammatical errors
Complete
sentences are used
or summary is free
of grammatical
errors, but not
both.
Complete
sentences are used
and summary is
free of
grammatical errors
Total Points Possible: 15 points Score: Points
Interactive Read-Aloud – 3rd Grade – Unit 9, Week 28
Humble ISD 2011-2012 3rd Grade Unit 9, Weeks 27-31
Revised 1/12 105
Target(s) for the Week: Becoming familiar with author’s purpose and how it is assessed; identify explicit cause and effect relationships among ideas in text
D
A
Y
Anchor
Chart(s)
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,
2,
&
3
Author’s
Purpose
Examples of
question
types
Key
Words/Ask
a Key
Question
(Example)
To
persuade:
Is this
passage
meant to
persuade or
convince
readers to
do
something?
(*See Resource Author’s Purpose)
Connect and Engage: Authors write for different purposes, or reasons. Some reasons
that authors write are to entertain, to explain, to inform, or to persuade. It is up to the
reader to figure out the author’s purpose.
Model/Guided:
1) Purpose words: Read through and help Sts become familiar with the examples of
questions that indicate this is a question about author’s purpose. (See Resource Author’s
Purpose-Recognize the item type.)
2) Text Type: Explain that after they have determined that the test question is asking the
author’s purpose, Sts then think about the text type (news article, fiction story etc.). For
example, fact-based newspaper articles (text type) should be associated with the purpose
to inform; advertisements and editorials (text type) should be associated with the purpose
to persuade; instructional manuals should be associated with the purpose to explain or
list steps, realistic fiction associated with the purpose to entertain, to tell a story about,
etc. (Help Sts understand that to entertain does not mean the selection has to make them
laugh or feel good. As a purpose it essentially means to provide an easy read and to tell a
story.) Begin by having anchor examples: Fact based news articles-inform,
advertisements & editorials-persuade, instructional-explain or list, etc. (Try to use
familiar text from past reading/writing lessons)
3) (See Resource Author’s Purpose Ask Key Questions): Next, explain to Sts how they
can think through the answer choices on the assessment by posing a question about the
key words in each option. (In order for students to be able to pose helpful questions, they
need to have a good understanding of purpose words and text types.) Think aloud how
posing a question about the key words will help think through choices. Display and
discuss the Author’s Purpose key questions on an anchor chart. With Sts, read through
different examples, then use the key questions and work together to figure out the
author’s purpose. (See Resource Author’s Purpose-Key words/Ask a key question.)
Guided/Collaborative: The Grand River & Happy Birthday, Eva on day 2. Sts read The
Grand River then collaborate with partner to answer 2 questions about author’s purpose.
Repeat with Happy Birthday Eva on day 3. Sts could read the selection during
Independent Reading before the lesson. These articles could also be summarized. Sts
share out. Work together to prove answers.
Lesson Recap: Reiterate the relationship between text type and author’s purpose.
Review the key words/key questions.
Student copy of
Author’s Purpose
Resource
T&T: Decide
author’s purpose
Sts read The Grand
River then
collaborate with
partner to answer 2
questions about
author’s purpose.
Repeat with Happy
Birthday, Eva. These
articles could also be
summarized.
T&T: Sts collaborate
to identify the key
words/ask the key
questions to decide
author’s purpose.
Sts can summarize
their reading from
Independent reading
Observation of St
responses
Interactive Read-Aloud – 3rd Grade – Unit 9, Week 28
Humble ISD 2011-2012 3rd Grade Unit 9, Weeks 27-31
Revised 1/12 106
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
4
&
5
Connect and Engage: Cause-effect. There is usually at least one recognizable clue in the stem
of an item testing cause-effect. The words cause, effect, why, because,
result, or outcome in the stem tell Sts to think about relationship between
two events. The distractors for a cause-effect item can be true events
from the passage or they can be misrepresented events; either way, the
distractors will be wrong because they do not have a direct connection to
the event specified in the item stem. In the typical structure of a text,
usually a cause precedes an effect; the author presents a cause and effect
in close proximity so that readers will recognize that relationship exists.
Therefore, Sts who track down the events in the item stem and option and
find that two exist reasonably close together are provided with a hint that
a cause-effect relationship might exist between them.
Model: to understand cause and effect, ask yourself what happened
(cause). Look for words and phrases that signal a cause-and-effect
pattern. These words include: as a result-because-since-so…
Ask a key question:
Key Questions
Cause-effect Does [this] lead to [that]? Or Did [that]
cause [this]?
Model thinking through the cause & effect question from A Gift of Trees
(DBA). In a cause-effect relationship item, the cause can be provided and
Sts must recognize the effect, or the effect can be provided and St must
recognize the cause. When the stem does not use the words cause or
effect, it might be difficult initially for St to understand which part of a
cause-effect relationship they are searching for. St can use the key word
because to know that they are looking for cause and that the stem
provides the effect. Ask a key question: when a cause-effect item
provides the effect in the stem and asks for the cause, as is the case with
this item, St can become confused because the information feels
“backward.” Posing the relationship as a question can help test the sense
of each option: Question 19: Mayor Ozaki sends Mrs. Taft a second gift
of cherry trees because:
A the first gift was full of harmful insects?
B the first gift died soon after it was planted?
C Americans loved the first gift so much that they wanted more?
D Gardeners cut down the first gift to build the Lincoln Memorial?
Students collaborate to
summarize and explain
author’s purpose
A Gift of Trees (DBA)
Sts share summary,
author’s purpose or
organization from their
independent reading.
Students’ written
responses.
Interactive Read-Aloud – 3rd Grade – Unit 9, Week 28
Humble ISD 2011-2012 3rd Grade Unit 9, Weeks 27-31
Revised 1/12 107
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
4 &
5 c
on
tin
ued
Sts read the short text **Building the Future Work together to use the
key question strategy.
