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Transcript of 4th Grade English Language Arts/Reading Pacing Calendar · Humble ISD 2011-2012 4th Grade English...
Humble ISD 2011-2012
4th Grade English Language Arts/Reading Pacing Calendar
Humble ISD 2011-2012 4th Grade Reading Calendar
Revised 1/12 1
Independent Reading Lesson Guides are a separate document. Please access through ELAR Department’s website.
Unit Weeks Dates Comprehension Strategy
1 August 22-26
2 August 29 – September 2 1
3 September 6 – 9
Monitor/Self-Correct
4 September 12 – 16
5 September 19 – 23 2
6 September 26 – 30
Schema/Activate & Connect
7 October 3 – 7
8 October 11 – 14 3
9 October 17 – 21*
Questioning
10 October 24 – 28
11 October 31 – November 4 4
12 November 7 – 11
Visualizing
13 November 14 – 18
14 November 28 – December 2 5
15 December 5 – 9
Inferring
16 December 12 – 16*
17 January 3 – 6 6
18 January 9 – 13
Inferring
19 January 17 – 20
20 January 23 – 27 7
21 January 30 – February 3
Inferring
22 February 6 – 10
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-June1* Flex Weeks
*End of Nine Week Grading Period
4th
Grade – Unit 1; Weeks 1-3
Humble ISD 2011-2012 4th Grade Unit 1, Weeks 1-3
Revised 1/12 2
LEARNING OUTCOMES (I CAN…)
Comprehension Strategy: Monitor/Self-Correct
Week 1
8/22-8/26
Week 2
8/29-9/2
Week 3
9/6-9/9
Get
tin
g t
he
Mea
nin
g
• Self-monitor my reading to check
understanding (stop, think, react), making
corrections and adjustments when
understanding breaks down before reading
on (Fig.19C).
• Leave tracks of my thinking by jotting down
notes to hold thinking and expand
understanding as I read (18C/5F).
• Monitor my comprehension by paying
attention to my thinking as I read (Fig.
19C).
• Self-monitor my reading to check
understanding (stop, think, react), making
corrections and adjustments when
understanding breaks down (fix-up
strategies) before reading on (Fig.19C).
• I can use strategies to refocus when
meaning breaks down and stop and repair it
before reading on (Fig. 19C).
• Leave tracks of my thinking by jotting
down notes to hold thinking and expand
understanding as I read (18C/5F).
• Self-monitor my reading to check
understanding (stop, think, react), making
corrections and adjustments when
understanding breaks down (fix-up
strategies) before reading on (Fig.19C).
• Leave tracks of my thinking by jotting
down notes to hold thinking and expand
understanding as I read (18C/5F).
• Focus on both the content and the process
and understand both are important to
deepen understanding (Fig.19C).
• Establish purposes for reading to enhance
comprehension (Fig.19A).
• Explain how monitoring helps me as a
reader (Fig. 19).
Rea
din
g H
ab
its • Listen to and participate in teacher-led
discussions by posing and answering
questions with appropriate detail and by
providing suggestions that build upon the
ideas of others (28A, 29A/1B,G,D, 2A-C,I,
3A-E,G-J).
• Make appropriate choices for independent
reading and articulate why I made my
choice (9A/4E,H,I).
• Demonstrate the expectations for
independent reading workshop time
(9A/4E,H,I).
• Read for increasing periods of time
(Humble ISD EOY expectation is 30
minutes of purposeful continuous reading)
(9A/4E,H,I).
• Produce evidence of texts read (reading
logs, journals, etc.) (9A/4E,H,I).
(TEKS/ELPS)
Interactive Read-Aloud – 4th
Grade – Unit 1, Week 1
Humble ISD 2011-2012 4th Grade Unit 1, Weeks 1-3
Revised 1/12 3
Target(s) for the Week: Self monitor my reading to check understanding, making corrections and adjustments when understanding breaks down before reading on; Leave
tracks of my thinking jotting down notes to hold thinking and expand understanding as I read; Monitor my comprehension by paying attention to my
thinking as I read.
D
A
Y
Anchor
Chart(s)
Explicit Instruction/Modeling Minilesson Focus
(Teacher Behaviors and
Student Outcomes)
Guided and/or Collaborative
Practice What will my students
be doing?
Sharing Focus (Opportunity to reteach at
close of Shared Reading
and/or Reading Workshop.)
Evidence of Learning (How will I know if my
students know it?)
Graded/Ungraded
1
Lesson Text example: *Train to Somewhere by Eve Bunting
Connect & Engage: Teacher (T) introduces book providing
the students (Sts) with background knowledge about the
setting and characters of story.
Define Reading comprehension as understanding what we
read. Readers pay attention and think about the words and
ideas as they read. It is a voice in our head that speaks to us
as we read. The voice might say “wow, I never knew that
before” or “Huh- I don’t get this part”. T&T what you hear
and how you can leave tracks of your thinking in your
reading.
Model: T reads portion of text as she is models thinking
aloud-sharing inner voice.
Lesson recap: We are learning that reading is thinking. As a
reader it is our job to listen to the inner voice and leave tracks
of our thinking.
T will explain procedures for
Turn and Talk (T&T) (Sts turn
their face toward their partner
and make eye contact to take
turns listening and speaking on
topic assigned by T) and then
ask Sts to T&T to discuss:
*connections to leaving home.
*about leaving “tracks of your
thinking”
*to discuss what was read so far
*about leaving “tracks of your
thinking”
*to discuss what was read so far
2
Begin…
Reading is
Thinking
*I wonder
*This
reminds
me of
*Huh? I
don’t get it
Connect & Engage: Yesterday we thought about how
readers leave tracks of their thinking…
Model: Today …I’m going to ”think out loud”. I want you to
notice the thinking I’m doing. Leave tracks of thinking on
Post-Its. I wonder…Reminds me of…Wow…Feelings (Place
these “tracks” stems on anchor chart) as T reads a few more
pages of the book.
Lesson recap: You did a great job today listening to me share
my inner voice and watching me as I showed you how to write
down that thinking. Good readers keep track of their thoughts
as they read.
Sts look back at notes to notice
the kinds of things T wrote
down
Sts will watch as T models
explicitly how to write notes
and thoughts on sticky notes.
After each T&T time,
a couple of Sts should
share their thinking
with the whole group.
At end of workshop,
Sts share their own
inner conversations
about what they read
independently.
Sts engagement in the
turn and talk sessions,
listening, and sharing
relevant information.
T anecdotal notes as
she monitors the
conversations going on
around the room.
Interactive Read-Aloud – 4th
Grade – Unit 1, Week 1
Humble ISD 2011-2012 4th Grade Unit 1, Weeks 1-3
Revised 1/12 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.
Sts notes that reflect their
thinking.
Anecdotal notes by T..
4
Continue
Reading is
Thinking
Connect & Engage: Yesterday’s lesson gave you the chance to
leave tracks of your thinking. You will practice this again today
as you notice the inner conversations you are having as I read
on in our text.
Model: T continues thinking out loud as the last section of the
text is read aloud to Sts.
Lesson recap: I can tell how much you are hearing that inner
voice and recording your thinking but the responses you just
shared. This is just what good readers do!
Guided Practice: T
gives Sts opportunities
to practice procedures
of T&T and writing
sticky notes to leave
tracks of their thinking.
Sts will use their sticky
notes to share responses
and add to the anchor
chart, “Big Ideas and
lingering questions”
Sts sticky notes, oral
responses during anchor
chart.
Anecdotal notes by T.
5
Big Idea and
Lingering
Questions
Connect & Engage: All week we have been keeping track of
our inner conversations & leaving tracks of our thinking, today
we will spend time looking at that thinking and share those
thoughts with each other.
Collaborate: Groups of 3 to 4
T models how students should discuss their thinking about the
book with a fish bowl activity.
T confers with groups to support them as they discuss the story.
T records big ideas and lingering questions on anchor chart.
Lesson recap: Readers as we more forward with monitoring
our comprehension and add more strategies, don’t forget to
continue to listen to those inner conversations as you read and
track your thinking!
Sts look at post-its and
star most important
parts and then discuss
book in small groups
Sts share any big ideas
or lingering questions
they have from the
story. T records on
anchor chart.
T jots down what noticed
about the kids’ questions
and discussions, T reads
Sts post-its looking to see
if there is evidence from
the text to support their
thinking,
MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Lesson 1. * Suggested lesson text, other text may be chosen. Lesson text must allow for students to be highly
engaged, with text that is supported with pictures/illustrations and of reasonable length and topic appropriate to the grade level. Authors such as Eve Bunting, Jane Yolen, Patricia
Polacco; Cynthia Rylant are some good examples for lesson text choice.
Strategies That Work 2 by Harvey & Goudvis, pp. 78.
Interactive Read-Aloud – 4th
Grade – Unit 1, Week 2
Humble ISD 2011-2012 4th Grade Unit 1, Weeks 1-3
Revised 1/12 5
Target(s) for the Week: Self monitor my reading to check understanding, making corrections and adjustments when understanding breaks down before reading on; Leave tracks
of my thinking jotting down notes to hold thinking and expand understanding as I read; Use strategies to refocus when meaning breaks down and stop
and repair it before reading on
D
A
Y
Anchor
Chart(s)
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 explains how you can
become confused while reading and stray from an inner
conversation w/text. T shares lesson focus using a personal
example of when meaning breaks down and what action to take to
get back on track. T introduces anchor chart, explains purpose
and that it will be co-constructed together throughout week.
Record students’ reason why meaning breaks down.
Model: T reads Paragraph 1 of *________, thinking aloud about
the confusing parts to show what happens when meaning breaks
down and what you can do to fix it.
Add to Anchor Chart in the Fix-up Strategies column the
strategies Sts noticed T use.
Fig. 19C/ Self monitor my reading to check understanding,
making corrections and adjustments when understanding breaks
down before reading on; Leave tracks of my thinking jotting
down notes to hold thinking and expand understanding as I read;
Use strategies to refocus when meaning breaks down and stop
and repair it before reading on
Lesson recap: Good readers notice when meaning breaks down
in their reading and they use various strategies to fix-it up.
T & T: Share examples
of when you have strayed
from inner conversation
when reading.
What are you think about
when you lose track of
your reading?
Sts watch carefully at
what the T is doing to
get back on track.
T & T: What did you
notice me doing to make
sense of my reading
when I got confused?
Sts share how they
fixed up their
understanding when
they strayed from their
inner conversation
during independent
reading.
Sts conversations
St thinking from
independent reading
(through T/St
conferences-“show me a
place…”)
2
Why
Meaning
Breaks
Down/Fix
up
Strategies
Connect & Engage: Yesterday’ in our lesson we learned that
Good readers notice when meaning breaks down and how to stop
and use fix-up strategies. We will practice more of this today.
