Block 3: Realistic Fiction - Midland Independent School … · 2014-10-28 · Block 3: Realistic...

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Block 3: Realistic Fiction 11/3-11/25 3 Weeks (17 days) TEKS Fig 19A,B,C,D,E Book collection texts needed (Cscope): Vera’s First Day of School The Name Jar Ira Sleeps Over Jessica Block 3: Realistic Fiction Lesson TEKS & Objective/Product Procedure 1 TEKS: K.4A, K.8A,B, Fig 19D,F Obj: We will predict what might happen next using the cover, illustrations and story. Product: I will discuss what might happen next in the story. Focus: Making Predictions/Understanding Characters Text: Vera’s First Day of School Grade level book collections (Cscope) Approach: Interactive Read-Aloud Resources/Materials: 2 TEKS: K.4B, K.8B, Fig 19D,F Obj: We will predict what the character might do next. Product: I will discuss what might happen next in the story. Focus: Understanding Characters Text: The Name Jar Grade level book collections (Cscope) Approach: Interactive Read-Aloud Resources/Materials: 3 TEKS: K.4B, K.8B, Fig 19D,F Obj: We will discuss characters’ feelings. Focus: Understanding Characters Text: Ira Sleeps Over Week Time Frame Lessons Focus 1 11/3-11/7 1-5 Genre Immersion 2 11/10-11/14 6-10 Identifying elements of a Story 3 11/17-11/21 11-15 Describing Characters 4 11/24-11/25 16-17 Describing Characters/Inferring

Transcript of Block 3: Realistic Fiction - Midland Independent School … · 2014-10-28 · Block 3: Realistic...

Block 3: Realistic Fiction

11/3-11/25

3 Weeks (17 days)

TEKS Fig 19A,B,C,D,E

Book collection texts needed (Cscope):

Vera’s First Day of School

The Name Jar

Ira Sleeps Over

Jessica

Block 3: Realistic Fiction

Lesson TEKS & Objective/Product Procedure

1

TEKS: K.4A, K.8A,B, Fig 19D,F

Obj: We will predict what might happen

next using the cover, illustrations and story.

Product: I will discuss what might happen

next in the story.

Focus: Making Predictions/Understanding

Characters

Text: Vera’s First Day of School

Grade level book collections (Cscope)

Approach: Interactive Read-Aloud

Resources/Materials:

2

TEKS: K.4B, K.8B, Fig 19D,F

Obj: We will predict what the character

might do next.

Product: I will discuss what might happen

next in the story.

Focus: Understanding Characters

Text: The Name Jar

Grade level book collections (Cscope)

Approach: Interactive Read-Aloud

Resources/Materials:

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TEKS: K.4B, K.8B, Fig 19D,F

Obj: We will discuss characters’ feelings.

Focus: Understanding Characters

Text: Ira Sleeps Over

Week Time Frame Lessons Focus

1 11/3-11/7 1-5 Genre Immersion

2 11/10-11/14 6-10 Identifying elements of a Story

3 11/17-11/21 11-15 Describing Characters

4 11/24-11/25 16-17 Describing Characters/Inferring

Product: I will discuss characters’ feelings.

Grade level book collections (Cscope)

Approach: Interactive Read-Aloud

Resources/Materials:

4 TEKS: K.4B, K.8B, Fig 19D,F

Obj: We will discuss the reasons for

characters’ actions.

Product: I will discuss the reasons for

characters’ actions

Focus: Understanding Characters

Text: Jessica

Grade level book collections (Cscope)

Approach: Interactive Read-Aloud

Resources/Materials:

5 TEKS: K.4B,C K.6A, , Fig 19A,B

Obj: We will identify elements of Realistic

Fiction

Product: I will identify elements of Realistic

Fiction.

Focus: Characteristics of Realistic Fiction

Text: Vera’s First Day of School, The Name Jar,

Ira Sleeps Over, Jessica

Approach: Minilesson

Resources/Materials:

Realistic Fiction Anchor Chart

6 TEKS: K.4B,C K.6A, , Fig 19A,B

Obj: We will identify elements of Realistic

Fiction

Product: I will identify elements of Realistic

Fiction.

Focus: Characteristics of Realistic Fiction

Text: Vera’s First Day of School, The Name Jar,

Ira Sleeps Over, Jessica

Approach: Minilesson

Resources/Materials:

Realistic Fiction Anchor Chart

7 TEKS: K.6A, Fig 19D

Obj: We will identify elements of a story

Product: I will identify elements of a story

Focus: Elements of a Story

Text: Vera’s First Day of School

Approach: Minilesson

Resources/Materials:

Parts of a Story Anchor Chart

8 TEKS: K.6A, Fig 19D

Obj: We will identify elements of a story

Product: I will identify elements of a story

Focus: Elements of a Story

Text: Vera’s First Day of School

Approach: Minilesson

Resources/Materials:

Parts of a Story Anchor Chart

9 TEKS: K.6A, Fig 19D

Obj: We will identify elements of a story

Product: I will identify elements of a story

Focus: Elements of a Story

Text: The Name Jar

Approach: Minilesson

Resources/Materials:

Parts of a Story Anchor Chart

10 TEKS: K.6A, Fig 19D

Obj: We will identify elements of a story

Focus: Elements of a Story

Text: The Name Jar

Approach: Minilesson

Product: I will identify elements of a story

Resources/Materials:

Parts of a Story Anchor Chart

11 TEKS: K.6A, Fig 19D

Obj: We will identify elements of a story

Product: I will identify elements of a story

Focus: Elements of a Story

Text: Ira Sleeps Over

Approach: Minilesson

Resources/Materials:

Parts of a Story Anchor Chart

12 TEKS: K.6A, Fig 19D

Obj: We will identify elements of a story

Product: I will identify elements of a story

Focus: Elements of a Story

Text: Ira Sleeps Over

Approach: Minilesson

Resources/Materials:

Parts of a Story Anchor Chart

13 TEKS: K.8B, Fig 19D

Obj: We will describe characters

Product: I will describe characters

Focus: Describe Characters

Text: Ira Sleeps Over

Approach: Minilesson

Resources/Materials:

Describing Characters Anchor Chart

14 TEKS: K.8B, Fig 19D

Obj: We will describe characters

Product: I will describe characters

Focus: Describe Characters

Text: The Name Jar

Approach: Minilesson

Resources/Materials:

Describing Characters Anchor Chart

15 TEKS: K.8B, Fig 19D

Obj: We will infer about characters and the

reasons for their actions

Product: I will infer about characters and the

reasons for their actions.

Focus: Inferring about Characters

Text: Ira Sleeps Over, The Name Jar, Jessica,

Vera’s First Day of School

Approach: Minilesson

Resources/Materials:

Inferences Anchor Chart

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Lesson 1

Lesson Overview: K.4A, K.8A, K.8B, Fig 19 D,F

Text: Vera’s First Day of School (grade level book collection-Cscope)

Approach: Interactive Read-Aloud

Focus: Understanding Characters/Making Predictions

Create (BEFORE THE LESSON):

Stopping Points – Record the following on sticky notes and place on the correct pages in

the text. This book does not have page numbers, the pages are identified by the first line of

text.

o Cover- Sometimes we can tell something about the story by looking at the picture on

the cover and reading the title. What can you tell about this story by looking at the

cover picture and reading the title “Vera’s First Day of School”?

o Vera stood under the buckeye tree-How is Vera Feeling? She has a problem

doesn’t she? Everyone else seems to have a friend, someone to talk to or play with.

But Vera doesn’t have a friend, so she just stands by the tree alone. She stood there so

long that she is late for school. What do you think Vera is going to do? Turn and talk

to your partner about what you think Vera might do next.

o Vera painted a picture of the pretty flowers on Mrs. Kline’s desk-How is Vera

feeling now? How does the author let us know that?

Lesson:

1. Bring students to your whole group reading area. Sit next to partner (self-selected or

assigned). Display Big Book on easel or white board tray.

.

2. Introduce the focus:

Today I am going to read you a story called Vera’s First Day of School. Good readers think

about the characters as they read. It helps us understand the story better when we think about

how characters feel and why they do certain things. It also helps us understand the story when

we make connections between the story and our own lives. As I read, we are going to stop and

think about the characters and why they act like they do. Read the story aloud to students.