Question 1: Charles thinks he has the best job in the world because-
Question 2: Cause Effect: Each day, Charles’s back hurt
• Did Charles’ back hurt because he did not like his job?
• Did Charles’ back hurt because he met other workers?
• Did Charles’ back hurt because driving spikes was hard work?
• Did Charles’ back hurt because Charles wiped his brow?
Guided: Read the short passage **Take a Closer Look! Explain that
sometimes the structure of events in the passage can be a clue about the
cause-effect relationship. By locating the events in the passage Sts can
find the direct connection to the event specified in the item stem
(questions 3, 4, & 5). Guide Sts to locate the event in the question in the
passage then find the cause that is directly related and closest to the event
(right before or right after).
Sts can also summarize the selections and determine the author’s
purpose.
Lesson Recap: Looking for cause and effect can help you understand
what happens in a selection and why the events happen.
MATERIALS: * Author’s Purpose Resource
Day 1-3 Suggested Lesson Text: Texas Assessment Preparation Book (purple) (These are short passages with 2 questions on author’s purpose.) The Grand River pg. 97, Happy
Birthday, Eva pg. 98-99 (available online through Think Central)
Texas Journeys-Texas Write Source Texas Assessment Preparation St consumables- (These are test selections that contain author’s purpose questions) Wild Elephants Forever pg.
35-38, Snowflake Bentley pg. 47-51
Day 4-5 Suggested Lesson Text: A Gift of Trees (DBA) **Building the Future pg. 77 **Take a Closer Look! Pg. 78-79 Texas Assessment Preparation (purple) (available online
through Think Central)
Interactive Read-Aloud – 3rd Grade – Unit 9, Week 28
Humble ISD 2011-2012 3rd Grade Unit 9, Weeks 27-31
Revised 1/12 108
Author’s Purpose-3rd Grade Strategies
Recognize the Item Type The word purpose indicates that this item tests an author’s purpose for writing. (What is the purpose of this passage?)
Alternate Versions of Purpose Items • Why did the author most likely write the passage?
• The author probably wrote the passage to tell readers…
• In paragraph X, the author _______in order to_______.
• Why does the author include paragraphs X & Y?
• What is the purpose of the passage?
• Why does the author compare________ to ________?
• The purpose of both selections is to…
• Which of the following would best support the author’s purpose?
• The author wrote this passage to-
Answer choices are provided for one item to indicate what the options for purpose items generally look like.
The reader can tell that this selection-
• Could be found in a magazine
• Is about Max
• Tells a made-up story
• Could be found in a book of poems
What is the most likely reason the author wrote this story?
F To tell readers a story about...
G To share with readers a story about...
H To inform readers about...
J To persuade readers to...
Key Words/Ask a Key Question Think through the answer choices by posing a question about the key word in each answer option:
A. To persuade
Is this passage meant to persuade or convince readers to do something?
B. To inform
Is this passage meant to tell readers how to do something or share facts about something
important? To teach or explain?
C. To entertain
Is this passage meant to tell readers a story?
D. To explain
Is this passage meant to explain something important to readers? To show them?
By answering these questions, some purposes will be particularly easy to eliminate. Persuade Entertain Inform Explain
To get you to act or to
agree with an idea
To tell a story To tell facts To tell why something
happens or how to do
something
Example: an
advertisement for a
computer game
Example: a funny story
about a child who
becomes a champion at
a computer game
Example: a newspaper
article about a person
who invented a
computer game
Example: directions
that come with a
computer game
Interactive Read-Aloud – 3rd Grade – Unit 9, Week 28
Humble ISD 2011-2012 3rd Grade Unit 9, Weeks 27-31
Revised 1/12 109
Multiple-Meaning Words
Recognize different versions of how this item might be tested.
Example version of a multiple-meaning item:
Read the dictionary entry below. burst [burst] v. 1. to explode or break apart 2. to be very full 3. to do something suddenly 4. to be very
happy about something
Which definition best matches how the word burst is used in paragraph 8? (Seconds later, Monica burst
into her older brother’s room.)
A Definition 1
B Definition 2
C Definition 3(Correct answer)
D Definition 4
An alternate Version of a Multiple-Meaning Item: Read this sentence from paragraph 8.
Seconds later, Monica burst into her older brother’s room In which sentence does the word burst have the same meaning that it does in the sentence above?
A The pressure of the water caused the balloon to burst.
B The suitcase burst with clothing and was too large to fit under the bed.
C The football players burst through the large paper sign that said, “Go Team.”
D Her mother burst with pride when she saw her daughter on the theater’s stage.
• Don’t be fooled into choosing the most familiar definition. Most multiple-meaning test items present a
familiar word to Sts to see if they can recognize a meaning for that word that might be less familiar or
unfamiliar to them. That is, the purpose of presenting a multiple-meaning item is not to assess if Sts
already know the most common use of that word but to determine if Sts can understand that commonly
used word has different meanings in different context. They have to look for the meaning that
matches how the word is used in the passage, not the definition that leaps out at them because it is
familiar
• Reread the target paragraph and use context clues to find a synonym for the test word. Reading and
thinking through four dictionary meanings can be overwhelming, Sts should be encouraged to return to
the passage to reread the paragraph in which the tested word appears before they become
encumbered by the four definitions.
• Another good idea is for Sts to challenge themselves to think of a substitute for burst in the tested sentence. Doing so will help them begin thinking about which of the four definitions fits the context.
For instance, in this item, Sts might choose entered as a synonym and substitute it: “…Monica entered
her older brother’s room.” Then Sts can read each of the dictionary meanings to find the one that most
closely means entered.
• Construct try-out sentences with a key word from each dictionary entry. Sts can select a key word or
phrase that represents each dictionary entry. Example: A explode; B full; C suddenly; D happy. (See dictionary entry at top of page.) The try-out sentences with those key words look like this:
A) Seconds later, Monica exploded into her older brother’s room.
B) B) Seconds later, Monica went full into her older brother’s room.