Model: continue reading/ think aloud about the confusing parts of
* to show what happens when meaning breaks down
and what you can do to repair it.
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.
The Sts will notice and
articulate what the T
does as a reader to
monitor and repair
comprehension
Interactive Read-Aloud – 4th
Grade – Unit 1, Week 2
Humble ISD 2011-2012 4th Grade Unit 1, Weeks 1-3
Revised 1/12 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 My Name Is. T introduces new article e My
Name is Now… This are article is about… T has Sts T&T.
Model: Model first part of article- demonstrating & explaining
the distracting connection
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: What
connections can you
make to this article?
Sts share their own
thinking as T models first
part of article.
Guided: Sts continue
article noting when
meaning breaks down
and the fix-up strategies
used.
In independent reading,
check to see if Sts are
• noticing when comp.
breaks down
• using some of the
fix-up strategies to
repair
comprehension
• checking the anchor
charts for help
4
Why
Meaning
Breaks
Down/Fix
up
Strategies
Connect & Engage: Yesterday we read part of the article My
Name Is Now… and noticed when meaning began to break
down…
Independent Practice: Today you will have a chance to read the
rest of the article (independently) and to observe when your
meaning breaks down and what strategies you can use to fix it. T
will walk around and monitor Sts as they work in the whole group
area to complete the article.
Lesson recap: You are doing a great job as readers to notice
when meaning breaks down and then stopping to take the time to
use a fix-up strategy before you move on.
Independent Practice:
Sts. have a copy of My
Name Is Now…
Sts read and note their
inner conversation, when
they stray, and how to get
back on track. Use post-its
to mark places they stray
from inner conversation
Choose a fix-up strategy to
help repair comprehension.
Sts share their inner
conversation, when
meaning breaks down,
and what to do to get
back on track.
In independent reading,
check to see if Sts are:
• noticing when comp.
breaks down
• using some of the fix-
up strategies to repair
comprehension
• checking the anchor
charts for help
• using post-it to mark
points of confusion
5
Why
Meaning
Breaks
Down/Fix
up
Strategies
Connect & Engage: All week we have been learning to notice
when meaning breaks down and what those fix up strategies should
look like. Today you will be able to practice this on your own.
Sts will use article Where In The World Did We Come From?
and the think chart Why Meaning Breaks Down/Fix-up Strategies
to record noticings.
Lesson recap: Readers as we move on to learn new strategies
and to read new text, you will continue to notice when meaning
breaks down and use fix-up strategies to repair the meaning
before you read on. This is what all good readers do as they read.
Independent Practice: Sts read article Where In The World Did We Come From? and note their inner conversation, when they stray, and how to get back on track. Use post-its to mark places they stray from inner conversation. Record information on think chart.
Gather back as a
group and ask students
to share fix-up
strategies they used as
they read
independently. Add
any new responses to
the Anchor Chart.
Sts will complete think
chart
Toolkit p.42
Why Meaning Breaks
Down/Fix up Strategies
MATERIALS: Comprehension Toolkit by S. Harvey, Lesson 2 and pg. 42; *Stealing Beauty- is the lesson text but T should choose a different informational article currently
reading- students are not reading this text, T uses only as a model for lesson strategy. Possible source- The Source Book of Short Text, pp. 91 (a separate resource in the
Comprehension Toolkit). Toolkit Texts Grades 4-5 by S. Harvey, pp. 50-51; 52
Interactive Read-Aloud – 4th
Grade – Unit 1, Week 3
Humble ISD 2011-2012 4th Grade Unit 1, Weeks 1-3
Revised 1/12 7
Target(s) for the Week: Self monitor my reading to check understanding, making corrections and adjustments when understanding breaks down before reading on; Leave tracks
of my thinking jotting down notes to hold thinking and expand understanding as I read; Use strategies to refocus when meaning breaks down and stop
and repair it before reading on; Establish purposes for reading to enhance comprehension; Explain how monitoring helps me as a reader; Focus on both
the content and the process and understand both are important to deepen understanding
D
A
Y
Anchor
Chart(s)
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 answer a bunch of questions at the end?
How did you feel about that? Last week we noticed when we
had an inner voice helping us to know when meaning breaks
down and we paid attention to the fix-up strategies we used.
This week we are going to going to stop when we hear that
inner voice, think about what we have just read and then react
to it by jotting down our thinking right on the article we are
reading.
Model: T introduces and previews the article and gives the
students each a copy
Read first part of The Chocolate Belt to build some
background knowledge for Sts before reading Chocolate:The
Happy Food.
Lesson recap: We are learning that good readers think and
react to what they are reading, especially when they hear that
inner voice.
T & T: Share how you feel
about traditional test
questions.
Sts get copies of article
Chocolate:The Happy Food
Skim article-talking with
partner
Attend to the text features
subheadings/pictures/captions
2
Connect & Engage: Yesterday we previewed the article and
gained some background knowledge using the text features to
help us.
Model: T will read, stop and record their inner conversation-
questions, connections, confusions, and new info (record on the
article for students to see) T reads through first column and
prompts Sts. thinking by naming what they are doing -
connections, questioning, etc. T may ask specific questions.
Lesson recap: As good readers, we are learning to think and
react to what we are reading. Good readers record this
thinking.
T & T: What are you
thinking so far?
T & T: Sts respond to
specific questions from the
teacher
After each turn and
talk time, a couple of
Sts should share their
thinking with the
whole group.
At end of workshop,
Sts share their own
inner conversations
about what they read
independently
Sts engagement in the
turn and talk sessions,
listening, and sharing
relevant information.
Anecdotal notes as
teacher monitors the
conversations
Interactive Read-Aloud – 4th
Grade – Unit 1, Week 3
Humble ISD 2011-2012 4th Grade Unit 1, Weeks 1-3
Revised 1/12 8
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 Chocolate:The Happy Food.
Model: Read a paragraph, stop and give students time to
record their own thinking on the article-Continue to the end of
the article.
Lesson recap: Wow readers! Look at all that thinking and
reacting you are doing as we read today. This is what good
readers do all the time.
Guided: Sts will stop, think,
react
Jot down thinking on the
article as T reads
T& T: Share your thinking
with your partner.
A few Sts will be asked
to share something they
wrote down or talked
about
Sts notes that reflect
their thinking, oral
responses
Anecdotal notes by T.
4
Connect & Engage: We have done a lot of thinking and
reacting. Now it is time to share with others what your
thoughts and reactions have been. Good readers also share
their thinking, they don’t just keep it to themselves.
Model: T shows how Sts should discuss their thinking
T confers with groups to support them as they discuss the
article
Listen in and elaborate on their thinking.
Then after collaboration, T asks students to turn paper over and
write something they think is important (content response) and
then write how the conversations they had with their partners
added to their thinking and better understanding (process
response). This will be used in share time.
Lesson recap: As good readers we not only think and react to
what we read, we share our thinking and reactions with others.
Collaborative Practice: Groups of 3 to 4 Sts
Reflect on their thinking
Use margin notes to help
with conversation in their
groups
Sts start conv. with:
“Something
learned/surprised me”
“Questions I have”
Share out from groups:
*What was important to
remember
*How partners’
conversation helped
them understand the
article or change their
thinking (T can
highlight/help from
own observations to
model this)
Student’s notes that
reflect their thinking,
oral responses
Anecdotal notes by
teacher.
Interactive Read-Aloud – 4th
Grade – Unit 1, Week 3
Humble ISD 2011-2012 4th Grade Unit 1, Weeks 1-3
Revised 1/12 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
5
Connect & Engage: We have been working to stop, think
and react to our inner voice as we have read an
informational article this week. We are going to try this
process again, but today we will use poetry. Let me show
you…
Model: T models same process used this week only using
a poem. T will model first few lines and then invite
students to join in sharing their thinking.
T will record her thinking and Sts thinking in the margins
on the poem.
Lesson recap: This week we have learned that good
readers use those inner conversations to stop, think and
react to the text. Good readers also share their thinking
and reactions with others.
Guided: Sts. share their
thinking from stop, think and
react as T reads the poem.
T&T: Sts. reflect on their
thinking to support the
conversation w/ partner.
Collaborative/Independent: Students/partners choose an
article (Tigers Roar Back; A
Strange Tree) or poem.
Read Write & Talk with
partner
Look for evidence of
something learned and how
conversation helped them
understand more
Sts share how partners’
conversation helped
them understand the
article or change their
thinking
Sts explain: how
monitoring helps me as
a reader
Student’s notes that
reflect their thinking, oral
responses from the
Collaborative/Independent
Practice.
Anecdotal notes by
teacher.
MATERIALS: Comprehension Toolkit by S. Harvey, Lesson 3 and Source Book for Short Text;
Toolkit Texts Grades 4-5 by S. Harvey, pp. 28-29, 30, 31 (available for Spanish and English)
The Reading Workshop by F. Serafini, pp. 90-92
Poems for Day 5 lesson
4th Grade – Unit 2; Weeks 4-6
Humble ISD 2011-2012 4th Grade Unit 2, Weeks 4-6
Revised 1/12 10
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
• Recognize that thinking about what I already
know will help me understand new
information (Fig.19F)
• Make meaningful connections from the text
to myself; to what I know about the world;
and to what I have learned from other text
(Fig.19F)
• Develop schema for authors, text structures
(identify nonfiction text features and
describe their purposes) and genres (11D,
13B/4D,F)
• Stop, think about, and react to new information and
merge my thinking with it (Fig.19F)
• Recognize that some of my prior knowledge may
be inaccurate and that reading can clear up
misconceptions and change thinking (Fig.19F)
• Recognize that thinking about what I already know
will help me understand new information (Fig.19F)
• Develop schema for authors, text structures
(identify nonfiction text features and describe
their purposes) and genres (11D, 13B/4D,F) • Identify and discuss the problem, the events of
the story, and the problem resolution in
increasingly complex text (6A/4G/I)
• Identify whether the narrator or speaker of a
story is first or third person (6C)
• Compare and contrast the adventures or
exploits of characters (e.g., the trickster) in
traditional and classical literature (3A/4G,I)
• Explain how using schema helps me as a reader
(Fig. 19)
Rea
din
g H
abit
s
• Listen to and participate in teacher and
student-led discussions by providing
suggestions that build upon the ideas of
others (28A, 29A/1B,D, 2C,I, 3C-E,G-J)
• Develop reading goals for myself during
independent reading time (9A/4E,H,I)
• Respond to various texts in ways (oral and
written) that reflect my understanding and
interpretation and can be supported with
relevant aspects of the text (18C/5F)
• Express changes in understanding in response to
new ideas in a text (28A/1D, 2C, 3B,C,D,G-J)
• Read for a sustained period of time and paraphrase
what the reading was, maintaining meaning and
logical order (e.g., generate a reading log or
journal; participate in book talks) (9A/4E,H,I)
• Read for a sustained period of time and
paraphrase what the reading was, maintaining
meaning and logical order (e.g., generate a
reading log or journal; participate in book talks)
(9A/4E,H,I)
• Listen to and participate in teacher and student-
led discussions by providing suggestions that
build upon the ideas of others (28A, 29A/1B,D,
2C,I, 3C-E,G-J)
(TEKS/ELPS)
Interactive Read-Aloud – 4th Grade – Unit 2, Week 4
Humble ISD 2011-2012 4th Grade Unit 2, Weeks 4-6
Revised 1/12 11
Target(s) for the Week: Recognize that thinking about what I already know helps me understand new information; Stop, think, and react to new information and merge
my thinking with it; Make meaningful connections from the text to myself, to what I know about the world, and to what I have learned from
other text; Develop schema for authors, text structures (identify nonfiction text features and their purposes), and genres
D
A
Y
Anchor
Chart(s)
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/
Purpose
(list
different
features and
the purpose
of each one)
Connect & Engage: Yesterday… Today we will describe the purpose of
each feature and the purpose- how it guides our reading and helps us
understand the information. Let’s begin with the book I was looking at
yesterday, *__________ by _________.