3. Reading the text:

o Cover- Sometimes we can tell something about the story by looking at the picture on

the cover and reading the title. Look at the picture on the cover. The title of this story

is Vera’s First Day of School. What can you tell about this story by thinking about the

cover picture and the title “Vera’s First Day of School”? Ask students to share their

thinking- it looks like the kids like school; it looks like they are playing a game; it’s

going to be about what happens on the first day of school etc…

We call this predicting, when we use the cover and title to help us think about what the

book will be about. Now let’s read Vera’s First Day of School. As you read the book,

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notice when predictions are confirmed or disconfirmed (We said it looked like the kids

like school, do you see something here that helps us know we were right? This tells us

about what Vera does on her first day of school, we predicted that we would read

about that.)

o Vera stood under the buckeye tree-How is Vera feeling now? She has a problem

doesn’t she? Everyone else seems to have a friend, someone to talk to or play with.

But Vera doesn’t have a friend, so she just stands by the tree alone. She stood there so

long that she is late for school. What do you think Vera is going to do? Think about

what you think Vera might do next. When we make predictions we have to make sure

that it would make sense in the story. Take a minute to think about what you think

Vera is going to do. Give students a few moments to think. Turn and talk to your

partner about what you think Vera might do next. Give students a few minutes to Turn

and Talk. Invite 2-3 pairs to share their thinking. * This is an introduction to making a

prediction. There is little in the text to guide students to making an informed

prediction besides their own background knowledge. When students are sharing

predictions you may need to emphasize the need for the prediction to make sense. For

example: Students may predict that Vera will go inside the school and look for her

classroom; stay outside on the playground until someone finds her; go home… These

would make sense in the story. If, for example, the student predicts that Vera went to a

nearby store or something equally unrelated to the story, you might need to redirect

their thinking by saying something like, “Vera is like you. Since she is scared she will

probably try to go somewhere she feels safe or talk to someone who can help her.”

o Thinking about how the character feels helps us understand the story better. Thinking

about a time in our own life when we felt like the character helps us feel like the

character is feeling, that’s called making connections. Refer to the Making

Connections Anchor Chart. Have you ever had a time when you didn’t know what to

do? My connection is that one time when I was on vacation, I got lost. It was late at

night so there was no one that I could stop and ask. I was pretty scared because I

didn’t know where I was and I didn’t want to keep going since I wasn’t sure if I was

going the right way. Think of a time when you didn’t know what to do. Give students

a few minutes to think. Turn and talk to your partner about your connection. Say,

“My connection is….” Give students a few minutes to share. Invite 2-3 pairs to share

their connections.

o Vera painted a picture of the pretty flowers on Mrs. Kline’s desk-How is Vera

feeling now? Happy, like she is where she is supposed to be. Vera doesn’t have a

problem anymore. Let’s think about how Vera’s problem was solved. When she was

late for school, she went home. Then her mom took her to school and helped her find

her classroom. Now she’s happy to be at school.

4. Closing: Today we talked about the character in the Vera’s First Day of School. We

made predictions about what Vera would do next and we made connections to our

own lives so that we could understand how Vera was feeling.

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Lesson 2 Lesson Overview: K.4B, K.8B, Fig 19D,F

Text: The Name Jar (grade level book collection, CSCOPE)

Approach: Interactive Read-Aloud

Focus: Understanding Characters

Create: (BEFORE THE LESSON)

Stopping Points – Record the following on sticky notes and place on the correct pages in

the text. This book does not have page numbers, the pages are identified by the first line of

text.

o Cover- Remember that looking at the picture on the cover and reading the title can help

us know what the story will be about. Look at the picture on the front of this book. The

title of this book is The Name Jar. I wonder what might happen in this story. Turn and

talk to your partner about what you think might happen in this story. Say, “I predict…”

o “Ooh-ney?” the girl asked scrunching up her face-The other kids are making fun of

Unhei’s name. Does that remind you of another book we have read? Turn and talk to

your partner about another book that this reminds you of.

o Unhei nodded and unfolded another piece-The kids are trying to help Unhei choose

an American name. What do you think Unhei will choose for her name?

o “Yoon-hye,” Joey said slowly and this time perfectly- The author said that it made

Unhei smile when Joey said her name the right way. I wonder what she is thinking now.

What do you think Unhei is going to do about her name? Turn and Talk to your partner

about what you think will happen.

o Unhei wrote her name in both English and Korean…-Confirm/disconfirm

predictions. Why do you think Unhei chose to keep her Korean name?

Lesson:

1. Bring students to your whole group reading area. Have students sit by partners (self-

selected or assigned). Have the Ways We Connect to Text anchor chart on the board

or an easel next to you.

2. Introduce the focus:

Yesterday we read Vera’s First Day of School and we talked about the main character. We

thought about the pictures and the story and predicted what Vera might do next and we made

connections to how Vera was feeling. Today we are going to read another book and we’re

going to think about the character again. We will make predictions about what the character

might do next and we are going to make connections to another book.

Reading the text:

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o Cover- Remember that looking at the picture on the cover and reading the title can help

us know what the story will be about. Look at the picture on the front of this book. The

title of this book is The Name Jar. I wonder what might happen in this story. Take a

minute to think. Give students a few moments to think. Turn and talk to your partner

about what you think might happen in this story. Say, “I predict…”

If students struggle with this during Turn and talk and are making wild predictions you

may need to think aloud and model this process further. Ex: The story is called The

Name Jar and the picture shows a jar with a little girl putting a paper in the jar, I think

that is the name jar. I predict that she may be trying to come up with a name for a pet or

a doll. Read the text aloud.

o “Ooh-ney?” the girl asked scrunching up her face-The other kids are making fun of

Unhei’s name. That reminds me of another book we have read? Display

Chrysanthemum. In Chrysanthemum the kids made fun of her name. They said it was

really long and scarcely fit on her nametag, they said she was named for a flower. That

made Chrysanthemum so sad that she didn’t want to go to school. In both books the

main character didn’t want to go to school because the kids made fun of their names.

This is a kind of connection-we are connection one book to another book- we call this

kind of connection text-to-text.

Note: Remember that connections are supposed to deepen our comprehension of text.

This is the first Text-to-Text connection that we have made so you are thinking aloud to

model your thinking for students. In a later lesson students will make Text-to-text

connections and we will add this to our anchor chart.

o Yoon-hye,” Joey said slowly and this time perfectly- The author said that it made

Unhei smile when Joey said her name the right way. I wonder what she is thinking now.

What do you think Unhei is going to do about her name? Take a minute to think about

that. Give students a few moments to think. Turn and Talk to your partner about what

you think will happen. Listen carefully to students’ responses. This will give you some

insight into whether or not students are actually predicting based on text evidence or are

still simply guessing. Invite 2-3 pairs to share. If students predict that Unhei will change

her name to an English name: The author often gives us clues about what might happen.

Let’s look at the clues the author gave us. One of the students from Unhei’s class knows

her real name now, he learned to pronounce it correctly and Unhei smiled when he said

her name. Hmmm, I wonder if Unhei is beginning to think her Korean name is OK.

Let’s keep reading and see what happens.

If students predict that Unhei will keep her Korean name: The author often gives us

clues about what might happen. Let’s look at the clues the author gave us. What did

you notice that makes you think that Unhei might keep her Korean name? One of the

students from Unhei’s class knows her real name now, he learned to pronounce it

correctly and Unhei smiled when he said her name. It sounds like Unhei is starting to

think her Korean name is OK and she might want to keep it. Let’s keep reading and see

what happens.

o Unhei wrote her name in both English and Korean…-Confirm/disconfirm

predictions. Why do you think Unhei chose to keep her Korean name? Invite students to

share what they noticed in the text. You will most likely need to model and think aloud

about the text evidence that confirms or disconfirms the prediction. Students are likely

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to say that Unhei kept her Korean name because “she liked it” but not be able to identify

any text evidence to support that. You’re right, I think Unhei decided she liked her

name, but let’s see how the author let us know that. Here are some things that the

author said that helped me predict that Unhei might keep her Korean name:

Unhei’s mom told her it was a beautiful name, they went to a name master for it, Mr.

Kim said it meant grace and that she was a graceful girl, Joey said her name stamp was

beautiful, her grandma wrote her a letter and said, “You’ll always be my Unhei.”