C) Second later, Monica went suddenly into her older brother’s room. (correct answer)
D) Seconds later, Monica went happily into her older brother’s room.
Sts can easily eliminate options A & B. Because the sentences in options C & D make sense, Sts must depend
on their knowledge of the context.
Interactive Read-Aloud – 3rd Grade – Unit 9, Week 29
Humble ISD 2011-2012 3rd Grade Unit 9, Weeks 27-31
Revised 1/12 110
Target(s) for the Week: Paraphrase the themes and supporting details of fables, legends, myths, or stories; use context clues to determine the relevant meaning of unfamiliar
words or distinguish among multiple meaning words and homographs
D
A
Y
Anchor
Chart(s)
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
Common
Themes and
Examples
Create a display board in which a variety of themes are listed. See resource: Themes.
These themes could be: individualism, overcoming challenges, importance of family,
working together, being strong in times of difficulty, etc. (See Resource –Themes-
Common Themes and Examples). Any text selections need to be read/reread before the
lessons. May use the same selections used in the previous lessons that Sts have already
read.
Connect & Engage: Review that fictional stories have messages or lessons. (Refer back
to lessons/charts on inferring themes.) The theme is not a summary of the story or the
main idea but what the author wants the reader to take away, to turn over in their mind,
to apply to your own life experiences. The message or lesson of a story is called the
theme. The Tortoise and the Hare is a fable with a clear lesson, which in fables is often
stated as part of the story. The story ends with the lesson “slow and steady wins the
race.” The theme is the deeper meaning of the story. It usually centers on a big issue that
explores the nature of people or the meaning of life. It often suggests the way in which
people should live. Some examples of themes are the importance of family or the
dangers of dishonesty. An author does not state the theme directly. Readers have to look
carefully to find clues and use them to figure out the theme. This chart shows some of
the clues that will help you identify the theme of a story.
Model: Often Sts need more explicit instruction about what a theme of a story is and
how the author helps readers arrive at that theme. Introduce the display board/anchor
chart of Common Themes and Examples. Discuss the meaning of each theme, providing
many real-life examples as needed to ensure that students understand every theme.
Return to previously read texts and work through the themes together and list under the
theme (or add a new theme) on the anchor chart. (This should be ongoing and include
Sts’ independent reading when applicable.)
An author does not state the theme directly. Readers have to look carefully to find clues
that help them to figure out the theme. These are some of the clues that will help you
identify the theme of a story.
Create a chart:
Title:
Characters
Actions and Plot
Lessons: What do the characters learn?
THEME
Lesson Recap: Remember that the theme is not a summary of the story or the main
idea but what the author wants the reader to take away, to turn over in their mind, to
apply to your own life experiences. Themes often “sound” a certain way (show
examples from the anchor chart/theme display board)--sometimes like good advice from
one person to another.
T&T: Sts may talk with
partners to share their
understanding of some of the
themes.
The Well-Worn Path (DBA)
Sts can share a
summary, and or
author’s purpose and
how their text is
organized.
Observation of St responses
Interactive Read-Aloud – 3rd Grade – Unit 9, Week 29
Humble ISD 2011-2012 3rd Grade Unit 9, Weeks 27-31
Revised 1/12 111
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
2
Common
Themes and
Examples
Connect & Engage: Reiterate: An author does not state the theme directly.
Readers have to look carefully to find clues that help them to figure out the
theme. Choose and discuss themes and examples from the anchor chart that was
not covered yesterday or add on to it. Explain to Sts that on an assessment it
will be important for them to be familiar with the common themes. In theme
items on assessments, you must figure out which theme fits the story from
among several other themes. Sts have to guard against being lulled into
thinking that an answer choice is “close enough.” All options will likely tempt
Sts in some way (so as not to be far-fetched and easily dismissed), but only one
option will be closely connected to the passage and therefore correct.
Model/Guided: Focus on key words and ask key questions. By focusing on
key words in the options, students can begin to determine which theme is the
most applicable to the passage as a whole: What is the theme of Big Brother
and the Bats (CBA-Which sentence best states the theme?)
F A kind act from a loved one can mean a lot. (Ask key questions: Was there
a kind act-what and by whom?)
G Fear can make someone do strange things. (Ask key questions: What was
the fear and did someone do strange things? Is this the lesson the author
wanted the characters/readers to learn?)
H Parents always know what is best for their children. (Ask key questions:
Were the parents key characters in the story? Did they give advice that was
followed and learned from?)
J People should always try to overcome their fears. (Ask key questions: Is
there evidence that the character learned to overcome the fear? Was that the
lesson? Is there text evidence to support that?)
Because a theme of a narrative passage is usually related to the main character,
Sts can form key questions about how the main character relates to the key
words. By underlining key words and asking key questions. To build a case for
a theme is to collect events from the passage that specifically relate to it. This
strategy helps Sts bring a critical eye to each option; usually, St discover that
there is far less evidence to support an answer choice than they might think.
Lesson recap: By focusing on key words and key questions, you can build a
case to collect events from the passage that specifically relate to the theme.
This will help you decide between answer choices that are close. On an
assessment, questions may use the words theme, message, or lessons. Ask Sts
to explain what theme is.
Every time we read a book/text that we think fits into one of themes, we can add
it to the theme collection. Students can also submit books that they read during
Independent Reading Time that they feel fit into one of the thematic categories
or record a new category.
Sts use key questions to
figure out the correct answer
for the theme Big Brother
and the Bats (CBA)
Sts can share a summary,
and or author’s purpose
and how their text is
organized.
Observation of St
responses
Interactive Read-Aloud – 3rd Grade – Unit 9, Week 29
Humble ISD 2011-2012 3rd Grade Unit 9, Weeks 27-31
Revised 1/12 112
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
3
Common
Themes and
Examples
Connect & Engage: Yesterday… Today we are going to work together using the key
word/key question strategy on the article you read yesterday. Then you will have a
chance to try another very short article yourself.