Model: Before we begin, I want to talk for a moment about accurate
information. What do you think I mean by this? T share discussion w/ Sts
about importance of gathering accurate information as we read. T begins
sharing text features and their purpose, charting as she goes. T continues
w/ features through the table of contents. T discusses each so Sts get
picture of how the feature is used to gather information.
Lesson recap: Good readers use the NF features to help them gather
new information as they read. This helps readers to build more schema.
Sts use the
Feature/Purpose think
sheet
Sts are add to think sheet
as T models
T&T: What do you think
accurate information is?
T observations and
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) and determine purpose.
Here is an interesting visual feature – a map. It is a particular kind of
map. What information can you get it? T facilitates discussion, fielding
questions that will further the learning.
Lesson recap: Wow readers! You are doing a great job reading and
using this information to help us determine the purpose of our NF text
features and how they are helping us build our schema.
Sts continue to add to
their think sheet as T
guides them through text.
T&T: What information
can you learn from this
map?
T&T: What information
can you learn from this
map key?
Sts share what they are
learning about NF
features and how they are
helping them build their
schema.
T observations and
anecdotal notes of Sts
noticings of NF
features
Interactive Read-Aloud – 4th Grade – Unit 2, Week 4
Humble ISD 2011-2012 4th Grade Unit 2, Weeks 4-6
Revised 1/12 12
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
Continue
Feature /
Purpose
chart
Connect & Engage: Yesterday we had a great discussion about some
more NF features and their purpose. Good readers use this information
to build schema.
Collaborate: Today you will work in partners to look for more non
fiction features and fill out your features/purpose think sheet. We will do
this using your science and social studies text books. T will move about
room supporting students and facilitating conversation/thinking.
T will chart new features and their purpose on co-constructed anchor
chart.
Lesson recap: Good readers notice text features and gain new learning
from them in order to build their schema.
Collaborative Practice: Sts look through their
Science and Social
Studies texts looking for
text features
Sts record on sheet text
feature & where
located/specific purpose
Sts/Partners share what
they learned about how
particular features support
understanding
Add to anchor chart
Sts identify features
and describe their
purposes and how they
help us understand
information concepts
and ideas.
Sts record new learning
and what text features
helped them understand
the content
5
Continue
Feature /
Purpose
chart
Connect & Engage: Yesterday…today we will continue show how good
readers use NF features to help them learn new information and build
their schema.
Collaborative/Independent: T introduces article Sts will use.
Sts will find features and think about their different purposes, charting
this as they go.
T listens in and works with partners to clarify their thinking.
T charts any new features and their purpose on the co-constructed anchor
chart.
Lesson recap: You have done a great job of using text features to help
you gain new information and build your schema. As you are reading NF
in IR, remember to use this strategy to help you as a reader.
Collaborative/Independ
ent Practice: With
partners or individually,
Sts use article Ancient
Mexico to find features
and record the feature and
its purposes on their think
sheet.
Sts record some new
information learned from
the features.
Partners share what they
learned about how
particular features support
understanding
Add to anchor chart
Sts identify features
and describe their
purposes and how they
help us understand
information concepts
and ideas.
Sts record new learning
and what text features
helped them understand
the content
MATERIALS: Comprehension Toolkit book 2 Activate and Connect, Lesson 4 by Harvey & Goudvis
Toolkit Texts Grades 4-5, by Harvey & Goudvis, pp. 32 Ancient Mexico-Where and When
Interactive Read-Aloud – 4th
Grade – Unit 2, Week 5
Humble ISD 2011-2012 4th Grade Unit 2, Weeks 4-6
Revised 1/12 13
Target(s) for the Week: Stop, think, and react to new information and merge my thinking with it; Recognize that some of my prior knowledge may be inaccurate and that
reading can clear up misconceptions and change thinking; Recognize that thinking about what I already know will help me understand new
information
D
A
Y
Anchor
Chart(s)
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 continue to work with the book we
used last week *____________. This author is such a great writer. These
books have great photos and unbelievable writing. This type of NF is called
Trade NF and it reads more like a Nat’l Geographic Magazine. What are
some of your favorite NF books and writers? NF is read so we can learn
something. We expect the information to be accurate and many times we
read about things we already know but also learn new facts/information. We
must merge our thinking with the new information. Do you know what this
means? T elaborates as needed about “merging information”.
Model: Let me show you what happens when I meet new information. T
models how to merge thinking with the new information, sharing the
language of the new learning (“Wow! I never knew that!” “No way! I
can’t believe that!” etc). Those words show how I merge my thinking-
old with new. T reads a bit of book to model this once. T uses post-it and
models how to write down and mark new learning with “L” in the book
where new learning occurred.
Lesson recap: You are learning that good readers must listen to that
inner conversation so they can merge the new information they learned
with their prior knowledge.
T&T: Share some
favorite nonfiction books
and writers
2
Language
That Signals
New
Learning
Connect & Engage: Yesterday we learned that we must listen to our
inner conversations when we are reading NF in order to merge what we
know with our new thinking.
Model/Guided: T. continues modeling by marking a post-it with an “L”
for “Learn” and jots down merged thinking as well. T continues to read and
question new information as new learning occurs. T models how to draw a
line underneath new learning on a post-it and write a wondering/question. T
records language that signals new learning on anchor chart. T engages the
students in the process, inviting them to share their new learning signals.
Independent: T floods room with non-fiction books and circulates
around the room listening in on Sts conversations and reading their
written responses of new learning and wonderings (this may have to be
extended into independent reading or the next IRA lesson).
Lesson recap: Good readers listen to their inner conversation and
notice when they have new learning. They mark their new learning and
even note their questions. Merging your thinking with new information
helps you better understand the topic, so continue to do this as you read,
especially in your independent reading.
Guided Practice: Sts use
sticky notes (or sticky
note template) and
clipboards to merge
thinking with new
learning and write it
down
Sts will jot down new
learning on Post Its with
an “L”
Sts will draw a line
underneath “L” and write
a question beneath the
line when they have a
wondering.
Sts share what signals
they noticed when they
came across new
learning?
Sts think sheet with
new learning and
questions about new
learning encountered
Interactive Read-Aloud – 4th
Grade – Unit 2, Week 5
Humble ISD 2011-2012 4th Grade Unit 2, Weeks 4-6
Revised 1/12 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
3
What I
Know /
What I
Learned
Connect & Engage: Today we are going to spend some time reading
and talking about *________. I want you to T&T to your partner about
what you already know and what you think you might learn today as we
read. T selects a few Sts to share with class. It sounds like many of you
already know a lot about _______. Good readers keep what they already
know about a topic in mind as they read. They connect their background
knowledge to new information and it helps them better understand the
topic they are reading.
Model: Today as I read this article about ______, I am going to keep in
mind what I already know and connect it to the new information. It is
easier to make sense of new information when we use our background
knowledge. T introduces the anchor chart. This anchor chart is going to
show us what we already know, what we learned and how sometimes the
information we already know might not be completely accurate. This is
okay because part of the reason we read articles like this one is to clear
up any misconceptions we might have about the topic. T writes down a
few things she already knows about _______ and invites Sts to share
what they know.
T begins to read and records new learning on the anchor chart. T
continues to read and models her thinking when a misconception about
information occurs. When my BK is inaccurate, I need to change my
thinking. T charts the new information.
Lesson recap: We are learning that good readers think about their
background knowledge-what they know- and merge it with their new
learning. This also clears up misconceptions.
T&T: What do you
already know about
______ and what do you
think you may find out?
Sts think sheet with
new learning and
questions about new
learning encountered
Interactive Read-Aloud – 4th
Grade – Unit 2, Week 5
Humble ISD 2011-2012 4th Grade Unit 2, Weeks 4-6
Revised 1/12 15
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.
T&T: What new
learning did you have
after you read?
Sts share:
-misconceptions they
encountered while reading
-connections between
what they know and new
information and how it
this connection helps
them
T observation and
anecdotal notes on Sts
T&T and sharing.
Sts think sheets from
independent article
5
What I
Know /
What I
Learned
Connect & Engage: Yesterday we really began to use our BK to help make
sense of new information. We are merging them to help us better
understand what we are reading. Today you will work with a partner to
read and talk about your new learning, clear up misconceptions and merge
your thinking with what you know and what is new. Remember that what
you learn will depend upon what you already know. Not all of us will
record the same new learning.
Independent/Collaborative: Sts will have choice between two articles
Icebergs or Jai Alai. Sts will read and record their new learning on their
own think sheet and then stop to T&T to their partner about their thinking.
T will move about the room, facilitating conversation, supporting Sts as
they work together to discuss their new learning and any misconceptions.
Lesson recap: Good readers use their BK and merge this thinking with
new information to help them better understand the text. As a good reader,
each time you are reading notice when you encounter new information and
activate your BK to help you.
Sts will choose between
two articles and then
work independently to
record new learning on
think sheet.
Sts will T&T to partner
about their new
learning.
Sts will return to whole
group area to share their
new learning, how use of
their BK helped them
understand new
information.
Sts will share any
misconceptions they were
able to clear up.
Sts will share how the use
of schema/BK helps them
as a reader.
What I Know / What I
Learned Think Sheet
T observations and
anecdotal notes from
conversations with
partners as they work
independently and from
share time.
MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Book 2 Activate & Connect, Lesson 5 (Days 1-2) Lesson 6 (Days 3-5)
*Lesson Text for Days 3-4: Select a NF article that Sts will have some background knowledge for
Toolkit Text Grades 4-5 by Harvey and Goudvis, pp. 12 & 24. (Day 5)
Interactive Read-Aloud – 4th
Grade – Unit 2, Week 6
Humble ISD 2011-2012 4th Grade Unit 2, Weeks 4-6
Revised 1/12 16
Target(s) for the Week: Explain how using schema helps me as a reader; Identify the problem, the events of the story, and the problem resolution in increasingly complex text;
Identify whether the narrator or speaker of a story is first or third person; Compare and contrast the adventures or exploits of characters (e.g. the
trickster) in traditional and classical literature; Develop schema for authors, text structures (identify nonfiction text features and describe their
purposes) and genres; Identify whether the narrator or speaker of a story is first or third person.
D
A
Y
Anchor
Chart(s)
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 Interactive Read
Aloud Reading or Reading
Workshop.)
Evidence of Learning (How will I know if my
students know it?)
Graded/Ungraded
1
Story
Structure
Chart
(chart
showing
book title,
characters,
events
including
problem and
solution (to
use to
compare &
contrast
stories at the
end of the
week)
First Person
/
Third Person
definition
anchor chart
Connect & Engage: We will continue to use our schema/prior
knowledge/background knowledge to help us as we read a new genre –
traditional literature, specifically a trickster tale. A trickster tale is a
short narrative that uses animals with human features to help us
understand human nature and human behavior. We had have trickster –
prankster tales from the earliest times. T has Sts T&T about a
schema/PK/BK they have about trickster tales. T listens in and selects
Sts for sharing.
Model: T introduces the story. Something good readers notice when
they are reading is whether the narrator of the story is first or third
person. T explains first & third person. So as I read the first page I am
going to figure out if this story is being told in first or third person. T
reads, and then shares clues from text she used to figure it out. We will
also begin to think about how good readers identify the characters and
events of a story. Those events will include the problem and the solution
of the story. I have a chart we will track all of this on. T reads some
more and then stops to discuss characters and events so far in story and
charts. When T encounters problem of story she models her thinking
about the problem and invite Sts to T&T about their thinking. T will
read and model thinking of character actions and events of story through
end of the lesson time. T charts events on anchor chart.
Lesson recap: Good readers use prior knowledge as they read. They
also pay attention to the characters, the story events that include the
problem of the story. They use what they know about other stories like
this to help them understand this story.
T&T: What do you know
about trickster tales?
Have you heard one
before? What was it
about?
T&T: What is your
thinking about the
problem in the story?
Sts share how they are
using schema/PK in their
independent reading.
Interactive Read-Aloud – 4th
Grade – Unit 2, Week 6
Humble ISD 2011-2012 4th Grade Unit 2, Weeks 4-6
Revised 1/12 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 Interactive Read
Aloud Reading or Reading
Workshop.)
Evidence of Learning (How will I know if my
students know it?)
Graded/Ungraded
2
Story
Structure
Chart
Connect & Engage: Yesterday we began to read *_________, a
trickster tale from the genre of traditional literature. Today we will
finish this story, looking for the events that lead up to the
solution/resolution to this tale.
Model/Guided: T continues to read, stopping to model her thinking,
using her schema/PK about other stories. T allows T&T for students to
share their thinking as well. T charts events and character actions as they
occur in the story. When T gets to solution/resolution, Sts will T&T. T
reads to the end of the book.
Lesson recap: You did a nice job practicing what good readers do as
they read fiction. Good readers notice the characters, their actions and
the events of the story. They understand that there will be problems
throughout the story and that there will be events that lead to a solution
or resolution of at least some of those problems. Think about how this
strategy can help you in your own IR reading books.
T&T: What are you
thinking so far? Do you
have any schema/PK that
is helping you to think
this?
T&T: What do you think
the solution/resolution
might be based on the
story events so far?
Sts share how they are
using schema/PK in their
independent reading.
T observations and
anecdotal notes from
T&T and whole group
discussions.
3
(new)
Story
Structure
Chart
First Person
/
Third
Person
definition
anchor chart
Connect & Engage: Today we will read another trickster tale. We will
use another story structure chart to help us map out the characters, their
actions and the events of the story. We also identify if the narrator is
speaking in first or third person using word clues from the text. (T
choose trickster tale from another series.)
Model: T will use the process from Day 1 to introduce the story,
determine first/third person (invite Sts to T&T to see if they can
determine). T reads further into the story, having Sts T&T and then chart
characters, their actions and the events of story, including the problem
on their own think sheet. T encourages Sts to use PK about previous
trickster tale to help understand this one. T will chart all information on
class anchor chart.
Lesson recap: As good readers, you have been doing a great job
recording your thinking about the characters and story events. I like how
you are using your PK from the other trickster tale to help you
understand this one.
T&T: Is the story being
told in first or third
person? What helped you
to know that?
T&T: What are you using
from the other trickster
tale to help you
understand this one?
T&T: What is your
thinking about the
problem in the story?
Sts share how they are
using schema/PK in their
independent reading.
T observations and
anecdotal notes from
T&T and whole group
discussions.
Interactive Read-Aloud – 4th
Grade – Unit 2, Week 6
Humble ISD 2011-2012 4th Grade Unit 2, Weeks 4-6
Revised 1/12 18
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 Interactive Read Aloud
Reading or Reading
Workshop.)
Evidence of Learning (How will I know if my
students know it?)
Graded/Ungraded
4
Story
Structure
Chart
Connect & Engage: Today we will finish the trickster tale we began
reading yesterday. We are using the PK we got from the previous tale
along with the characters and story events to help us better understand
this story. This is what good readers do.
Guide: T will follow process of Day 2 to complete this trickster tale.
Guide Sts as they record story events and T&T about the
solution/resolution to the story. T will chart on classroom anchor chart
as well.
Lesson recap: As good readers, we are learning how to use our PK
from one text to another to help us understand the story better. We also
use the characters and story events to help us determine what will
happen. Using our schema this way helps us as readers; not only in the
books we read this week but in other fiction books we will read at a later
time.
T&T: What are you
thinking so far? Do you
have any schema/PK that
is helping you to think
this?
T&T: What do you think
the solution/resolution
might be based on the
story events so far?
Sts share how they are
using schema/PK in their
independent reading.
T observations and
anecdotal notes from
T&T and whole group
discussions.
5
Venn
Diagram
Connect & Engage: This week we have read and thought about two
trickster tales from traditional literature. Reading one book and then
another like it helped us build some schema for this type of text. We used
that schema to help us understand the story events and the characters.
Today we will compare these two stories, looking at the adventures of
the characters to compare and contrast them.
Model/Guided: T will use the anchor charts and Sts will use their think
sheets to compare & contrast these two trickster tales. Collaborative/
Independent: Sts will use The Trial of the Wolf and the Third Little Pig
(Reader’s Theatre). T will have Sts activate PK for The Three Little Pigs
(traditional version) and support Sts not familiar with story. T will move
around room listening in on Sts conversation to compare/contrast
stories.
Lesson recap: As good readers, we use our PK to help us better
understand what we are reading. We use what we know about authors,
text structures, genres, and literary elements to help us make sense of
what we are reading. Using schema helps us to ask questions, predict
and infer as we read. As good readers, we are always activating,
building and revising our schema when we read.
T&T: Compare & contrast some of the character adventures from our two trickster tales. Collaborative/Independent Practice: Sts activate PK for the story of The Three Little Pigs with partner in T&T. Use PK to help understand The Trial of the Wolf and the Third Little Pig as they read it. Sts to determine first/third person. Compare contrast this story with The Three Little Pigs looking at the character adventures- Wolf’s perspective (POV) vs. pig’s perspective (POV). Sts use Venn Diagram
Sts share how the Point of
View (POV) is different
in these two versions of
the tale.
Sts share how using
schema helps them as a
reader in all different
genres.
T observations and
anecdotal notes from
collaborative work.
Sts Venn Diagram to
compare & contrast
stories.
MATERIALS: Interactive Read Alouds Grades 4-5 by Linda Hoyt, pp. 278-280
*Suggested trickster tales from traditional and classic literature: Anansi Does the Impossible; Anansi and the Talking Melon; Anansi the Spider; Anansi and the Moss-Covered
Rock; Anansi’s Feast; Coyote: A Trickster Tale from the American Southwest; Raven: A Trickster Tale from the Pacific Northwest; Zomo the Rabbit: A Trickster Tale from West
Africa; Jabuti the Tortoise: A Trickster Tale from the Amazon; Pig Boy – A Trickster Tale From Hawaii; Trick of the Tale – Trickster Tales; Sister Tricksters – Rollicking Tales of
Clever Females
4th Grade – Unit 3; Weeks 7-9
Humble ISD 2011-2012 4th Grade Unit 3, Weeks 7-9
Revised 1/112 19
LEARNING OUTCOMES (I CAN…)
Comprehension Strategy: Questioning
Week 7
10/3-10/7
Week 8
10/11-10/14
Week 9
10/17-10/21
Get
tin
g t
he
Mea
nin
g
• Ask questions to clarify meaning, help
me think, learn about what I am reading,
and to pursue further investigations
(before, during, and after reading) (Fig.
19B)
• Understand that all of my questions may
not be answered through reading (Fig.