She began to realize that her name was special and that her mother and grandma had

chosen it especially for her.

3. Closing:

Making connections to the character and thinking about how the character feels helps us think

about the story and predict what might happen next. We understand the story better when we

think about how what might happen next.

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Lesson 3

Lesson Overview: K.4B, K.8B, Fig 19D, F

Text: Ira Sleeps Over (grade level book collection, CSCOPE)

Approach: Interactive Read-Aloud

Focus: Understanding Characters

Create: (BEFORE THE LESSON)

Stopping Points – Record the following on sticky notes and place on the correct pages in

the text:

o Cover– Remember that looking at the picture on the cover and reading the title of a

book can help us know something about the book. Look at the picture on the cover and

think about what you see. This story is called Ira Sleeps Over. Turn and tell your

partner what you think this story might be about.

o Pg. 5 – Why did Ira tell his sister that he wasn’t going to take his teddy bear to Reggie’s

house?

o Pg. 17 – Why did Ira ask Reggie, “By the way, what do you think of teddy bears?

o Pg. 25- Ira decided not to take his teddy bear. What do you think will happen when he

goes to Reggie’s without his bear? Turn and talk to your partner about what you think

might happen. Say, “I predict that…”

o Pg. 39-Why did Ira decide to go home and get his teddy bear?

Lesson:

1. Bring students to your whole group reading area. Have students sit by a partner (self-

selected or assigned).

2. Introducing the focus:

We have been thinking about the characters and what they do in the story. When we make

connections to characters and think about how they are feeling it helps us know what they might

do next and that helps us understand the story.

3. Reading the Text:

o Cover– Remember that looking at the picture on the cover and reading the title of a

book can help us know something about the book. Look at the picture on the cover and

think about what you see. Give students a few moments to think. This story is called Ira

Sleeps Over. Turn and tell your partner what you think this story might be about.

Invite 2-3 pairs to share. I see a boy with a teddy bear. I think his name is Ira and I

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predict that he is going to sleep over at someone’s house because the title is Ira Sleeps

Over. Read the text aloud.

o Pg. 5 – Why did Ira tell his sister that he wasn’t going to take his teddy bear to Reggie’s

house? Invite students to share their thinking. He didn’t want to take his bear because

he was afraid that Reggie would laugh at him; he didn’t want Reggie to think he was a

baby; he was afraid that Reggie would make fun of him.

o Pg. 17 – Why did Ira ask Reggie, “By the way, what do you think of teddy bears?”

Invite students to share their thinking. He was trying to find out whether Reggie

thought teddy bears were for babies; he was trying to find out if Reggie would laugh at

him.

o Pg. 25- Ira decided not to take his teddy bear. What do you think will happen when he

goes to Reggie’s without his bear? Think about that for a minute. Give students a few

moments to think. Turn and talk to your partner about what you think might happen.

Say, “I predict that…” Invite 2-3 pairs to share their thinking. He might be scared, sad,

nervous without his bear; he might cry when it’s time to go to bed; he might want to go

home.

o Pg. 39-Why did Ira decide to go home and get his teddy bear? Take a minute to think.

Give students a few moments to think. Turn and Talk to your partner about why Ira

decided to get his bear. Invite 2-3 pairs to share. Ira knew that Reggie wouldn’t laugh

at him for having a teddy bear since he had one too; Reggie was scared without his bear

too; Reggie’s bear had a name like Ira’s bear.

4. Closing:

Understanding how characters feel helps us understand why they do the things that they do.

When we think about how the character is feeling, it helps us know what might happen next in

the story.

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Lesson 4

Lesson Overview: K.4B, K.8B, Fig 19D, F

Text: Jessica (grade level book collection, CSCOPE)

Approach: Interactive Read-Aloud

Focus: Understanding Characters

Create: (BEFORE THE LESSON)

Stopping Points – Record the following on sticky notes and place on the correct pages in

the text:

This book does not have page numbers. Stopping points will reference the first line of text on

the page.

o To the moon, to the playground…– Based on the pictures, what can you tell about

Jessica? Turn and talk to your partner about what you know about Jessica based on the

pictures.

o “There is no Jessica,” said Ruthie’s parents. – Why do you think Ruthie pretends to

have a friend named Jessica?

o A girl came up to Ruthie and stood by her side. Based on what Ruthie has done in

the story, what do you think will happen?

Lesson:

1. Bring your students to your whole group reading area. Have students sit by a partner (self-

selected or assigned).

2. Introduction:

We have talked about how important it is for good readers to think about the characters in the

stories they read. When we think about how the character acts and why he acts that way it helps

us understand the story better. Thinking about what has already happened in the story and

looking at the pictures helps us better understand the character.

3. Reading the Text:

Read the text aloud.

o To the moon, to the playground…– Based on the pictures, what can you tell about

Jessica? Think for a minute about Jessica. Give students a few moments to think.

Turn and talk to your partner about what you know about Jessica based on the pictures.

Jessica is not real; Jessica is Ruthie’s imaginary friend. Ask 2-3 pairs to share their

thinking. Who would like to share something that their partner said?

o “There is no Jessica,” said Ruthie’s parents. – Why do you think Ruthie pretends to

have a friend named Jessica? Take a few minutes to think about that. Give students a

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few moments to think. Turn and Talk to your partner about why you think Ruthie

pretends to have a friend named Jessica. Ruthie doesn’t have a brother or sister so she

wants someone to play with; When something bad happens Ruthie can blame Jessica;

Ruthie always had someone who felt the same way she did; When Ruthie didn’t want to

do something, she could say that Jessica didn’t want to do it. Ask 2-3 pairs to share

their thinking.

o One night before the first day of kindergarten… Based on what we know about

Ruthie from the story and the pictures, what do you think will happen? Think about

what Ruthie has done so far. Give students a few moments to think. Turn and talk to

your partner about what you think Ruthie will do next. Say “I predict…” Ask 2-3 pairs

to share their thinking. When students share encourage them to use the stem “I

predict…” or “We predict…” or “My partner predicted…” Ruthie will take Jessica to

school anyway. Read the next page: But Jessica went anyway.” Were we right? Yes,

we predicted that Jessica would go to school with Ruthie even though Ruthie’s parents

said they thought she should stay home and that is exactly what happened. We were

able to make a good prediction because of things that we read in the story and saw in

the pictures. Let’s look back at the things that help us predict that Jessica would still go

to school with Ruthie. It says right her “Jessica went wherever Ruthie went.” On this

page it says, “She ate with Ruthie, looked at books with Ruthie, and took turns stacking

blocks with Ruthie, building towers.” On the next page we see in the picture that Ruthie

is mad and the text says that, “If Ruthie was mad, so was Jessica.” On the next page we

see that Ruthie and Jessica always felt the same way. Turn to the page where Ruthie

goes to bed. Let’s look at the pictures. Whatever Ruthie does, Jessica does too; they go

to bed together, get up together and play together. All those things helped me think that

Ruthie would never want to go to school without Jessica no matter what her mom and

dad said.

4. Closing:

When we look at the pictures and think about what has already happened in the story, we can

predict what the character might do next. Thinking about the characters in a story and thinking

about what might happen next helps us better understand the story.

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Lesson 5

Lesson Overview: K.4B,C, K.6A, Fig 19 A,B

Text: Vera’s First Day of School, The Name Jar, Ira Sleeps Over, Jessica

Approach: Minilesson

Focus: Genre Characteristics

Create: (BEFORE THE LESSON)

Realistic Fiction Anchor Chart

Title the anchor and create

the chart (as seen on right).

The information in the

columns will be filled in with

your students.

An example of the finished

product is included after the

lesson.

We will create the anchor

with pictures and a

minimum of text so that

students will truly be able to

use it. There are pictures

following the example chart

for your use. You may feel

free to select others if you

desire.

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Lesson:

1. Bring students to your whole group reading area.

2. Introduction:

When we talked about Fantasy and Traditional Tales we talked about all of the characteristics

of those kinds of books and we created charts that had all of the things we noticed about those

genres or kinds of books.

Today we are going to talk about the books that we have been reading this week. Display

Vera’s First Day of School, The Name Jar, Ira Sleeps Over, and Jessica. These books are called

Realistic Fiction. Realistic Fiction stories are made up stories that could really happen. The

characters are like real people, the settings are like real places and the things that happen

could really happen. Let’s think about these books and see what things we can notice about

Realistic Fiction.