Guided: Sts return to previously read selections (Skateboard Tricks) and decide on a
theme or Ts may create 3 or 4 options (themes for Sts to choose from). If Sts choose
from 3 or 4 options, guide them to look for and underline key words and ask key
questions. (Refer to day 2 examples.) Which answer has the most evidence?
Lesson recap: Reiterate that theme is the deeper meaning of the story. It usually
centers on a big issue that explores the nature of people or the meaning of life. It
often suggests the way in which people should live. Some examples of themes are…
On an assessment, questions may use the words theme, message, or lesson. Make
sure Sts can distinguish theme (which is inferred) and plot (the events of the story-
what actually happens).
Sts share their thinking
from their collaborative
work with partners.
Observation of St
responses
Test passages
4
&
5
Context
Clues
Connect & Engage: Review using Context Clues. Context clues might explain the
unknown word, give examples related to the unknown word, describe the unknown
word.
Modeled: With Sts, read and discuss each of the following sentences and model the
different ways context clues are used. Create an anchor chart with the following
headings and examples:
Clues that Explain: The words small sticks explain the meaning of the word
kindling.
Mom and I gathered kindling from the woods. Then we put the small sticks into
our fireplace.
Clues that Give Examples: The words plays piano and trumpet give examples to
identify the meaning of the word musician.
Mr. Robertson is a musician. He plays piano and trumpet at our school.
Clues that Describe: The words does not like waiting describe the word impatient.
My older brother is impatient. He does not like waiting.
For assessment practice, Sts may read * A Visit to the Police Station and answer 5
questions using context clues.
T&T: Discuss with
your partner the context
clues and meaning of
the phrase_____.
Observation of St
responses
Test passages
Interactive Read-Aloud – 3rd Grade – Unit 9, Week 29
Humble ISD 2011-2012 3rd Grade Unit 9, Weeks 27-31
Revised 1/12 113
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
4 &
5 c
on
tin
ued
Multiple-Meaning Words (See Resource page) When you are reading, you may
have come across words that had more than one meaning. You can use context
clues to figure out words with more than one meaning. You can look in words and
sentences nearby for these clues. The way the word is used in the sentence or
paragraph can tell you which meaning is correct. Modeled: Read the following
example. I walked into our new house and turned on the light. The place was
beautiful! I started to carry some small, light boxes inside by myself. Light is a
multiple-meaning word. (Homophones-pronounced the same but have different
meanings. You can tell from way it is used in the first sentence it is a noun-a thing.
It refers to something that brightens a room. In the last sentence, light is an
adjective. You can tell that it means not heavy.
Go over how these items may be assessed on a test. Recognize different versions of
how this item might be tested.
Read the dictionary entry below.
burst [burst] v. 1. to explode or break apart 2. to be very full 3. to do something
suddenly 4. to be very happy about something
Which definition best matches how the word burst is used?
(Seconds later, Monica burst into her older brother’s room.)
A Definition 1
B Definition 2
C Definition 3(Correct answer)
D Definition 4
An alternate Version of a Multiple-Meaning Item
Read this sentence.
Seconds later, Monica burst into her older brother’s room
In which sentence does the word burst have the same meaning that it does in the
sentence above?
A The pressure of the water caused the balloon to burst.
B The suitcase burst with clothing and was too large to fit under the bed.
C The football players burst through the large paper sign that said, “Go Team.”
D Her mother burst with pride when she saw her daughter on the theater’s stage.
Use the resource: Multiple-Meaning Words Resource Page for expanded
clarification on the bulleted items below:
• Don’t be fooled into choosing the most familiar definition.
• Reread the target paragraph and use context clues to find a synonym for the
test word.
• Another good idea is for Sts to challenge themselves to think of a substitute
for the word in the tested sentence
• Construct try-out sentences with a key word from each dictionary entry.
T&T: Discuss with your
partner which meaning is
correct/in context.
Interactive Read-Aloud – 3rd Grade – Unit 9, Week 29
Humble ISD 2011-2012 3rd Grade Unit 9, Weeks 27-31
Revised 1/12 114
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
4 &
5 c
on
tin
ued
Guided: Homographs are words with different pronunciation, meanings and
origins but the same spelling. Some candidates for other common words to work
with; bass, bow, do, read, row, sow, tear. With the Sts, create sentences for the
multiple meanings. I could close the door, because I was close to it. I will wind my
watch when the wind blows. For assessment practice, Sts can read **The Bunraku
Puppets and or Amazing Rain Forests and answer the questions pertaining to
multiple meaning words.
Lesson recap: Review using context clues and the strategies to use/try with
multiple-meaning words on the assessment.
Refer to Vocabulary Lessons/activities for extra work with synonyms/ antonyms
and character traits.
MATERIALS:
Day 1 Suggested Lesson Text: Common Themes and Examples: Themes Resource
Day 2 Suggested Lesson Text: Big Brother and the Bats (CBA)
Day 3 Suggested Lesson Text: Skateboard Tricks (DBA) or any text from previous CBA, DBAs, or familiar texts from reading lessons
Assessments with theme assessment questions from Texas Assessment Preparation Texas Journeys Texas Write Source (St consumables):
Planting Tulips (Drama) pg. 24-28, Mrs. McRitter’s Cricket pg. 41-46, Pecos bill and the Stampede pg. 57-61
Day 4/5 Suggested Lesson Text: Suggested Lesson Text: Journeys Texas Assessment Preparation (online through Think Central) *A Visit to the Police Station pg. 65-67 –
Context Clues
Journeys Texas Assessment Preparation (online through Think Central) **The Bunraku Puppets pg. 37 & Amazing Rain Forests pg. 38-39 are both short texts with questions
assessing multiple-meaning words.