19B)
• Participate in student-led discussions by
posing questions with appropriate detail
(27A/2D,I, 3F)
• Explain how using questioning helps me
as a reader (Fig. 19)
• Learn strategies (skimming and scanning,
inferring, sharing and discussing prior
knowledge) for answering different types and
levels of questions (Fig. 19B)
• Participate in student-led discussions by
posing questions with appropriate detail
(27A/2D,I, 3F)
• Explain how using questioning helps me as a
reader (Fig. 19)
• Keep questions in mind and search for
answers in the text while listening, reading
and during discussion to extend my
learning (Fig. 19B)
• Follow and remember multiple events in a
story, often involving the stories of
multiple characters, to understand the plot
(6A/4G,I)
• Participate in student-led discussions by
posing questions with appropriate detail
(27A/2D,I, 3F)
• Explain how using questioning helps me as
a reader (Fig. 19)
Rea
din
g H
abit
s
• Respond to various texts in ways (oral
and written) that reflect my
understanding and interpretation and can
be supported with relevant aspects of the
text (18C/5F)
• Read for a sustained period of time and
paraphrase what the reading was,
maintaining meaning and logical order
(e.g., generate a reading log or journal;
participate in book talks) (9A/4E,H,I)
• Use data from experts, reference texts, and
online searches to locate information that
addresses questions (24Aii/2E, 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 (18C/5F)
• Read for a sustained period of time and
paraphrase what the reading was, maintaining
meaning and logical order (e.g., generate a
reading log or journal; participate in book
talks) (9A/4E,H,I)
• Respond to various texts in ways (oral and
written) that reflect my understanding and
interpretation and can be supported with
relevant aspects of the text (18C/5F)
• Read for a sustained period of time and
paraphrase what the reading was,
maintaining meaning and logical order
(e.g., generate a reading log or journal;
participate in book talks) (9A/4E,H,I)
(TEKS/ELPS)
Interactive Read-Aloud – 4th Grade – Unit 3, Week 7
Humble ISD 2011-2012 4th Grade Unit 3, Weeks 7-9
Revised 1/112 20
Target(s) for the Week: Ask questions to clarify meaning, help me think, learn about what I am reading, and to pursue further investigations (before, during, and after
reading); Understand that all of my questions may not be answered through reading; Explain how using questioning helps me as a reader; Participate
in student-led discussions by posing questions with appropriate detail
D
A
Y
Anchor
Chart(s)
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)
Cheyenne
Again
Questions/
Answers
(2 column
Chart)
Connect & engage: How many of you wonder about something or ask a
question to yourself as you read? Wow! We have a lot of good readers in
this room! Asking questions is exactly what good readers do. They ask
questions before, during and after reading to learn new information,
clarify confusion and to think beyond the text. Good readers also
understand that not all their questions are answered through reading. We
will practice asking questions and the kinds of questions we are asking.
Model: (T displays anchor chart w/ thick/thin question definitions
written on it) Asking questions is important. The questions we ask need to
help us think and learn bout the text. By that I mean, is this question I ask
really going to help me think beyond the words in the text. Sometimes
these types of questions are called “thick” or interpretive questions.
Thick questions often start with “Why”, “How Come”, “I wonder”. The
other type of question we ask is called a “thin” or literal question. Thin
questions are often asked when the reader doesn’t understand the
meaning of a word or is clarifying something. A question that can be
answered with yes or no is also a thin question. The answers to thin
questions are restated from the text. We have all asked these kinds of
questions, but as we work this week asking questions, I want us to be
thoughtful about our questions, asking those questions that make us think
beyond the words in the text. T reads title of book *Cheyenne Again and
looks at the cover. T begins by modeling a question she has before
reading. I am already wondering… T charts her question. Sts T&T about
their questions before reading. T listens in and selects a few Sts to share.
T begins reading the first two pages of the book. I am thinking of some
questions… A thin or literal question would be: Why does his father say
he should leave? That kind of question helps me to restate what is in the
book. Now this question: What would the boy have been thinking as he
was told he had to leave his family... is an interpretive or thick question,
it makes me think beyond the words of the text. What questions do you
have so far? Can you tell if it is a thick or thin question? T reads &
models questioning strategy for 2 more pages of text. T charts her
questions and the answer if it was in the text.
Lesson recap: Today we learned that good readers not only ask
questions, before, during and after reading, the questions they ask can be
thick or thin questions. Thick questions help the reader think beyond the
text. Good readers also discuss possible ideas for answers not found
through reading the text.
T&T: Share a time when
you asked a question as you
read.
T&T: What are you
wondering before we begin
to read *____________.
T&T: What are you
wondering about so far? Is
your question a thick or thin
one?
T&T: What might be some
possible answers to this
question?
Sts share
-What you have learned
about asking
questions?
-What are some of the
connections you have
made in your
independent reading
books? How have these
connections helped you
as a reader?
T observations and
anecdotal notes on Sts
T&T and share time.
Interactive Read-Aloud – 4th Grade – Unit 3, Week 7
Humble ISD 2011-2012 4th Grade Unit 3, Weeks 7-9
Revised 1/112 21
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)
Cheyenne
Again
Questions/
Answers
(2 column
Chart)
Connect & Engage: Yesterday we began to read and ask questions about our book *Cheyenne Again. Good readers work hard to ask interpretive or thick questions, questions that will help them understand or learn something about the text. Noticing that questions do not always get answered in the text is also something important for good readers to understand. I will be asking you to share your interpretive (thick) questions and possible ideas to answer them today as we continue to read. Model: Let’s review the questions on the anchor chart. Some of my questions were answered – those literal/thin questions. But some of my questions were not answered. Today we will talk more about possible ideas to answer those questions. T continues with the text by reading the next page, modeling at least one thick question and adding it to the chart. I wonder… how was Cheyenne feeling when they took away his clothes and cut his braids? This question makes me think beyond the text, the book did not say how he felt. I’m thinking he must have felt very sad. He was losing everything that made him who he was. T&T-how do you think Cheyenne felt? T listens in and selects a few Sts to share. Guided: T then invites Sts to listen as she reads a few more pages of the text and to write down their questions on their think sheets (1 question/box). T invites Sts to T&T (throughout the book) sharing the questions they have and possible ideas to answer those questions. T listens in and scaffolds Sts if they are having trouble asking thick questions. T will chart some of the Sts questions. T will ask Sts to listen and notice when/if their questions are answered in the text. Sts can put line under the answered question and write the answer. T & Sts work through 2-3 pages of the book. Lesson recap: Today you learned that good readers stop and notice whether their questions are answered or not. You learned that good readers discuss possible ideas to answer questions.
Sts will have a sticky note think sheet to write down questions and answers in the guided practice portion of the lesson. T&T: What possible ideas do you have about how Cheyenne felt in this part of the story? T&T: What are you wondering in this part of the story? Is that a thick question? What helps you to know? T&T: What are some possible ideas for the questions that are still unanswered?
Sts share -What do you know about asking questions (what have you learned)?
-How does asking questions help you as a reader?
T observations & anecdotal notes from Sts T&T and share time.
3
Thick/Thin
Questions
(definitions
chart)
Cheyenne
Again
Questions/
Answers
(2 column
Chart)
Connect and Engage: Yesterday you learned that…. Guided Practice: Today let’s look back at the anchor chart. Some of our questions were answered. Now think back from some clues in the text and see if you can answer any of our other questions. T&T about possible ideas. T listens in to Sts and selects a few Sts to share. Who has an idea of some possible answers to our questions? Now do any of you have any more questions? I thought so. You may wonder some of the same things I wondered, or you may have different questions. Continue to write your questions on your think sheet as I continue to read the text. When you have written down some questions, we can share a few. T reads aloud to end of the book, guiding Sts thinking about questions. T invites Sts to share their questions and notice if they were answered. T adds new questions and answers to the anchor chart. Lesson recap: You are doing a great job of what good readers do. They ask questions as they read to learn more, to think more deeply beyond the text and to clarify confusion. Good readers notice when their questions are answered and discuss possible ideas for those that are not.
Sts continue to use their sticky note think sheet to write down their questions and answers as the T reads the text. T&T: Discuss possible answers to unanswered questions. Share with group. T&T: What are you wondering about?
Sts share -What you have learned about asking questions?
-How is asking questions helping you as a reader?
T observations and anecdotal notes on Sts T&T and share time. Sts sticky note think sheet
Interactive Read-Aloud – 4th Grade – Unit 3, Week 7
Humble ISD 2011-2012 4th Grade Unit 3, Weeks 7-9
Revised 1/112 22
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
Thick/Thin Questions (definitions chart) Cheyenne Again Questions/ Answers (2 column Chart)
Connect and Engage: All week we have been learning that good readers ask questions as they read. Good readers also recognize that not all of their questions are answered when they read. Collaborative Practice: Now we will form groups of four and share your questions with each other. We want to focus our discussion on unanswered questions since talking to each other could help you come up with the answers. As Sts talk in their small groups, T moves around and listens in on their conversations and joining in to support or scaffold their thinking. T invites Sts to share their questions in a large group. T may have specific groups/questions she wants to focus on in order to highlight the lesson focus. Lesson recap: Wow! The questions you discussed today were very thought provoking. Remember when I said at the beginning of the week that the most important questions are those we cannot find an answer to as we read. Those questions require thoughtful discussion with others. You are doing a great job as readers asking questions.
Collaborative Practice: Sts discuss some of their unanswered questions from Cheyenne Again. Sts record answers on their sticky note think sheets.
Sts share a question/possible answers discussed in their collaborative group.
T observations and anecdotal notes on Sts T&T and share time. Sts sticky note think sheet
5
Connect and Engage: Yesterday you learned that readers ask questions as they read and recognize that not all questions are answered through reading. Sometimes readers discuss and share possible ideas to answer their questions. Model/Guided: Fiction and non fiction are not the only genres in which good readers ask questions. Today we are going to read a piece of poetry together. As we read, begin to notice the questions you are already wondering. T reads the poem to Sts. When I read the first line of this poem, I already wondered…Why does the author compare daybreak to a blank piece of paper? As I read on, I didn’t really find the answer so I may want to discuss this question for possible ideas/answers. Who else has questions about this poem? T&T to share your questions. T listens in and then selects Sts to share a few questions. Independent/Collaborative: Now you will work again today in groups. You each have a copy of the poem and your think sheet. Read the poem again to yourself and write your questions on your think sheet. Once everyone is done, you will begin a discussion about possible ideas to answer questions not answered in the poem. T moves around to each group listening in to support or scaffold thinking. T invites Sts to share their questions in a large group. T may have specific groups/questions she wants to focus on in order to highlight the lesson focus. Lesson recap: You are learning strategies to help you better understand what you are reading. We have practiced using our BK and now asking questions. As you move to IR, begin to think about the questions you ask as you read. Write some of those questions down and then begin to notice if they are answered through your reading.
Sts need copy of think sheet and poem. Collaborative Practice: Sts re-read poem with group and use the sticky note think sheets to record their questions –both literal and interpretive. T&T: What did you wonder about in this poem?
Sts share a question/possible answers discussed in their collaborative group. Sts share -How has asking questions this week helped you as a reader?
-What might you begin to do in your independent reading time?
T observations and anecdotal notes on Sts independent/collaborative practice and the share time. Sts sticky note think sheet of answered/unanswered questions.