3. Noticings & Book Examples: * This concept is likely to still require significant

modeling and guidance. Students will be somewhat familiar with the process from

their work with fantasy texts and traditional tales. However, you may still need to do

significant thinking aloud and restating of ideas.

Author’s Purpose: We’ve talked before about the reasons why we read different

kinds of books. Why do we read books like these? Are we reading to learn something

new or to enjoy a story? (to enjoy) That’s right! When we watch a movie or read a

book just for fun and enjoyment, we call that being entertained. Authors write

realistic fiction to entertain us. (Record and/or place the icon in the “Noticings”

column on anchor chart). Often realistic fiction reminds us of things that have

happened in our own lives.

Let’s pick one of our books to use as an example of author’s purpose for Realistic

Fiction on our chart. How about Jessica? Do Ruthie and her parents and friends

seem like they could be real people? Yes, they act like real people act…Yes, you’re

right, the characters in this story act like real people. Ruthie and her friends do many

of the same things that we do at home and school. Does this seem like a story that

could really happen? Do you think that there are some children that pretend to have

an imaginary friend? When I was little, sometimes I would pretend that my stuffed

animals were real people. Do you agree that this is realistic fiction, that this seems

like a story that could really happen?

Did parts of the story make you laugh? Ruthie blamed Jessica when she spilled

something; Ruthie said Jessica had a stomach ache when her parents tried to leave her

with a babysitter; When her new friend’s name was Jessica just like her imaginary

friend. So, do you think that the author wrote this story to entertain us? (Record in the

“Book Examples” column on anchor chart)

Characters:–Now we’re going to think about the characters in this story. Let’s think

about the main character, Ruthie. Display the cover or a picture that shows the

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characters. The characters in this story seem like real people, they do things that real

people do such as; going to school, having birthday parties and playing outside. In

Realistic Fiction the characters seem like real people and do things that real people

do. When we read Realistic Fiction, it’s important to think about the characters and

make connections to things that have happened in our own lives. Let’s put a picture

to remind us about the characters in a story to help us remember that the characters in

realistic fiction are like real people. (Record in the “Noticings” column on anchor

chart).

Let’s think about the characters in Jessica. Who are the characters in this story?

(Ruthie, her parents, the other kids at school and her new friend Jessica (not her

imaginary friend Jessica)). Yes, those are all characters in the story. Who is the main

character in the story? Ruthie All of the people we mentioned are characters, but

Ruthie is the main character because the story is all about her. Let’s use Ruthie as

our example for characters on our anchor chart. (Record in the “Book Examples”

column on anchor chart)

Setting: - The setting is when and where the story takes place. In Realistic Fiction the

setting is a like a real place. (Record in the “Noticings” column on anchor chart)

Most Realistic Fiction books have more than one setting. We want to think about the

one setting where the most important parts of the story take place. In Jessica, the

story starts out at home, then Ruthie goes to school. Even though there are two

different settings in the book, the most important part of the story (when Ruthie finds a

friend) happens at school. School is the main setting. Let’s use Jessica as our book

example. (Record in the “Book Examples” column on anchor chart)

4. Closing: Realistic Fiction is a genre, or type of book. We will be reading many

Realistic Fiction books this year. It’s fun for us to read Realistic Fiction because it

was written to entertain us and the stories often remind us of things that happen in our

own lives so we can make connections.

16

Realistic Fiction: A made up story that could really happen

Noticings

Author’s Purpose: to entertain

Characters: people that are like real people

Setting: Could be a real place

Plot: Problem Events Ending (Solution)

Dialogue: Words characters say

Book Examples

Author’s Purpose: An entertaining story about a girl and her imaginary friend.

Characters:

Setting:

Plot: Problem: Important Events: (Ruthie doesn’t have (Ruthie did everything a brother or sister) with Jessica; she took her to school)

Ending: (Ruthie met a new friend named Jessica)

Dialogue: “There is no Jessica,” said Ruthie’s parents. “I think Jessica should stay home tomorrow,” Ruthie’s father said.

Event

17

18

19

Lesson 6

Lesson Overview: K.4B,C, K.6A, Fig 19 A,B

Text: Vera’s First Day of School, The Name Jar, Ira Sleeps Over, Jessica

Approach: Minilesson

Focus: Genre Characteristics

Materials: Realistic Fiction Anchor Chart

Lesson:

1. Bring students to your whole group reading area.

2. Introduction:

Review the definition of Realistic Fiction with your students (Realistic Fiction is a made up

story that could actually happen. The Characters and setting seem like real people and places.)

Explain that all Realistic Fiction stories have certain characteristics.

Yesterday we started creating an anchor chart about Realistic Fiction; we are using the four

This chart was partially

completed in Lesson 5:

Author’s purpose,

Characters, setting. We will

complete the chart by

noticing characteristics of

Plot and Dialogue in Realistic

Fiction.

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books we have read together to think about what we notice: The Name Jar, Vera’s First Day of

School, Ira Sleeps Over, and Jessica (display the four texts). Let’s think about some more things

these four stories have in common…

3. Noticings & Book Examples: * Remember that students will likely require a lot of

modeling and guidance. The teacher may need to do quite a lot of thinking aloud.

Plot: The plot is what happens in the story. It includes the problem the character or

characters have, the important events that happen as characters try to solve the

problem, and an ending. In all of the stories we read, our main characters faced a

problem. (Place picture/record the problem in the “Noticings” column on anchor

chart).

Let’s use Jessica as our book example. What was Ruthie’s problem? (She didn’t have a

brother or sister or cat or dog to play with). In Realistic Fiction the problem is

something that could really happen. Can you imagine that a boy or girl might be

lonely because they didn’t have a brother or sister to play with and invent an

imaginary friend?

The picture on this page (display page 1) shows Ruthie playing with her imaginary

friend Jessica. Let’s add the problem to our anchor chart. (Record under “Problem”

in the “book examples” column of the anchor chart.)

The important events are what happens in the story as the character tries to solve a

problem. In the end, the character usually solves his or her problem. Let’s add the

important events to our anchor chart. The character does some things to try to solve

the problem. (Place picture/record the important events in the “Noticings” column on

anchor chart).

Let’s think about Jessica. We have said that Ruthie’s problem was that she didn’t

have anyone to play with. She didn’t have a brother or sister or a pet. What did

Ruthie do to try to solve her problem? She created an imaginary friend named Jessica.

Yes, she created an imaginary friend to play with. Let’s add that as an important

event on our chart. (Place picture in the 2nd

box following the problem, under

“Important Events” in the “book examples” column of the anchor chart.) Let’s think

about something else Ruthie did to try to solve her problem. When it was time to go to

school, Ruthie’s parents said that she would make new friends at school, but Ruthie

was scared so Jessica went to school with her. She wanted to make sure that she had

someone to play with. Let’s add that important event to our chart. (Place the picture

in the last box under “Important events” on the book examples column of the anchor

chart.)

The ending is where the character solves the problem. What happened to solve

Ruthie’s problem? She made a new friend at school; a little girl wanted to be her

friend. Let’s add that to our anchor chart. (Add picture under “Ending” in the “book

examples” column of the anchor chart.)

Dialogue: Dialogue is the words that characters say to each other. It shows us what

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characters are like and how they feel about each other. (record in the “Noticings”

column on anchor chart)

Let’s think about Ruthie’s mom and dad. Every time Ruthie said something about her

imaginary friend Jessica, or blamed her for doing something, her parents would say,

“There is no Jessica!” On the night before school started they also told Ruthie, “I

think Jessica should stay home tomorrow.” (Record in the “book examples” column

of the anchor chart)

4. Closing: Realistic Fiction is one genre, or type of book. They are entertaining to read

because they are stories that couldn’t really happen and sometimes they remind us of

things that have happened in our own lives.

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Lessons 7-12

Rationale: The following group of lessons will focus on plot in Realistic Fiction. Kindergarten

students are required to identify important events in a story. It is essential that students learn to

distinguish which events are important to the plot of the story because these are the most

foundational standards for understanding the structure of fiction and later summarizing. We are

identifying the important events as: the event that identifies the problem, the main event that

leads the character toward a solution (turning point of the story) and the event that identifies the

solution. The problem is usually identified in the beginning of the story, the turning point in the

middle and the solution in the end.