Interactive Read-Aloud – 3rd Grade – Unit 9, Week 29
Humble ISD 2011-2012 3rd Grade Unit 9, Weeks 27-31
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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
3rd
Grade – Unit 10; Weeks 33-35
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LEARNING OUTCOMES (I CAN…)
Research and Media Literacy
Week 33
4/30-5/4
Week 34
5/7-11
Week 35
5/14-18
Get
tin
g t
he
Mea
nin
g
(In
tera
ctiv
e R
ead
Alo
ud
)
(Sh
ared
Rea
din
g)
• Generate research topics from personal interests
or by brainstorming with others, narrow to one
topic, and formulate open-ended questions about
the major research topic (25A/1E,3G
• Generate a research plan for gathering relevant
information (e.g. surveys, interviews,
encyclopedias) about the major research questions (25B/)
• Follow the research plan to collect information
from multiple sources of information, both oral
and written, including: Student-initiated surveys,
on-site inspections, and interviews; data from
experts, reference texts and online searches;
visual sources of information (e.g., maps, timelines,
graphs) where appropriate (26Ai,ii,iii/2E,3F,4D)
• Follow the research plan to collect information from
multiple sources of information, both oral and written,
including: Student-initiated surveys, on-site inspections,
and interviews; data from experts, reference texts and
online searches; visual sources of information (e.g., maps,
timelines, graphs) where appropriate
(26Ai,ii,iii/2E,3F,4D) • Use skimming and scanning techniques to identify data
by looking at text features (e.g., bold print, italics)
(26B/4D)
• Take simple notes and sort evidence into provided
categories or an organizer (26C/4G)
• Differentiate between paraphrasing and plagiarism and
identify the importance of citing valid and reliable
resources (26E)
• Identify the author, title, publisher, and publication year of sources (26D)
• Improve focus of research as a result of consulting
expert sources (e.g. reference librarians and local
experts on the topic) (27A/4F,4J)
• Understand how communication changes when moving
from one genre of media to another (16A/2F,3I)
• Explain how various design techniques used in media
influence the message (e.g., shape, color, sound)
(16B/4I)
• Compare various written conventions used for digital media (e.g., language in an informal e-mail vs. language in
a web-based news article) (16C/1C,3I,4K)
• Take simple notes and sort evidence into provided
categories or an organizer (26C/4G)
• Differentiate between paraphrasing and plagiarism
and identify the importance of citing valid and
reliable resources (26E)
• Draw conclusions through a brief written explanation
and create a works-cited page from notes, including author, title, publisher, and publication year for each
source used (28A/4J)
Rea
din
g H
abit
s
(In
dep
end
ent
Rea
din
g)
(Dis
cuss
ing
Bo
ok
s)
• Read at expected instructional level (DRA 38) with
fluency and comprehension (3A/4E,4H)
• Read independently for a sustained period of time
and paraphrase what the reading was about,
maintaining meaning (12A/4J,4K)
• Read at expected instructional level (DRA 38) with
fluency and comprehension (3A/4E,4H)
• Read independently for a sustained period of time and
paraphrase what the reading was about, maintaining
meaning (12A/4J,4K)
• Read at expected instructional level (DRA 38) with
fluency and comprehension (3A/4E,4H)
• Read independently for a sustained period of time
and paraphrase what the reading was about,
maintaining meaning (12A/4J,4K)
Wo
rd
Stu
dy
• Identify problem at word, sentence, or schema
levels; using a variety of strategies flexibly and
appropriately (1E)
• Spell high-frequency and compound words from a
commonly used list (24C/5C)
• Identify problem at word, sentence, or schema levels;
using a variety of strategies flexibly and appropriately
(1E)
• Spell high-frequency and compound words from a
commonly used list (24C/5C)
• Identify problem at word, sentence, or schema levels;
using a variety of strategies flexibly and
appropriately (1E)
• Spell high-frequency and compound words from a
commonly used list (24C/5C)
(TEKS/ELPS)
3rd
Grade – Unit 10; Weeks 33-35
Humble ISD 2011-2012 3rd Grade Unit 10, Weeks 33-35
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Third Grade – Research Unit of Study in Reading
Third grade students bring much curiosity and passion to the world of research. They have many questions as they grow in their knowledge of the world and how it works. These students do not all come with personal experience to the things they wonder about. They learn from watching television, reading books and magazines, surfing the Internet. A Unit of Study in Research is the perfect opportunity for students to merge their curiosity with the comprehension strategies they have been learning all year during the Reading Workshop. When students can take what they have learned in modeled, guided, and collaborative practice and apply it to their own topic of interest, the generalization of these strategies are solidified for them as a reader. Now there is an opportunity to pair that learning in reading with what students have learned about expository writing. As readers and writers, they will get the opportunity to dig deeper and explore a topic they are not an expert in so they can ask the authentic questions, research a variety of resources to find the answers and then write about it. You may wish to utilize both the reading and the writing workshop times as you engage students in their Unit of Study on Research. You may wish to use topics tied to curriculum such as Science or Social Studies. These are grade level teacher choices.