MATERIALS: Interactive Read Alouds Grades 4-5 by Linda Hoyt, pp. 7, From Literal and Interpretive Questions lesson
*Lesson Text (Days 1-4) - Use suggested text or if Sts have heard the text, alternate text listed in lesson matrix on pp. ix
**Poetry (Day 5) - pp. 8 Daybreak or T may select another poem
Interactive Read-Aloud – 4th
Grade – Unit 3, Week 8
Humble ISD 2011-2012 4th Grade Unit 3, Weeks 7-9
Revised 1/112 23
Target(s) for the Week: Learn strategies (skimming & scanning, inferring, sharing/discussing prior knowledge, and using outside sources) for answering different types and
levels of questions; Explain how using questioning helps me as a reader; Participate in student-led discussions by posing questions with appropriate
detail
D
A
Y
Anchor
Chart(s)
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
-skim and scan
text for
answer
-talk to a friend
to discuss and
share
background
knowledge
-infer
-find new
sources, do
some research
Questions/
Answers/
Strategies for
Answering
Questions
(three column
chart)
Connect & Engage: Today we are going to focus on asking authentic
questions as we read and then think about what we can do to find
answers to them. Authentic questions are those questions we really
wonder about and don’t know the answer to just like some of those we
asked last week. We’ll be reading about a topic that some of you may
know about __________. T&T about that. T listens in as Sts T&T. I
heard many of you share what you know or ask a question you had
about_____. It’s good to think about what you already know before you
begin reading. Now let’s brainstorm some ideas about trying to answer
questions. Who has an idea? T&T. T listens in and notes responses.
Support/elaborate Sts responses and add to anchor chart.
Model: Let’s try to use some of the strategies you suggested to answer
our questions. The information we are reading today comes from (list
resource). I bet we’ll have more questions as we read. As I read, I’ll
monitor my thinking to track what I understand and what I don’t.
Questions help me do that. We’ll use the chart to track questions as we
read. (T explains 3 column chart). T starts reading the text and stops to
share thinking: The sentence about ____makes me think ______! T writes
question on the anchor chart. We’ll keep reading to see what happens. T
then shares how to chart since strategy of “reading on” answered the
question. This type of question only required me to read on. It is a right
there kind of question, one I can find in the text. T reads and stops to
share how to clarify understanding of a vocabulary word. I am always
monitoring my comprehension as I read, making sure I understand what
the words in the text mean. T reads on and asks another question. T
charts questions as Sts T&T. T listens in and selects Sts to share. T
models how to infer an answer. Readers use clues from text and their BK
to figure out or infer their answers. This kind of question was a higher
level question. I couldn’t just read on to answer it in the text. I will note
the strategy used on the chart. T charts: “used clues from text and
inferred”.
Lesson recap: Today you learned that good readers ask authentic
questions as we read. You also learned some strategies good readers use
to answer their questions.
T&T: What do you already
know about ________?
Or
What are you wondering
about ________?
T&T: What do we do as
readers when we try to
answer a question?
T&T: What are you
wondering or thinking about
now?
Sts share some of the
strategies they noticed
the T use to answer
questions.
T observations and
anecdotal notes Sts T&T
and share time.
Interactive Read-Aloud – 4th
Grade – Unit 3, Week 8
Humble ISD 2011-2012 4th Grade Unit 3, Weeks 7-9
Revised 1/112 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
2
Questions/ Answers/ Strategies for Answering Questions (three column chart) Strategies for Answering Questions (possible examples) -keep reading, sometimes the answer is in the text
-skim and scan text for answer
-talk to a friend to discuss and share background knowledge
-infer -find new sources, do some research
Connect & Engage: Yesterday you learned that good readers ask authentic questions as they read. You also learned how to chart whether those questions were answered or not and what strategy was used to answer those questions. We will continue with this today. Model: T begins reading where the lesson stopped on Day 1. Did you hear that? So here is what I am wondering… T models a question and invites Sts to T&T about their own questions. Thanks for your interesting questions. Write them down on your chart. I will read on and perhaps we’ll find some of the answers to your questions. I was able to answer the _____ question I had. Here’s what I did…I noticed clues in the words “_____________”. Those words plus my back ground knowledge helped me figure out or infer my answer. Other clues that helped me infer the answer… any ideas what they were? Sts T&T and then as a class, discuss Sts responses and chart. T finds opportunity to model how Sts might skim and scan to find an answer in the text. T reminds Sts that higher level questions require more thinking than just reading on or skimming & scanning the text. Guided Practice: Let’s review the strategies we have used to answer questions. –read on, talked with someone discussing and sharing BK, used text clues and BK to infer, and skimmed & scanned. Who has a question we could try to answer? T works with Sts to try to answer questions using strategies from the Strategies anchor chart. T charts question and strategies used to answer it. Lesson recap: You are really thinking about how good readers answer those authentic questions they ask. You used a variety of strategies to figure out the answers to your questions.
Sts chart questions on their own think sheet Questions/ Answers/Strategies for Answering Questions T&T: What are your wonderings in the text read so far today? Write them down. T&T: Share thoughts on what else helped T infer the answer to the landing question. Sts share questions they are wondering about with group as T calls on them. Sts work with T & peers to try to answer questions. Sts share thinking about the strategies used to answer questions .Sts charts their strategies on their think sheet.
Sts share some of the strategies readers use when they answer a question. Think about the strategies we used today.
T observations and anecdotal notes Sts T&T and share time. Sts think sheet with their questions/answers/strategies for answering questions.
3
Questions/ Answers/Strategies for Answering Questions (three column chart) Strategies for Answering Questions (See Day 2)
Connect & Engage: Yesterday we began to work through the many questions we had about the lesson text we have been reading. Let’s review the strategies we have used to answer questions. – read on, talked with someone discussing and sharing BK, used text clues and BK to infer, and skimmed & scanned. Guided Practice: T & Sts continue to work on questions Sts have about the text. T & Sts discuss strategy Sts used to answer their question. Chart this on anchor chart. T may want to have some outside sources on lesson text topic to see if questions can be answered using those. T wraps us the question/answer work on this article today. Lesson recap: Once again you are doing an awesome job using the many strategies you have learned for answering authentic questions. Good readers ask questions and have strategies to use when their answer cannot be found in the text.
Sts share questions they are wondering about with group as T calls on them. Sts work with T & peers to try to answer questions. Sts share thinking about the strategies used to answer questions. Sts chart their strategies on their think sheet.
Sts share a strategy used today to help them answer their question from the text.
T observations and anecdotal notes Sts T&T and share time. Sts think sheet with their questions/answers/strategies for answering questions.
Interactive Read-Aloud – 4th
Grade – Unit 3, Week 8
Humble ISD 2011-2012 4th Grade Unit 3, Weeks 7-9
Revised 1/112 25
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
Strategies for
Answering
Questions
(possible
examples) -keep reading, sometimes the answer is in the text
-skim and scan text for answer
-talk to a friend to discuss and share background knowledge
-infer -find new sources, do some research
Connect & Engage: Yesterday we finished our article about ______.
We asked authentic questions and used strategies to try to find the
answers. We began to work through the many questions we had about the
lesson text we had been reading. Let’s review the strategies we have used
to answer questions. – read on, talking with someone discussing and
sharing BK, using text clues and BK to infer, skimming & scanning, and
use of outside sources.
Today, you are going to get in small groups and read another article
called **_______that will give us more information about ______. T &
T to activate schema. What questions do you have before you start
reading?
Collaborate: You are going to get the opportunity to try these strategies
for answering questions with this article in small groups. You will use a
new question/Answer/Strategies Chart. As you read, write your questions
in first column. If your question is answered, note answer in second
column. In the third column, you will write the strategies you used to
answer the question. Use the anchor chart we created the first day to
help you remember the strategies readers used to answer the question. T
moves among groups, extending their thinking, taking observational
notes.
Lesson Recap: Well done! You are using all the strategies that good
readers use to ask and answer questions. You activated your back
ground knowledge, asked authentic questions and then inferred, talked
with your peers, and even used other sources to answer your questions.
T & T: Activate your
background knowledge and
talk about what you already
know about ______.
What questions do you
have?
Sts share briefly.
Collaborative Practice: Sts
take turns reading the new
article, stopping when there
is a question. Sts write their
authentic questions on their
think sheet and use
strategies to try to find the
answers.
Sts share a strategy
their group used today
to help them answer a
question from the text.
T observations and
anecdotal notes Sts T&T
and share time.
Sts think sheet with their
questions/answers/strategi
es for answering
questions.
Interactive Read-Aloud – 4th
Grade – Unit 3, Week 8
Humble ISD 2011-2012 4th Grade Unit 3, Weeks 7-9
Revised 1/112 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
5
Strategies for
Answering
Questions
(possible
examples) -keep reading, sometimes the answer is in the text
-skim and scan text for answer
-talk to a friend to discuss and share background knowledge
-infer -find new sources, do some research
Connect & Engage: Yesterday we worked in our groups to read
**_______. As you read, you stopped to ask questions and looked for
answers using strategies we have talked about all week. Let’s review the
strategies we have used to answer questions. T reviews Strategies
anchor chart.
Independent Practice: Today, you are going to get the opportunity to
try these strategies for answering questions with some text on your
independent reading level. You may choose either **__________ or
__________. You will use a new Question/Answer/Strategies Chart. As
you read, write your questions in the first column. If your question is
answered, note answer in second column. In the third column, you will
write the strategies you used to answer the question. Use the anchor
chart we created the first day to help you remember the strategies
readers used to answer a question.
Lesson recap: Once again you are doing an awesome job using the
many strategies you have learned for answering authentic questions.
Good readers ask questions and have strategies to use when their answer
cannot be found in the text. Be sure to use these strategies in your IR
books.
Independent Practice: Sts
choose article, completing
their think sheet as they
read.
Sts share
-What questions did
you have and what
strategies did you use
with your own article
today that helped you to
answer the questions
you had while you were
reading?
-What did you learn
about asking questions?
-How did asking
questions help you as a
reader?
Sts completed think sheets
from their independent
practice article.
T observations and
anecdotal notes
Student Assessment:
Did Sts:
--Keep their questions in
mind as they read in order
to search for information
that extends their
thinking?
--Understand that they
arrive at answers to their
questions using a variety
of strategies, such as
reading on, inferring,
sharing and discussing
BK and doing further
research?
MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Book 3 Ask Questions, Lesson 8; * Lesson Text options – Article that offers Sts to find answers in the text but
to also use text clues and BK to infer answers to questions. Topic should have outside sources that can be brought in. **Toolkits Texts Grades 4-5 by Harvey & Goudvis, pp. 8
Living at the Bottom of the World; pp. 4 The Scoop on Dino Poop (Choose one article for Day 4 & use the other on Day 5 along with another article, T may want to select article
at a lower reading level for Sts who need this)
Interactive Read-Aloud – 4th
Grade – Unit 3, Week 9
Humble ISD 2011-2012 4th Grade Unit 3, Weeks 7-9
Revised 1/112 27
Target(s) for the Week: Keep questions in mind and search for answers in the text while listening, reading and during discussion to extend my learning; Explain how using
questioning helps me as a reader; Follow and remember multiple events in a story, often involving the stories of multiple characters, to understand the plot;
Participate in student-led discussions by posing questions with appropriate details
D
A
Y
Anchor
Chart(s)
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
(pp. 95 of
Interactive
Read Alouds
Grade 4-5)
Connect and Engage: Have you have heard the expression, “The plot
thickens...” It means that the events in the story are getting more
interesting….today we’re going to talk about plot. T&T and tell your
reading partner what you know about plot. T listens in. You are right! A
plot is a group of events that come together to create a story. As we read
this fantastic book by John Steptoe, Mufaro’s Beautiful Daughters, we
will look for these events and ask questions of the things we wonder
about.