TEKS:

K.6-Students analyze, make inferences and draw conclusions about theme and genre in different

cultural, historical, and contemporary contexts and provide evidence from the text to support

their understanding. Students are expected to:

(A)-identify elements of a story including setting, character and key events

K.8-Students understand, make inferences and draw conclusions about the structure and

elements of fiction and provide evidence from text to support their understanding. Students are

expected to:

(A)-retell a main event from a story read aloud

Fig 19- Students use a flexible range of metacognitive reading skills to understand an author’s

message. The student is expected to:

(D)-make inferences based on the cover, title, illustrations, and plot

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Lesson 7

Lesson Overview: K.6A, Fig19D

Text: Vera’s First Day of School

Approach: Minilesson

Focus: Identifying elements of a story (Characters, setting, plot (important events))

Materials: Parts of a Story Anchor Chart

Create (BEFORE THE LESSON):

Parts of a Story Anchor Chart

Lesson:

1. Bring students to your whole group reading area. Display Vera’s First Day of School

on an easel or the white board tray next to you.

2. Introduction:

We have been reading realistic fiction and we’ve talked about the things that all realistic

fiction books have in common. Refer to the Realistic Fiction anchor chart. We noticed some

things about the book Jessica and today we’re going to look at some of the important parts of

Vera’s First Day of School and see if it has the same important parts. The important things

that happen in the story are called the plot.

3. Revisiting the Text:

When we read fiction, the beginning of the story gives us a lot of information that helps us

understand the story. Today we’re going to start an anchor chart called Parts of a Story and

we’re going to think about the important things that we find in the beginning of the story and

add them to our anchor chart.

This chart will be completed

with the students over the next

two lessons. Have the skeleton

of the chart created in

advance. During this lesson

you will only fill in information

the beginning of the story.

A completed chart is provided

at the end of the lesson.

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Let’s think about Vera’s First Day of School. Walk back through the story showing students

the pictures and retelling the story together (you may make the decision to re-read the story if

you feel your students need the support).

The beginning of the story usually tells us who the characters are, where the story takes place,

and the problem that the main character is trying to solve. Look at this anchor chart. The first

box on our chart says Characters. Who are the characters in Vera’s First Day of School?

Invite students to identify characters (Vera, her sisters, Vera’s mom). Students may also

identify the other children at school, Mr. Kline (Vera’s teacher) and Mr. and Mrs. Bailey (the

neighbors). Yes, they are all characters in the story. But since we are thinking about the

important parts of the story, we only want to add the main characters to our anchor chart.

The most important characters in the story are Vera, her sisters, and her mom. Let’s add them

to the chart. In the “Characters” box quickly sketch a picture of Vera, her sisters and her

mom. Label the pictures. You will notice on the example anchor chart following this lesson,

there are images inserted. This is for teacher information only. It is important that you draw

pictures rather than using printed pictures as a model for what students will be expected to do

independently in future lessons (this lesson is part of the scaffolding process-as you release

responsibility to students in future lessons, they will have a strong model as they begin to take

on the task themselves). Vera, her sisters and her mom are characters that we learn about in

the beginning of the story. Why do you think it’s important that we find out about them in the

beginning? Turn and talk to your partner about why you think the author tells us about Vera

and her mom and sisters in the beginning of the book. Give students a few moments to talk to

their partners. Listen in on some of the conversations. Ask a few pairs of students to share

their thinking. It is important that we know who the story is going to be about so we can

understand the rest of the story. The author tells us about the characters in the beginning of the

story.

Now, let’s think about where this story takes place. Do you remember what we call that?

Refer to the Realistic Fiction anchor chart. The place where the story takes place is called the

setting. Where is Vera in this story? Turn and talk to you partner for a minute about where this

story takes place. Give students a few moments to talk and listen in on the conversations.

Invite a few pairs to share their thinking (home, school, playground).

In Realistic Fiction there is often more than one setting. The most important setting in a story

is where the most important event took place. During the story, Vera was at home, on the

playground and at school in her classroom. Let’s think about the most important thing that

happened in the story? When Vera’s mom took her to school, Vera found that her teacher was

waiting for her, her name was on a desk and she got to paint. The boy sitting next to her was

friendly. She was where she was supposed to be-a big girl at school. Vera found out that she

liked school and there was nothing to be scared of. So, since this is the most important part of

the story, what do you think the most important setting is? (School) Let’s add the setting to

our anchor chart. Quickly draw a picture in the setting box and label it.

In the beginning of the story we also usually find out the main character has a problem. Vera

is our main character so let’s think about her problem. Turn and talk to your partner about

Vera’s problem. Listen in on some conversations. Invite a few pairs to share their thinking.

Vera stayed on the playground too long and was late to school. The doors were closed and she

didn’t know what to do. Let’s add that to our chart. The problem is one of the important

events that happens in the story so we will put it in this box (point to the 1st important event).

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4. Closing:

In Realistic fiction, the author helps us understand the story by giving us some important

information in the beginning. The author tells us who the characters are, where the story takes

place and the problem the character is trying to solve.

26

Parts of a Story

Character

Vera Vera’s sisters Vera’s mom

Setting

School

Event (Problem)

Vera is late for school.

Event

Vera’s mom took her to school.

Event (Solution)

Vera was happy at school.

27

Parts of a Story

Character

Setting

Event (Problem)

Event

Event (Solution)

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Lesson 8

Lesson Overview: K.6A, Fig19D

Text: Vera’s First Day of School

Approach: Minilesson

Focus: Identifying elements of a story (Characters, setting, plot (important events))

Materials: Parts of a Story Anchor Chart

Lesson:

1. Bring students to your whole group reading area. Have them sit next to a partner

(assigned or self-selected). Display Parts of a Story Anchor Chart next to you.

2. Introduction:

Yesterday we started talking about the important parts of a story. We said that the author

helps us understand the story by giving us some important information in the beginning. The

author introduces us to the characters, lets us know where the story takes place, and lets us

know the problem the main character is trying to solve. Today we are going to finish our

Parts of Story Anchor Chart and talk about the other important events.

3. Revisiting the text:

Yesterday we talked about the beginning of the story. Let’s look at our anchor chart. We said

that in the beginning part of the story we learned about the characters. Who are the

character’s in this story? Vera, her sisters, and their mom. We also learn about the setting.

Vera is at home, but she is getting ready to go to school and the rest of the story takes place at

school, on the playground and in the classroom. We also find that Vera has a problem, what is

her problem? She is late for school, the doors are closed and she doesn’t know what to do.

In the next part of the story, Vera is going to try to solve her problem. Let’s look back through

the book and see what Vera does. Vera walked home, she hid under the bed to think, when her

You partially completed this

chart in the previous lesson.

Continue by adding the

remaining parts of the story.

29

mom found her she told her what had happened. What do you think was the most important

thing Vera did? What helped her solve the problem of being late for school? Give students a

few moments to think. First Vera went home, was that a good idea? Thumbs up if you think it

was a good idea. When she got home, she hid under the bed, was that a good idea? No, no

one knew she was there, no one could help her. When Vera’s mom found her and Vera told her

what happened, did that help? Take a minute to think about how talking to her mom helped

Vera. Give students a couple of moments to think. Turn and talk to you partner about how

talking to her mom helped Vera solve her problem. Give students a couple of minutes to talk,

listen in on a few conversations, invite a few pairs to share their thinking. When Vera’s mom

found out what had happened, she cleaned Vera up and took her to school. So Vera told her

mom what her problem was and her mom took her to school. Did that help Vera? Going

home and talking to her mom was a very important event in the story wasn’t it. If Vera hadn’t

gone home to talk to her mom, she might have missed the whole day at school. Let’s add that

to our chart. In the middle of the story, Vera went home and told her mom about her problem.

Quickly draw a picture in the middle Important Event box. Let’s write something under the

picture about what happened. Vera’s mom took her to school; Vera told her mom about the

problem.