About the Unit: This Unit of Study on Research is about the process, not the product. When students are engaged in a meaningful inquiry study process with others to think and work together, learning is more seamless. The unit is designed for students to work together in small groups or teams. The teacher facilitates the inquiry process through explicit instruction/modeled lessons that move students through the stages of inquiry model – immersion, investigation, integration, and publication. The goal is teach the reader, not merely the reading; the communicator, not merely the communication; the researcher, not merely the research. When we focus on teaching strategies for reading, listening, viewing, communicating, collaborating, and researching, learners come away with lots of strategy knowledge for sure, but also a ton of content. Learning, understanding and remembering subject matter is a direct product of knowing how to think, work together, and wonder. (Harvey & Daniels; Comprehension & Collaboration)
3rd
Grade – Unit 10; Weeks 33-35
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Definition of Terms
Immersion: Introduce the Inquiry Process; Generate research topics from personal interest or by brainstorming with others, narrow to
one topic, and formulate open-ended questions about the major research topic; generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question
Investigation: Follow the research plan to collect information from multiple sources of information, both oral and written, including: student-initiated surveys, on-site inspections, and interviews; data from, experts, reference texts, and online searches; visual sources of information (maps, timelines, graphs) where appropriate; Use skimming and scanning techniques to identify data by looking at text features (e.g. bold print, captions, key words, italics); Take simple notes and sort evidence into provided categories or an organizer; Differentiate between paraphrasing and plagiarism; Identify author, title, publisher, and publication year of sources; Understand how communication changes when moving from one genre of media to another; Explain how various design techniques used in media influence the message (e.g. shape, color, sound); Compare various written conventions used for digital media (e.g. language in an informal email vs. language in a web-based news article)
Integration: Improve the focus of research as a result of consulting expert sources (e.g. reference librarians and local experts on the topic);Take simple notes and sort evidence into provided categories or an organizer; Differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable resources; Draw conclusions through a brief, written explanation and create a works cited page from notes, including the author, title publisher, and publication year for each source used; Understand how communication changes when moving from one genre of media to another
Publication: Share with others conclusions drawn from research topic
Research Unit – 3rd
Grade – Unit 10, Weeks 33 – 35
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Understandings/Big Ideas of the Stages of Inquiry Essential Questions
Immersion: • Express their own curiosity
• Explore, experience, and learn about topics using texts, visuals, Internet, artifacts, etc
• Think about what they know and connect new information to background knowledge and experience
• Wonder and ask questions
• Read, listen, and view to build background knowledge
• Respond with questions, connections and reactions
• Meet with teams to set schedules, ground rules and goals
Immersion: • How will I generate research topics and then narrow to one topic?
• How will I formulate open-ended questions about my major research topic?
Investigation: • Articulate thoughts and questions that stem from own
interests and experience
• Listen, talk, view and read to gain information
• Write, talk, and draw to think about information
• Develop questions; then read, listen and view to answer them
• Use text and visual features to gain information
• Meet with teams to set and monitor schedule and task completion
Investigation: • How will I generate a research plan for gathering relevant information?
• How will I follow the research plan to collect information from multiple resources?
• How will I use skimming and scanning to identify data by looking at text features? (e.g. bold print, captions, key words, italics)
• How can I take simple notes and sort evidence into provided categories or an organizer?
• How will I differentiate between paraphrasing and plagiarism?
• What do I understand about how communication changes when it moves from one genre of media to another?
• How do various design techniques used in media influence the message (e.g. shape, color, sound)?
• How can I compare various written conventions used for digital media? (e.g. language in an informal e-mail vs. language in a web-based news article)
Integration: • Engage in deeper reading and research using books,
articles, websites, videos, library visits
• Target key ideas and information
• Keep asking: So what? What about this really matters?
• Practice interviewing
• Conduct “people” research: interviews, surveys, questionnaires, focus groups
• Check resources and determine reliability
• Synthesize information to build knowledge
• Meet with teams to monitor schedules, complete specific tasks, and plan for sharing
Integration: • What expert sources can I consult to improve focus of the research?
• How can I take simple notes and sort evidence into provided categories or an organizer?
• What is the importance of citing valid and reliable resources?
• How will I differentiate between paraphrasing and plagiarism?
• What conclusions can I draw about my research topic using a brief, written explanation?
Research Unit – 3rd
Grade – Unit 10, Weeks 33 – 35
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Understandings/Big Ideas of the Stages of Inquiry Essential Questions
Publication: • Co-construct expectations for final projects
• Demonstrate learning and understanding in a variety of ways: performances, posters, models, picture books, poetry
• Become teachers as they share their knowledge with others
• Articulate their learning process and how learning changes
• Reflect on their knowledge building and their cooperative process
• Pose and investigate new questions for further research
• Consider changes to their own beliefs or behavior
• Take action through writing, speaking, community work, advocacy
Publication: • What conclusions can I draw about my research topic to share with others
through my brief, written explanation?
• How do I create a works cited page from my notes?
Note: T and Sts can spend time after publication looking at TEK 14A (Explain the positive and negative impacts of advertisement used in various genres of media to impact consumer behavior) using different forms of media. Professional Text Primary Comprehension Toolkit by Goudvis & Harvey; “Researchers Workshop” on professional resources DVD, Make It Real by Linda Hoyt, Is That a Fact by Tony Stead, Non-Fiction Matters by Stephanie Harvey, Comprehension & Collaboration by Stephanie Harvey and Harvey Daniels Student Resources: Destiny EBSCOhost research, Discovery Educational Streaming, National Geographic for Kids, TIME for Kids, Animal Planet www.bioforkids.com, www.gardenofpraise.com, www.shortcutscomic.com, www.qwiki.com
Research Unit – 3rd Grade – Unit 10, Weeks 33 – 35
Humble ISD 2011-2012 3rd Grade Unit 10, Weeks 33-35
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Immersion: Introduce the Inquiry Process; Generate research topics from personal interest or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question
Introducing the Inquiry Process: Inquiry process is the process one goes through when they do research on anything. Adults use this process when they buy a car, go to cast a vote, or choose health insurance. It is about the questions one asks and the way they find the answers to those questions. The inquiry process differs based on the questions asked. Some questions can be answered quickly while others require further research.
Model: T shares a question they are curious about and demonstrates their inquiry process. T asks a question, determines if it is a “quick find” question – one that can be answered quickly by looking on line or asking a knowledgeable person. Share how you found your answer using “quick find”. Explain that Sts will soon learn how to do more extensive research via the internet, books, brochures, articles and interviewing experts etc. for answers that are not quick finds. Note: Topics Sts selected to practice quick find answers may also be topics of interest for further research.