Model: What are you wondering about this story before we begin? T
begins the book and reads through “made her crop more beautiful than
anyone else’s…” This first part of the story is the introduction. In the
introduction, the author gives us information about when and where the
story takes place and helps us learn a little bit about the characters in
the story. T has Sts T&T about introduction. T listens in and has a few
Sts share. T records introduction event on the story map anchor chart. T
reads through “Both of you must go!” The initiating event is the one that
launches the action. It is also the event that makes the problem in the
story clear to the reader. I am thinking about what has happened so far.
I think the initiating event was when Manyara told Nyasha that someday
Nyasha would be her servant. That makes the problem clear to me. T has
Sts T&T about initiating event/problem of the story. T listens in and
selects Sts to share thinking. T records events on story map anchor chart
and invites Sts to T&T about questions they have so far in story. Sts
share questions briefly with class.
Lesson recap: Good readers ask questions, those questions that make us
think beyond the words in the story. You have had some great questions
so far. Good readers also follow the events to understand the plot. We
have learned about the introduction and initiating events so far. You are
doing a great job!
T&T: What do you know
about plot?
Sts record their questions
throughout the reading of
the book on a sticky note
think sheet.
T&T: What are you
wondering about this book
before we begin?
T&T: Why is the
introduction important?
What have you learned
about the setting and
characters?
T&T: Do you agree? Is this
the initiating event of the
story? Can you identify the
problem?
T&T: What are you
wondering about so far in
the story?
Sts share
-Explain how asking
questions helps them
as a reader.
T observation and
anecdotal notes from Sts
T&T and share time.
Interactive Read-Aloud – 4th
Grade – Unit 3, Week 9
Humble ISD 2011-2012 4th Grade Unit 3, Weeks 7-9
Revised 1/112 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
2
Story Map
(pp. 95 of
Interactive
Read Alouds
Grade 4-5)
Connect & Engage: We are learning how a group of events –the plot-
come together to create the story. As good readers you are also noticing
those questions you have as you are listening to and discussing the story.
Model/Guided: So far in our story, Mufaro’s Beautiful Daughters, we
have learned that… T reviews the story map anchor chart. Today as I
read, you will be listening for and thinking about the rising action/events
of the story. These are the events leading up to the climax (the turning
point) of our story. As I read, continue to write down your questions. We
will stop after a couple of pages to identify some rising events and discuss
your questions. T reads through 2-3 pages of the book and stops to model
some rising action she notices. On this page the rising action is… T
invites students to T&T and listens in. T selects Sts to share and charts the
rising action on the story map anchor chart. What are some of your
questions at this point? T & Sts share and discuss a question briefly. T
reads the next three pages and has Sts once again identify the rising
action/events in the story. T records events in the rising action on the
story map anchor chart.
Lesson recap: By identifying and describing the rising action/events,
good readers really begin to see how these events bring the story
together. You are also doing a great job as readers, asking those deeper
level questions that make you think beyond the words in the text.
Sts record their questions
throughout the reading of
the book on a sticky note
think sheet.
T&T: What rising
action/events did you notice
in the pages I just read?
T&T: What are you
wondering about at this
point in the story?
Sts share
-Explain how asking
questions helps them
as a reader
T observation and
anecdotal notes from T&T
and share time.
Sts sticky not think sheet
of questions.
3
Story Map
(pp. 95 of
Interactive
Read Alouds
Grade 4-5)
Connect & Engage: We have worked so far this week to describe the
introduction, initiating and rising action events that are all part of the
plot in our book *Mufaro’s Beautiful Daughters. Today we take a look at
the climax- the turning point or pinnacle- of the story and at the falling
action/conclusion of the story.
Model/Guided: T will read to the end of the story. T reminds Sts to
record questions on think sheet. T&T with your partner. What was the
climax- the turning point in the story? T listens in and selects a few
students to share their thinking as the whole class joins in the discussion.
T charts climax. Sts then T&T about the falling action/conclusion of the
story. T completes the anchor chart after discussion of falling events. T
asks Sts to think about any lingering questions and jot them on their think
sheets.
Lesson recap: Good readers identify and follow multiple events
throughout the story to help them understand the plot. They are able to
explain how these events make the story come together. And like all good
readers, you still had lingering questions even after we finished the book.
Sts record their questions
throughout the reading of
the book on a sticky note
think sheet.
T&T: What do you believe
the climax of the story was?
What helps you to think
that?
T&T: What was the falling
action/conclusion of this
story?
T&T: What are your
lingering questions?
Sts share
-Explain how asking
questions helps them
as a reader
T observation and
anecdotal notes from T&T
and share time.
Sts sticky note think sheet
of questions.
Interactive Read-Aloud – 4th
Grade – Unit 3, Week 9
Humble ISD 2011-2012 4th Grade Unit 3, Weeks 7-9
Revised 1/112 29
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
Story Map
(pp. 95 of
Interactive
Read Alouds
Grade 4-5)
Connect & Engage: This week we have been learning to follow and
remember the events of the story to understand the plot. We’ve also asked
questions that we have kept in mind while listening and reading our text.
Today we will take some time to discuss some of those lingering
questions.
Collaborate: T places Sts in groups of 3-4. We have worked several
times over the last 3 weeks in collaborative groups to discuss those
questions we most want answers for. Today, you review your questions
on your own and select one or two that you most want to discuss with
your group. Each person in the group will share their questions. The
group will select a question to discuss. You may work on more than one
question. T listens in on group discussion, supporting Sts as needed. T
selects groups to share their questions/discussion at the end of lesson.
Lesson recap: Good readers understand the importance of discussing
their questions from the text. Following the plot, all those events that
create the story, offers the opportunity to wonder and ask questions. It
helps the reader better understand the story.
Collaborative Practice: Sts
will review their questions
on their own and select 1-2
questions to share with
group. Groups will select a
question and work to
discuss. Group will be
prepared to share to the
whole class a question and
their discussion/answer.
Sts share
-Question and
discussion/answer
from their group.
T observation and
anecdotal notes from
collaborative practice and
share time.
Sts sticky note think sheet
of questions.
5
Connect & Engage: Good readers can follow and remember the events
of the story, in order to understand the plot. Today you will have a go at
this. We will use a different text format – **Reader’s Theatre but the
events of the story will still be in there.
Independent: You will work with a partner to read, discuss and chart
the characters and events of your **Reader’s Theatre story.
(Sts need to read from a variety of formats including plays and Reader’s
Theatre) T will listen in on each set of partners and support them as
needed. This may go over into independent reading time if not completed
in the allotted time for the lesson.
Lesson recap: As a good reader, asking questions is important. Readers
ask questions to think, to learn new information, clarify confusion or
pursue further investigation. Good readers also follow the events in a
story to explain how each event helps them to understand the plot. As you
read your own books in IR, begin to think about and record this kind of
information to help you better understand.
Independent Practice: Sts
work with partner to
complete the story map. Sts
read a Reader’s Theatre at
their independent reading
level to complete this
independent practice.
Sts record questions on a
sticky note think sheet.
Sts share
-Why it is important to
understand the events
of the story.
-What they have
learned about asking
questions as they read.
-Explain how asking
questions helps them
as a reader.
T observation and
anecdotal notes from
independent practice.
Sts completed story map
and think sheet of
questions.
MATERIALS: Interactive Read Alouds Grades 4-5 by Linda Hoyt, pp. 89 Sequence of events/plot lesson
*Guide to Interactive Read Alouds Grades 4-5 Suggested Lesson text pp. 29
**Independent practice text: Short Readers Theatre at Sts independent reading levels. (May want to select shorter text Readers Theatre)
4th Grade – Unit 4; Weeks 10-12
Humble ISD 2011-2012 4th Grade Unit 4, Weeks 10-12
Revised 1/12 30
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
ared
Rea
din
g)
• Use the text and my prior knowledge to
create a picture in my mind of what I am
reading (creating mental images that go
beyond visualizing, using the senses)
(Fig. 19C,D)
• Visualize to draw conclusions and
support them with text evidence and
experience (Fig. 19C,D)
• Explain how visualizing helps me as a
reader (Fig. 19)
• Use the text and my prior knowledge to create
a picture in my mind of what I am reading
(creating mental images that go beyond
visualizing, using the senses) (Fig. 19C,D)
• Identify the author’s use of similes and
metaphors to produce imagery (8A/1H, 4J)
• Explain how the structural elements of poetry
(e.g. rhyme, meter, stanzas, line breaks) relate
to form (e.g. lyrical poetry, free verse)
(4A/1H, 4J)
• Explain how visualizing helps me as a reader
(Fig. 19)
• Use the text and my prior knowledge to
create a picture in my mind of what I am
reading (creating mental images that go
beyond visualizing, using the senses) (Fig.
19C,D)
• Visualize to recall information to sequence
and summarize the main events and explain
their influence on future events (Fig.
19C,D, 6A/4G,I)
• Describe the structural elements particular
to dramatic literature (5A/4J)
• Explain how visualizing helps me as a
reader (Fig. 19)
Rea
din
g H
abit
s
(In
dep
end
ent
Rea
din
g)
(Dis
cuss
ing
Bo
ok
s)
• Respond to various texts in ways (oral
and written) that reflect my
understanding and interpretation and can
be supported with relevant aspects of the
text (18C/5F)
• Read for a sustained period of time and
paraphrase what the reading was,
maintaining meaning and logical order
(e.g., generate a reading log or journal;
participate in book talks)
(9A, 1A/4E,H,I)
• Respond to various texts in ways (oral and
written) that reflect my understanding and
interpretation and can be supported with
relevant aspects of the text (18C/5F)
• Read for a sustained period of time and
paraphrase what the reading was, maintaining
meaning and logical order (e.g., generate a
reading log or journal; participate in book
talks)
(9A, 1A/4E,H,I)
• Respond to various texts in ways (oral and
written) that reflect my understanding and
interpretation and can be supported with
relevant aspects of the text (18C/5F)
• Read for a sustained period of time and
paraphrase what the reading was,
maintaining meaning and logical order
(e.g., generate a reading log or journal;
participate in book talks)
(9A,1A/4E,H,I)
(TEKS/ELPS)
Interactive Read-Aloud – 4th Grade – Unit 4, Week 10
Humble ISD 2011-2012 4th Grade Unit 4, Weeks 10-12
Revised 1/12 31
Target(s) for the Week: Use the text and my prior knowledge to create a picture in my mind of what I am reading (creating mental images that go beyond visualizing, using
the senses); Visualize to draw conclusions and support them with text evidence and experience; Explain how visualizing helps me as a reader
D
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: Good readers create mental images by using the
text and their prior knowledge as they read. But good readers must go
beyond just visualizing their image. In order to really understand the
text, good readers use their senses to construct sensory images. T uses
introduction from *suggested lesson resource and the lesson text
*Dogteam by Gary Paulsen.