At the end of a story the character usually solves the problem. Let’s think about what

happened at the end. When Vera got to school her teachers was happy to see her. He had her

desk all ready with her name on it. When Vera sat down the boy in the desk next to her smiled

at her. Why do you think the author told us that the boy smiled in a friendly way? Think about

why that was important? Give students a few moments to think. Turn and talk to your

partner about why the author told us that the boy smiled at her in a friendly way. Give

students a few minutes to talk. Invite a few pairs to share their thinking. The author included

this detail to let the readers know that Vera was going to make friends at school. The story

says, “She was where she was supposed to be—a big girl at school.” Is Vera’s problem

solved? Yes. What did the author tell us to let us know that Vera’s problem is solved? You

may want to re-read the last few pages of the story to clearly model locating text evidence to

support your response. She was where she was supposed to be—a big girl at school; It was

fun; I think I’ll like the second day even better. And she did. Solving the problem is a very

important part of the story. Let’s add that to our chart. The last important event in the story is

the solution to the problem. Quickly draw a picture showing the Vera is happy at school. Let’s

write something to tell about the solution to Vera’s problem. Vera was happy at school; Vera

made a friend at school; Vera likes school.

4. Closing:

In realistic fiction there are some important events that happen. In the beginning of the story,

we learn that the character has a problem. In the middle of the story the character does

something to try to solve the problem and at the end of the story, the problem is solved. These

events are the important parts of the story.

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Lesson 9

Lesson Overview: K.6A, Fig19D

Text: The Name Jar (grade level book collection-cscope)

Approach: Minilesson

Focus: Identifying elements of a story (Characters, setting, plot (important events))

Materials: Parts of a Story Anchor Chart, Parts of a Story graphic organizer on poster

board or chart paper (1 per group)

BEFORE THE LESSON:

Divide students into groups of 3-4

**Today students will work in groups to create a chart like the one you created together

yesterday. This is the next step in the scaffolded process that leads toward a Performance

Indicator. You may choose to re-read the story, or you can walk through the pictures and talk

about the story. If you choose the second option, make sure you talk about the each of the parts

that will go on the graphic organizer that students will create in their groups characters, setting,

and important events (problem, turning point that leads to the solution, and solution)). Students

will draw pictures to represent each of the parts on the chart. They can label their pictures if

they are able, but it is not required. As you monitor students’ work, ask them to describe their

drawings to ensure that students understand the concept and that pictures match. This is the last

opportunity to support students before they do this independently and should give you a good

idea of who will be successful and who may need a bit more support.

31

Lesson:

1. Bring students to your whole group reading area. Have students sit with their small

groups. Display the Parts of a Story Anchor Chart.

2. Introduction:

We have been talking about the important parts of the story and we have created an anchor

chart showing the important parts. Today we are going to do the same thing, but this time you

are going to work with a group of friends. We’re going to use a different story and you will

work together with your groups to create your own chart about the important parts of the story.

3. Revisiting the text:

Remember when we read The Name Jar? Let’s look back at the story and think about what

happened. Reread or discuss the entire text. Return to the following points:

Look at the page where Unhei tells her mother that she wants an American name.

Let’s talk about some important parts of the story so far. Who is our main character?

(Unhei)

Look at the page where Joey learns to say Unhei’s name. Do you think we’ve found

more characters that are important to the story? Turn and talk to you partner about

the other characters that are important to the story. Joey is important, he is Unhei’s

friend and he is the first one to learn to say her name correctly; Mr. Kim is important

because he helps Unhei to see how special her name is, he thinks it’s a beautiful name.

Where is the story taking place? (school; Unhei’s house) Students may also identify

Mr. Kim’s store and the bus as settings. Yes, those are all places in this story. We

need to think about the most important setting. Where do you think the most important

event in the story takes place? Invite a few students to share their thinking. The most

important event in the story is when Unhei decides to keep her Korean name and that

happens at school.

Does Unhei have a problem? (The other kids can’t say her name so she wants to

choose a new American name).

4. Closing:

You are going to start your own Parts of a Story chart. Each group is going to get a Parts of a

Story chart. Find a place on the floor to work. You will talk to each other and decide what to

draw or write in the boxes for the characters, setting and problem. You can look at the chart

we created together to help you remember what goes in each box.

Circulate as students complete their charts, answer questions, help guide conversations.

32

Lesson 10

Lesson Overview: K.6A, Fig19D

Text: The Name Jar (grade level book collection-cscope)

Approach: Minilesson

Focus: Identifying elements of a story (Characters, setting, plot (important events))

Materials: Parts of a Story Anchor Chart, Parts of a Story graphic organizer on poster

board or chart paper (1 per group)

**Students will continue to work in groups to complete the Parts of a Story chart. Students will

draw pictures to represent each of the parts on the chart. They can label their pictures if they

are able, but it is not required. As you monitor students’ work, ask them to describe their

drawings to ensure that students understand the concept and that pictures match. This is the last

opportunity to support students before they do this independently and should give you a good

idea of who will be successful and who may need a bit more support.

Lesson:

1. Bring students to your whole group reading area. Have students sit with their small

groups. Display the Parts of a Story Anchor Chart.

2. Introduction:

We have been talking about the important parts of the story and yesterday you started working

with a group of friends. Today we’re going to finish working on our chart about the important

parts of the story.

3. Revisiting the text:

We were using The Name Jar to complete our chart. Yesterday we talked about the characters,

setting and the first important event in the story. We said that Unhei’s problem was that the

33

kids couldn’t say her name correctly and she wanted to change her name to an American name.

We are going to talk about the other important events in the story. We’re going to think about

what Unhei did to try to solve her problem and how she finally solved it. Let’s look back at the

book. What did the kids do to try to help Unhei? They created a name jar and all the kids put

American names in the jar so she could find one that she liked.

Show the page where Unhei meet’s Joey at Mr. Kim’s store. I think something

important happened on this page. Joey learned how to say Unhei’s name and Mr. Kim

told him that Unhei means grace. How do you think that made Unhei feel? What do

you think Unhei was thinking after she talked to Mr. Kim and Joey? Turn and talk to

your group about what Unhei was thinking. (Unhei was thinking that maybe her name

was ok after all; maybe the other kids can learn how to say it since Joey did.) Do you

think maybe this was an important event that helped Unhei make a decision about her

name?

Show the page where Unhei wrote her name on the board. Did Unhei find a way to

solve her problem? She decided to keep her Korean name and made new friends at

school. Why did she decide to keep her Korean name? It was special; her mom and

grandma went to a name master; it meant grace; Mr. Kim said that it was beautiful;

Joey learned to say it. I think Joey and Mr. Kim were important to the story because

they helped Unhei solve her problem. Do you think that Unhei’s problem is solved?

Turn and talk to your partner about why you think Unhei’s problem is solved. Give

students a few moments to share, invite a few pairs to share their thinking. All the

students learned how to say her name; as she left all the kids said “Goodbye Unhie,”;

she had made friends.

4. Closing:

You are going to get back together with your group and finish your Parts of a Story chart. .

Find a place on the floor to work. You will talk to each other and decide what to draw or write

in the boxes for the 2nd

important event and the solution to the problem. You can look at the

chart we created together to help you remember what goes in each box.

Circulate as students complete their charts, answer questions, help guide conversations.

34

Lesson 11 Lesson Overview: K.6A, Fig19D

Text: Ira Sleeps Over (grade level book collection-cscope)

Approach: Minilesson- Performance Indicator

Focus: Identifying elements of a story (Characters, setting, plot (important events))

Materials: Parts of a Story Anchor Chart, Parts of a Story graphic organizer (for each

student)

** You may choose to re-read the story, or you can walk through the pictures and talk about the

story. If you choose the second option, make sure you talk about the each of the parts that will

go on the graphic organizer that students will create independently: characters, setting, and

important events (problem, turning point that leads to the solution, and solution)).

Lesson:

1. Bring students to your whole group reading area. Have them sit next to a partner

(assigned or self-selected). Display the Parts of a Story anchor chart and the book Ira

Sleeps Over.

2. Introduction:

We have been talking about Realistic Fiction and we created this chart (refer to anchor chart)

to help us remember the important parts that help us understand the story. Yesterday you

worked in groups to create a chart together about The Name Jar. Today you are going to do

the same thing, but you’re going to do it all by yourself. Do you remember when we read Ira

Sleeps Over? We are going to use this book to fill in our Parts of a Story chart today.

3. Revisiting the text: The lesson below represents the highest level of support for

students. If you do not feel your students need this level of support, you may reread or

revisit the text by looking at the pictures and not have them turn and talk.