Guided: Sts think of some topics they are curious about. Sts record 3 questions they have about one of their topics Sts T&T to partner about their questions. Are they “quick finds” or will they require more extensive research? T & Sts use a few of the Sts questions to demonstrate “quick find” answers and then those questions that will require further research will be looked at later. Collaborate: Sts can work with partner to answer some “quick find” questions on the internet or by talking with a class expert.
Choosing topics to investigate: We want Sts to have a genuine interest in the topics they choose. Research works best when Sts choose a topic they know something about, care about, want to learn more about and may want to share with someone. Writing down ideas gets the mind started on topics, questions and even more topics.
Model: T and Sts can brainstorm topics for small group research or the T can pre-select topics and then let Sts choose within those topics. Sts may need to work with T support to narrow topic further and more than one group could work within a broader topic (e.g. Antarctica) with different narrowed focus (e.g. changing climate; Emperor Penguins). T then models (with a topic not selected by any group) how to complete T-chart and what is known and what is wondered about the topic. T models how to complete first section of the research work plan. (see lesson that follows).
Guided: Sts brainstorm topic ideas with T to have a selection to choose from for the group research process. Sts then select the topic they want to research. Groups should be 4-5 Sts to keep them manageable. T may want to work with Sts to co-construct ground rules for working groups if necessary. Collaborative: Within each group, Sts create T-chart about what they know & wonder about topic. These wonderings can be used as a starting point for their research. Sts will complete the first section of the work plan after T models (see lesson that follows).
Research Unit – 3rd Grade – Unit 10, Weeks 33 – 35
Humble ISD 2011-2012 3rd Grade Unit 10, Weeks 33-35
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Immersion (cont)
Make a work plan: Sts must learn to identify the tasks, prioritize the work, monitor their progress and make adjustments to their work. The work plan helps Sts stay the course with their small group inquiry.
Model: T introduces and talks Sts through the work plan as she models each phase of the inquiry process. This will be done within the lesson each day. So as T models a step of research process, she will model how to place it on the work plan. T will continue to model each step of work plan as it comes about in the research process. Make It Real by Hoyt has several examples of work plans pp. 285; 293; 296-97 or T can create own based on needs of Sts or type of research done.
Guided: Sts have own copy of work plan as T models how to fill it out. Sts in the group work together to determine what goes in each section of their work plan and completes that section. As the research process progresses Sts will talk through who is doing what and then Sts each fill out the work plan as it pertains to their tasks. T confers with groups and individuals as needed. T and Sts will revisit the plan for revision about mid-way through the inquiry process or sooner if needed.
Formulating Open–ended questions: Sts will need to ask authentic questions, those questions not answered quickly. Questions that require more than a yes or no answer allow opportunities to dig deeper. This is research.
Model: T models how to formulate open-ended questions that allow for further research vs. yes/no question. (Comprehension Toolkit Book 3, Lesson 8 has information on asking authentic (thick questions. This was covered in Unit 3 Week 7 of the Interactive Read Aloud lesson plans). T models how to record these questions on the work plan.
Guided: Sts observe T formulate open-ended questions. Collaborative: Sts work within their group to formulate open-ended questions about their topic, creating a list of questions they may want to research. Sts record questions on work plan and determine who will work on which questions.
Research Unit – 3rd Grade – Unit 10, Weeks 33 – 35
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Investigation: Follow the research plan to collect information from multiple sources of information, both oral and written, including: student-initiated surveys, on-site inspections, and interviews; data from, experts, reference texts, and online searches; visual sources of information (maps, timelines, graphs) where appropriate; Use skimming and scanning techniques to identify data by looking at text features (e.g. bold print, captions, key words, italics); Take simple notes and sort evidence into provided categories or an organizer; Differentiate between paraphrasing and plagiarism; Identify author, title, publisher, and publication year of sources; Understand how communication changes when moving from one genre of media to another; Explain how various design techniques used in media influence the message (e.g. shape, color, sound); Compare various written conventions used for digital media (e.g. language in an informal email vs. language in a web-based news article)
Create research or probe notebooks: Small group inquiry requires a place for Sts to record their thinking, questions, and notes related to their inquiry/research topic. All Sts will need a notebook, preferably with a pocket. These can be made with loose leaf paper and a construction paper cover. Exploring and using multiple sources (books, library, internet, magazines, video, surveys, interviews): Sts need to know it is important to take advantage of the widest range of resources. Researches read and compare many sources. *Lesson may take more than one day to model all the available resource options.
Model: T explains why researchers keep a notebook and shares own notebook. Further modeling with the notebook takes place as T models how to record information gathered from the resources. Model: T may invite the librarian to share with Sts the many resources available to them during their inquiry process. Modeling how to access websites, encyclopedias, magazines. T stresses importance of only using what can be read and understood by the Sts. T or librarian models how communication changes as Sts move from text (books, articles) to web-based media or videos; T also discusses how design techniques (shape, color, sound) influence the message of media; T and Sts look at and compare written conventions used in digital media (formal vs. informal language of a web-based article vs. an e-mail).
Guided: Co-construct an anchor chart of a list of things that are included in a research notebook (topics, project ideas, questions, interviews, diagrams, notes from research. Guided: T & Sts look through resources together to discuss and determine how it could be used, if it is understood etc. Practice with a variety of sources. Sts identify and explain media TEKS 16A-16C after T models. This is on-going throughout investigation stage of the research process. Collaborate: Sts begin to look at resources on topics they have chosen. Divide each group in order to look at a variety of resources (books, articles, internet, video etc.) on their chosen topic. T confers with Sts.
Research Unit – 3rd Grade – Unit 10, Weeks 33 – 35
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Investigation (cont)
Using text features to gather data: Sts have used text features throughout the units of study. This lesson modeling again how a reader uses text features to determine and gather important information. Sts will continue this process of using text features through out the remainder of the investigation and integration phases of the research unit. Differentiating between paraphrasing and plagiarism and citing sources: Sts need to put information learned into own words and not just copy what they read. Sts also need to give credit to the source that provided the information with each fact they collect. *It may take 4-5 days to gather data dependent upon the amount of time spent gathering data each day. T may move on to next modeled lesson even though Sts are still gathering data.