35

Let’s look at the story. Reread or revisit the story by walking through the pictures. Stop at the

following points to have students turn and talk:

Page 21-Take a minute to think about the characters in the story Turn and talk to you

partner about the characters (Ira, his sister, Reggie.) Give students a few minutes to

talk, invite a few pairs to share their thinking.

Page 25- What is Ira’s problem? Turn and talk to your partner about the problem in the

story (Ira’s afraid Reggie will make fun of him if he takes his teddy bear with him.)

Pag 30-Let’s think about the setting of the story (Ira’s house and Reggie’s house).

Remember when there are more than one setting, we have to think about where the most

important event takes place. Turn and talk to your partner about the most important

setting in the story (The most important event is when Ira decides that he will go get his

teddy bear so Reggie’s house is the most important setting.)

Closing:

Pass out the Parts of a Story graphic organizer. You are going to take you chart to your seat.

You can look at our anchor chart to help you remember what goes in each box. Think about

Ira Sleeps Over and draw a picture to show the characters, the setting and the important event

that shows Ira’s problem. three important events (problem, something important that happens

to help Ira solve his problem, and the solution.

36

Lesson 12

Lesson Overview: K.6A, Fig19D

Text: Ira Sleeps Over (grade level book collection-cscope)

Approach: Minilesson- Performance Indicator

Focus: Identifying elements of a story (Characters, setting, plot (important events))

Materials: Parts of a Story Anchor Chart, Parts of a Story graphic organizer (for each

student)

Lesson:

1. Bring students to your whole group reading area. Have them sit next to a partner

(assigned or self-selected). Display the Parts of a Story anchor chart and the book Ira

Sleeps Over.

2. Introduction:

Yesterday you started working on a chart about Ira Sleeps Over. Yesterday you put characters,

setting and problem on your chart. Today you are going to finish your Parts of a Story chart

by adding the important events that helped Ira solve his problem.

3. Revisiting the text: The lesson below represents the highest level of support for

students. If you do not feel your students need this level of support, you may reread or

revisit the text by looking at the pictures and not have them turn and talk.

37

Let’s look back at the book and talk about the middle and end of the story.

Page 36-37- An important event happened here. This is one of the most important

events in the story. Turn and talk to your partner about what happened and why it was

important (Reggie was scared by the ghost story and got his teddy bear out to sleep

with, that made Ira realize that Reggie would not laugh about his teddy bear.)

Page 45-It looks like Ira may have solved his problem. Turn and talk to your partner

about how Ira solved his problem. (Ira went home and got his teddy bear.)

Closing:

Pass out the Parts of a Story graphic organizer. You are going to take you chart to your seat.

You can look at our anchor chart to help you remember what goes in each box. Think about

Ira Sleeps Over and draw a picture to show the 2nd

important event that helps Ira decide what

to do and how he finally solved his problem.

When scoring the PI:

Students are not required to write. If students do not write, students must tell about their

pictures and it is helpful to write their responses on the back or on sticky notes. This is your

opportunity to assess whether the pictures match the expected content.

If students write, do not count off for spelling or incomplete sentences. The content is the

important part of the PI, students are required to identify and retell which can be oral.

38

Lessons 13-15

Rationale: The following group of lessons will focus on describing characters and inferring

about the reasons for their actions. Students will be able to infer the reasons for characters’

actions based on Background Knowledge and evidence from the text.

TEKS:

K.8-Students understand, make inferences and draw conclusions about the structure and

elements of fiction and provide evidence from text to support their understanding. Students are

expected to:

(B)-describe characters in a story and the reasons for their actions

Fig 19- Students use a flexible range of metacognitive reading skills to understand an author’s

message. The student is expected to:

(D)-make inferences based on the cover, title, illustrations, and plot

39

Create the chart prior to the

lesson. Information in chart

will be filled in with your

students.

Lesson 13

Lesson Overview: K.8B, Fig 19D

Text: Ira Sleeps Over (grade level book collection, cscope)

Approach: Minilesson

Focus: Describing Characters

Material: Describing Characters Anchor Chart

CREATE (Before the Lesson):

Describing Characters Anchor chart

Lesson:

1. Bring students to your whole group reading area. Have them sit next to a partner

(assigned or self-selected).

2. Introduction:

We have been reading Realistic Fiction books and we know that the characters in realistic

fiction are like real people. They say and do things like real people we know. We can think

about what the characters are like and that will help us understand why the do the things they

do. Today we are going to create a chart about describing characters.

3. Revisiting the Text:

If I want to tell someone about one of my friends, I describe my friend to them. I might say

that my friend is funny, or nice or good at something. That helps the person I’m talking to

understand what my friend is like. When we read, the author describes the character to us so

that we can understand what he or she is like. Let’s think about Ira in Ira Sleeps Over. We are

going to create a chart that helps describe Ira. Let’s write Ira’s name right here in box in the

middle (write Ira on the line in the center box.)

40

Let’s look back at the book.

Pg. 3 –Can we tell something about Ira? When I look at the picture I can see that

Ira is smiling and his hands are in the air. The author tells us that Ira “was invited

to sleep at Reggie’s house.” Looking at the pictures and the words that the author

writes helps me know something about Ira. The words and the picture help me

know that Ira is excited about sleeping at Reggie’s. Let’s look at our Describing

Characters anchor chart. In the first box it says “Ira was ________.” After

looking at the picture and reading what the author wrote, we decided that Ira was

excited. I’m going to write excited on the line in the first box. Fill in the blank in

the first box. Now I’m going to add a picture to help us remember the part of the

book that helped us decide that Ira was excited.

Pg. 10-15– (Reread pages 10-15) Ira is thinking about what it will be like sleeping

without his bear for the first time. He thinks Reggie will laugh at him. Look at Ira

in this picture (show picture on page 15). Think about what we know about Ira

based on what we read and the picture. Give students a few moments to think.

Turn and talk to your partner about what we can tell about Ira based on the picture

and what we read. Give students a few minutes to talk. Invite a few pairs to share

their thinking. Students may respond that Ira is sad. When we think about

something that might happen, we say that we are worried. Based on the picture

and what we read, can we tell that Ira is worried about sleeping without his bear?

Let’s add that to our chart. Fill in the blank in the second box with “worried”.

Let’s add the picture to this box to help us remember the part of the book that

helped us know that Ira is worried.

Pg. 34-35– (Reread page 34-35) Reggie is telling a ghost story. Ghost stories are

scary. Look at the picture. Think for a moment about what we know about Ira

based on the picture and what we just read. Give students a few moments to think.

Turn and talk to your partner about what we can tell about Ira based on the picture

and what we just read. Give students a few minutes to talk. Invite a few pairs to

share their thinking. Ira is scared. Reggie is telling a ghost story and Ira doesn’t

have his teddy bear to make him feel better. Let’s add that to our chart. Fill in the

blank in the third box with “scared”. Now let’s add the picture to help us remember

the part of the book that helped us know that Ira was scared.

Pg. 48- (Reread page 48) Ira has gone home and gotten his bear. Now he’s going to

sleep. Look at Ira. What can we tell about Ira from the picture and what we read?

Take a moment to think about it. Turn and talk to your partner about what we can

tell about Ira. Give students a few minutes to talk. Invite a few pairs to share their

thinking. Ira is happy; he has his bear so now he can sleep. Let’s add it to our

chart. . Fill in the blank in the last box with “happy”. Now let’s add the picture to

help us remember the part of the book that helped us know that Ira was happy.

4. Closing:

Good readers think about the characters in the story and what they are like. Knowing what

the character is like will help us understand why they do the things they do.

41

Describing Characters

Ira was excited.

Ira was worried.

Ira was scared.

Ira was happy.

Ira

(Character name)

42

43

Create the chart prior to the

lesson. Information in chart

will be filled in with your

students.

Lesson 14

Lesson Overview: K.8B, Fig 19D

Text: The Name Jar (grade level book collection, cscope)

Approach: Minilesson

Focus: Describing Characters

Material: Describing Characters Anchor Chart

CREATE (Before the Lesson):

.

Lesson:

1. Bring students to your whole group reading area. Have them sit next to a partner

(assigned or self-selected).

2. Introduction:

We have been reading Realistic Fiction books and we know that the characters in realistic

fiction are like real people. They say and do things like real people we know. Yesterday we

made a chart describing Ira. Today we are going to think about Unhei in The Name Jar and

create a chart describing her.

44

3. Revisiting the Text:

Let’s look back at the book.

1st page – (Read the 1

st page) let’s see what we can tell about Unhei on the first

page of the story. When I look at the picture I can see that Unhei has a little smile

on her face and she is looking out the window of the bus. The author tells us that

Unhei was nervous and excited. Looking at the pictures and the words that the

author writes helps me know something about Unhei. The words and the picture

help me know that Unhei is excited and nervous about going to her new school.

Since Unhei has her hands on the window and is looking out, I think she is very

excited. Let’s look at our Describing Characters anchor chart. In the first box it

says “Unhei was ________.” After looking at the picture and reading what the

author wrote, I think Unhei was excited. I am going to invite a friend to come help

me write the word excited in the first box. Select a student to come share the pen to

write. Say the word excited, very slowly stretching it out. Invite students to stretch

the word with you. Ask the student who is helping, “What sounds do you hear at

the beginning of excited?” Say the word together again and emphasize the

beginning sound.

If the student responds that they hear the /e/ sound, ask. “What letter makes

that sound?” Have the student write the letter e in the blank.

If the student responds that they hear the /x/ sound, say, “Yes, there is an x,

but there is something before that.” You write the e in the blank and have the

student writ the x.

Stretch the word out again and ask the student what else they hear in the word

excited. Accept any sound that is in the word. If the child says s, then tell them

that they do hear that /s/ sound, but in this word it is a c. Students are likely to

only hear consonant sounds and may only hear x, t. Have the student write the

letter for any sounds that they can hear and you fill in all the rest yourself. After

each sound, ask, “Do you hear anything else?” If they do not hear any other

sounds, finish the word yourself.

Now I’m going to add a picture to help us remember the part of the book that

helped us decide that Ira was excited.

The page where students are trying to pronounce Unhei’s name– (Reread page)

The other kids can’t pronounce Unhei’s name and they are teasing her. The author

says that “Unhei felt herself blush.” Do you know what it means to blush?

Blushing is when your face turns red. Look at Unhei in this picture (show picture).

Think about what we know about Unhei based on what we read and the picture.

Give students a few moments to think. Turn and talk to your partner about what we

can tell about Unhei based on the picture and what we read, why did Unhei blush.

Give students a few minutes to talk. Invite a few pairs to share their thinking.

Students may respond that Unhei is sad. When someone teases us and we blush,

that usually means we are embarrassed. Based on the picture and what we read,

can we tell that Unhei is embarrassed about her name? Let’s add that to our chart.

Follow the same Interactive Writing procedure as above; select another student to

help write “embarrassed” in the blank. Let’s add the picture to this box to help us

remember the part of the book that helped us know that Unhei is embarrassed.

45

Page where Unhei writes her name on the board– (Reread page) Unhei has

decided to keep her Korean name. She is writing it on the board for everyone else

to see. Look at the picture. Think for a moment about what we know about Unhei

based on the picture and what we just read. Give students a few moments to think.

Turn and talk to your partner about what we can tell about Unhei based on the

picture and what we just read. Give students a few minutes to talk. Invite a few

pairs to share their thinking. Unhei is proud. She has decided that her name is

special and she is proud of it. Let’s add that to our chart. Follow the Interactive

Writing procedure to fill in the blank with the word “proud.” Now let’s add the

picture to help us remember the part of the book that helped us know that Unhei

was proud.

Page where Joey and Unhei are talking about nicknames- (Reread page) Joey

gave Unhei all the names from the jar as a souvenir. Look at Unhei, what can we

tell about Unhei from the picture and what we read? Take a moment to think about

it. Turn and talk to your partner about what we can tell about Unhei. Give students

a few minutes to talk. Invite a few pairs to share their thinking. Unhei is happy, she

has a new friend. Let’s add it to our chart. Follow the Interactive Writing

procedure. Invite another student to help write the word “happy” in the blank in the

final box. Now let’s add the picture to help us remember the part of the book that

helped us know that Unhei was happy.

4. Closing: Authors tell us information to describe the characters. Good readers think about the

characters in the story and what they are like. Knowing what the character is like will help us

understand why they do the things they do.

46

Describing Characters

Unhei was excited.

Unhei was embarrassed.

Unhei was proud.

Unhei was happy.

Unhei

(Character name)

47

48

Create the chart prior to the

lesson. Information in chart

will be filled in with your

students.

Lesson 15

Lesson Overview: K.8B, Fig 19D

Text: Ira Sleeps Over, The Name Jar, Vera’s First Day of School, Jessica

Approach: Minilesson

Focus: Inferring the reasons for character’s actions

CREATE (Before the lesson):

Inference Anchor Chart

1. Lesson:

Bring students to your whole group reading area. Have them sit next to a partner

(assigned or self-selected).

2. Introduction:

Today we are going to talk about making inferences. An inference is when we think about

something in the book and what we already know to figure out something. Today we are going

to make inferences about the characters in the realistic fiction books we have read.

3. Revisiting the Text:

When detectives find clues, they call that evidence. When we think about things in the book,

like the words or pictures, we call that evidence.

Let’s start with The Name Jar. Turn to the page where Unhei stands outside the

classroom door. Look at the picture on this page. Unhei doesn’t look very happy does

49

she? The author said, “She stood in the doorway of her new, noisy classroom.” The

words and the pictures are evidence; they are clues about how Unhei is feeling. Notice

that I have already put a picture on our chart. This picture is our evidence.

When we think about things that we already know, we call that Background knowledge or

Schema. When I have to go someplace where I’ve never been before, I’m nervous

because I’m not sure what to expect. It’s hard to go to new places. Let’s add our schema

to the chart. Write a brief sentence in the Schema column of the chart.

Can we make an inference about why Unhei is standing in the doorway and not going

inside? I infer that Unhei isn’t going in because she is nervous. Do you agree?

(Discuss) Let’s write our inference on the chart.

Ira Sleeps Over pg 19-(Reread pg 19) let’s think about the evidence, Ira asked Reggie

some questions about his house. Then he asked, “By the way, what do you think about

teddy bears?” Point out the picture in the evidence column on the chart.

My schema or background knowledge is that we like to be like our friends. We don’t

want to feel different. Let’s add this to our chart. Add background knowledge.

Why do you think Ira asked Reggie what he thought about teddy bears? Let’s make an

inference about why Ira asked Reggie. Take a minute to think. Turn and talk to your

partner and make an inference about why Ira asked Reggie that question. Give students

a few moments to talk. Invite a few pairs to share. Ira asked Reggie about teddy bears

because he wants to take his teddy bear with him to Reggie’s house. Let’s add our

inference to our chart.

Jessica-pg. 1-(Reread pg. 1) The book says, “Ruthie Simms didn’t have a dog. She

didn’t have a cat, or a brother, or a sister.” That’s the evidence from the book. Point out

the picture in the evidence column of the chart. Do you have some background

knowledge or schema about what it’s like when you don’t have anyone to play with?

Discuss When you don’t have anyone to play with you feel lonely. Let’s add that to our

chart. Add to the schema column. Now let’s make an inference about Ruthie. Turn and

talk to your partner and make an inference about Ruthie. Give students a few minutes to

talk. Invite a few pairs to share. Ruthie is lonely, that’s why she made up Jessica. Add

inference to chart.

Page where Vera stands by the Buckeye tree- (Reread page)-What’s our evidence

about Vera? She stood by the Buckeye tree and didn’t play. Do you have some

background knowledge for what it feels like when everyone’s playing and you don’t

know anyone? Think for a few minutes. Discuss It’s hard to play when you don’t know

anyone. Let’s make an inference about Vera. Vera doesn’t know anyone and she stands

all by herself. What can we infer? Vera doesn’t have a friend; She is nervous/sad. Add

inference to chart.

4. Closing:

Good readers make inferences when they read. An inference is something that the author

doesn’t say. We make inferences when we think about evidence from the book and think about

what we already know.

50

Inference

Text Evidence

+

Background

Knowledge/Schema = Inference

+

It’s hard to go

new places =

Unhei was nervous

+

We like to be like

our friends =

Ira wants to take

his teddy bear

+

It’s lonely with no

one to play with =

Ruthie is lonely

+

It’s hard to play

when you don’t

know anyone =

Vera didn’t have a

friend

Text Background Knowledge/Schema Inference

51