Model: T selects a question or sub-topic from topic used for previous modeling of this unit. T shows Sts how to read with the question in mind through a resource or several resources, to find information pertaining to the question/topic. T models how to look at different text features to gather this information (graph, diagram, photo/caption etc) and document it in her notebook. T models how to take simple notes showing Sts the difference between paraphrasing and plagiarism (see Unit 8 weeks 22-24). T models how to identify and record the author, title, publisher, and publication year.
Collaborate: Sts groups choose a question and work together to use the text features to gather information and document it. T works with each group to make sure they understand and provide support as needed. Independent: Sts determine, based on work plan, who will work on each part of the research and then they begin to work with the resources, using the text features to gather pertinent data.
Creating questioning webs or other ways to organize research data: Sts need a place to keep track of the group information collected throughout the research process. *It may take 1-2 days to organize information and then ongoing as Sts gather more information. T may move on with next lesson
Model: T creates an anchor chart with a research question in the middle. T models how as the group gathers information that related to the question(s) in the center, a line is added and the information written briefly on the line, with the source it came from and the name of St who found it. T may choose to model this using one of the small group’s data gathered.
Guided: Sts in the group work together to create question webs and place data gathered so far onto each question web. T works with each group to monitor how they are doing with this strategy. Collaborate: Sts will use this as an on-going part of their research process as they investigate and integrate the information on their topic.
Research Unit – 3rd Grade – Unit 10, Weeks 33 – 35
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Investigation (cont)
Monitoring the work plan: Sts need time to stop and reflect on the research work they are doing. They need to review the work plan, looking at their part as a member of the group and then together as a group determine if they are on course or need to alter their work plan. (This lesson may take place later in the research unit if Sts have not gotten far enough in the process to re-evaluate their work plan)
Model: T may use a work group to model this process for the whole class or work in each small group repeating this process with each group. T shares the group’s work plan and then asks group members to read through their research notebooks and materials to answer some questions: How is my part of project going? Am I finding the information I need? So I need help from someone? Will I be able to meet the calendar deadlines set? If there are problems what steps can I take to move ahead? T & Sts work through the questions. T & Sts use two column notes to list what is working well and what changes to the work plan need to be made.
Collaborate: Sts work with their group through this same process to evaluate their work plan and adjust it as necessary. T moves from group to group to model process or to support them as needed.
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Integration: Improve the focus of research as a result of consulting expert sources (e.g. reference librarians and local experts on the topic);Take simple notes and sort evidence into provided categories or an organizer; Differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable resources; Draw conclusions through a brief, written explanation and create a works cited page from notes, including the author, title publisher, and publication year for each source used; Understand how communication changes when moving from one genre of media to another
Improve the focus of research as a result of consulting expert sources:
Sts need to understand that people can be experts on topics. Using local experts and reference librarians can helps Sts to improve the focus of their research and add some “expert” information to the data they gather.
Model: T and Sts co-construct anchor chart of possible interview questions (How did you develop your expertise?, What knowledge do you have in this topic from personal experience? Also questions specific to the topic…) T models interview process with an expert. T and Sts co-construct interview guidelines anchor chart once Sts observe an interview.
Guided: Sts observe T and take notes about information learned. After interview T and Sts co-construct an anchor chart on interview guidelines (listen carefully to expert; ask open-ended questions; ask follow-up questions; jot key points; record important information as soon as interview is over) Independent: Sts interview own local experts on their chosen topic/questions.
Importance of citing valid and reliable resources: Sts need to determine what materials are accurate, fair and reliable. They must weed out the information that is inaccurate, biased or untruthful.
Model: T uses information gathered from own research or some gathered by one of the small groups. T shares 2-3 like pieces of information and shows Sts how to determine if the information is accurate and reliable (for modeling purposes some information needs to be inaccurate information). Together they co-create anchor chart with questions that help determine if a source is accurate and reliable (Does this information come from a respected source? Is it confirmed in another source? Is information up to date?)
Guided: Sts try this with 2-3 like pieces of information, working in their group as T confers with each group to monitor. Independent: Sts work on own information gathered to determine if it is accurate and reliable. This work may be on-going throughout the rest of the research process.
Drawing conclusions about the research topic and its questions: Sts don’t just ask questions, gather and organize data. They also take time to synthesize and draw conclusions about their research. *It may take Sts 2+ days to draw conclusions and create a brief, written explanation.
Model: T models how to take organized data and draw conclusions about it. T models how to create a brief, written explanation of the findings using the modeled topic. T may model with more than one question and show Sts how to organize each brief explanation for presentation.
Guided: Sts observe and participate with T as she models how to create the brief, written explanation of the data gathered. Sts practiced this strategy in Unit 8 Week 26 (synthesizing information) Collaborative/Independent: Sts can work in their group or on their own to create brief explanations of each question researched and how to organize it for publication.
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Publication: Share with others conclusions drawn from research topic
Share with others conclusions drawn from research topic: Sts love learning something new and they love to share it even more. It is important for Sts to synthesize information and draw conclusions about it and then share with others through various forms of presentation (posters, display boards, poetry, video, PowerPoint, book, etc…) *It may take Sts a day or two to publish, but this should not be the focus of the research unit.
Model: T models various publication options reminding Sts of publication options from their unit of study in Expository Writing. T may organize a research presentation day(s) for Sts to present the conclusions they have drawn from their research topic questions. Nonfiction Matters by Harvey, Ch. 13
Guided: Sts observe options for publication; share their own publication ideas Collaborative: Sts work within team to determine a method for publication and presentation to an audience.
Note: T and Sts can spend time after publication looking at TEK 14A (Explain the positive and negative impacts of advertisement used in various genres of media to impact consumer behavior) using different forms of media.