Model: T reads the first two pages of the text. I am focusing on the
sensory images I can create from this. There are illustrations here, but I
know the best images are the ones I create in my mind. I can visualize a
full, round moon in the dark sky. It is a bit harder to think about the snow
looking blue and white… I get the strongest sensory image when it says,
“You can read in the dark.” That is a really bright moon! T has Sts
T&T about any sensory images they created in this section of the text. T
listens in and selects a few Sts to share.
T reads through the page that begins “The Dance…” Wow! I am noticing
the sounds that this page elicits. As I construct sensory images here, I am
thinking about the “song of the runners”. To me, that is a sound of wood
sliding over the snow, rubbing and scraping. What sensory images are
you getting here? T listens in and selects a few Sts to share.
Lesson recap: Good readers go beyond just visualizing as they read,
they create sensory images. They think about how things might smell,
feel, sound, and taste.
T&T: What sensory images
did you create?
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.
2
Connect & Engage: Yesterday we… Today we will continue to create
sensory images as we finish our book *Dogteam by Gary Paulsen.
Model/Guided: T begins the text where they left off on Day 1 and
models her sensory image supporting it with evidence from the text. Sts
T&T to share their sensory images as T listens in. Selected Sts share. T
continues through the text to the end, stopping to elicit sensory images
from Sts. If time permits, T can reread the text, inviting Sts to close their
eyes and focus closely on their senses, using them to make the setting
and movement of the dogs come alive.
Lesson recap: Good readers use their senses to create those sensory
images that go beyond just visualizing or getting a picture. You have
done a great job of using your senses as we read Dogteam. As you read
your IR books, use your senses to go beyond just making a picture in
your head. Note in your reading journal, a sensory image you captured.
T&T: What are your
sensory images in this part
of the text?
Sts share
-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 – 4th Grade – Unit 4, Week 10
Humble ISD 2011-2012 4th Grade Unit 4, Weeks 10-12
Revised 1/12 32
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
Language
from the text
that evokes
sensory
images
Connect & Engage: We are going to continue with the work of good
readers and practice creating sensory images using the text Owl Moon
by Jane Yolen. When the author weaves words together to create mental
images that activate our senses, it is called imagery. As readers, we use
our mental images to draw conclusions about the text supporting them
with our experience and text evidence.
Model: T reads the first page. I am trying to get a picture in my mind and
the words that Jane Yolen has chosen are really helping me. “The trees
stood still as giant statues. The moon was so bright the sky seemed to
shine.” Wow! Isn’t that amazing? She could have said “There was snow
on the ground.” That would have been okay but I wouldn’t have felt the
experience so clearly. She says the trees are like giant statues. Her words
really help me see that in my mind. T reads the next two pages of the
text. I really liked the word “crunched”. She said their feet “crunched”
over the snow. That activated my sense of hearing. I could hear the
sound of their feet breaking though the crust on the top of the snow. I bet
her legs were tired as she walked through the snow, it is a lot of work to
walk on snow when your feet break through the top of it. I draw this
conclusion because I grew up with snow and have “crunched” tiredly
through the snow myself. I also really liked “my shadow bumped after
me”. That made me realize that it didn’t float smoothly along, but it
bounced and bumped along the way a little person would walk in the
snow. Sts T&T as T listens in and selects a few Sts to share.
Lesson recap: Good readers use the words of the text, their background
knowledge and their senses to create sensory images that help them
understand what they read. Good readers draw conclusions from the
images they visualize supporting it with text evidence and their prior
knowledge.
Sts are listening and
noticing the T’s sensory
images.
T&T: What have you
noticed about the imagery?
What sensory images has it
created for you?
Sts share
-What sensory images
have you created from
the IR book you are
reading?
-How does creating
sensory images help you
as a reader?
T observations &
anecdotal notes on Sts
T&T and share time.
Interactive Read-Aloud – 4th Grade – Unit 4, Week 10
Humble ISD 2011-2012 4th Grade Unit 4, Weeks 10-12
Revised 1/12 33
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
Language
from the text
that evokes
sensory
images
Connect& Engage: Yesterday we…So as we finish our book Owl Moon
by Jane Yolen, we will continue to use our senses- taste, sight, touch,
hearing and smell to create sensory images. We will use our images to
draw conclusions that are supported by text evidence and our
experiences.
Guided: T continues the text, reading and stopping every couple of
pages to let Sts T&T about their sensory images and any conclusions
they have drawn about the text using those images. Conclusions are
supported by text evidence and Sts experiences. (e.g.: When I read the
words “I didn’t ask what kinds of things hide behind the black trees in
the middle of the night. When you go owling you have to be brave.” I am
drawing a conclusion that she is afraid even through the text does not
say that specifically. The woods can be dark and scary and the trees
create shadows. I know I would be afraid.) T listens in to T&T and
selects Sts to share.
Lesson Recap: You have done some great work! Good readers go
beyond just visualizing as they read. They use their senses and create
sensory images to help them understand the text. Good readers use those
images they create to help them draw conclusions that are support by
text evidence and personal experiences. During IR, be sure you are
paying attention to those sensory images you create and note them in
your reading journal so you can share with others.
T&T: What sensory images
have you created?
T&T: What conclusions
have you been able to draw?
What part of the text or
personal experience helped
you to think that?
Sts share
-What sensory images
have you created from
the IR book you are
reading?
-How does creating
sensory images help you
as a reader?
T observations &
anecdotal notes on Sts
T&T and share time.
5
Connect & Engage: All week we have been creating sensory images in
our reading. Good readers understand the importance of going beyond
just a picture in their head. They understand that sensory images help the
reader to really understand the text. Today you will be responding to a
short fiction piece using your senses. Sharing what you see, hear, feel,
taste and smell.
Independent: Sts read the short fiction piece. Sts will underline the
words/phrases that helped them create their mental images. Sts respond
on a think sheet writing their sensory images from the text. I see… I
hear… I smell… I feel… I taste…T moves around room and conferences
with Sts, supporting them as needed. T facilitates share time as Sts share
some of their responses.
Lesson Recap: Wow! You have done some great work as good readers.
You know that good readers visualize beyond just a picture in their head.
They create sensory details that really help them understand the story.
Good readers use their mental images to help them draw conclusions in
the story using the evidence from the text.
Independent Practice: Sts
read a short fiction piece
and respond on a think sheet
to the piece using their
senses- see, hear, taste,
smell and touch.
Sts share-
Sensory images they
created from the short
fiction piece
-How does visualizing
help you as a reader?
T observations &
anecdotal notes from Sts
Independent Practice.
Sts completed sensory
image think sheets.
MATERIALS: Interactive Read Alouds Grades 4-5 by Linda Hoyt, (Day 1-2) pp. 35 Construct Sensory Images lesson; (Day 3-4) pp. 233 Imagery lesson
*Suggested Lesson Text- Guide to Interactive Read Aloud Grade 4-5 pp. 54 (Day 1-2); pp. 56 (Day 3-4) **Independent Practice lesson text – Interactive Read Alouds Grades 4-5, pp. 229 or 317 or
other short fiction piece at Sts independent reading level.
Interactive Read-Aloud – 4th
Grade – Unit 4, Week 11
Humble ISD 2011-2012 4th Grade Unit 4, Weeks 10-12
Revised 1/12 34
Target(s) for the Week: Use the text and my prior knowledge to create a picture in my mind of what I am reading (creating mental images that go beyond visualizing, using the senses); Explain
how visualizing helps me as a reader; Identify the author’s use of similes and metaphors to produce imagery; Explain how the structural elements of poetry (e.g. rhyme,
meter, stanzas, line breaks) relate to form (e.g. lyrical poetry, free verse)
D
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
Metaphor /
Simile
Definition and
examples
chart
Poems on
chart paper
containing
metaphors or
similes
Connect & Engage: Last week we learned that good readers go beyond
visualizing just a picture in their mind as they read. The use the words of
the text to create sensory images in order to get a very vivid movie
running in their mind as they read. We will use this same strategy this
week as we read poetry. Today we will look specifically how metaphors
and similes help to produce imagery in poetry.
Model/Guided: Metaphors and similes are tools that help poets and
writers create wonderful images with their words. How many of you
know what a metaphor or a simile is? A metaphor transfers the identity
from an object that a word usually describes to another object it
describes by comparison. T shows this example- Her eyes were
shimmering jewels. The shimmering jewels describe her eyes. The
identity of the jewels was transferred to the other object- the girl’s eyes.
A simile is a figure of speech in which two unlike things are compared or
contrasted using the words like or as. The clouds were like cotton
candy. While clouds and cotton candy are not like things, they share a
"like quality". I am going to share some poems that contain metaphors
and similes. Let's see if you can hear them and point them out. T reads
first *poem and points out the metaphor. Discuss what object is
transferring identity. As I read the metaphor, the vivid mental image that
is created in my mind is _______. T share next metaphor poem and
invites Sts to identify the metaphor and T&T about the mental image it
creates for them.
T shares the simile poems in the same way. Discuss the two objects that
are being compared or contrasted. Does author use word as or the word
like in the simile, If time allows, T shares other poems that contain
metaphors and similes and Sts discuss the mental images they create.
Lesson recap: Good readers use the language the author/poet writes to
help them create vivid mental images just like we did today as we looked
at the use of metaphors and similes.
T&T: What mental images
do you have when you hear
the metaphor in this poem?
T&T: What mental images
do you have when you hear
the simile in this poem?
Sts share
-What are some of the
mental images from
your IR books? What
words helped you to
create the sensory
details?
T observation and
anecdotal notes from Sts
T&T and share time.
Interactive Read-Aloud – 4th
Grade – Unit 4, Week 11
Humble ISD 2011-2012 4th Grade Unit 4, Weeks 10-12
Revised 1/12 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
2
Structural
Elements of
Poetry
Rhyme/
Meter(Rhythm)/
Stanzas/
Line breaks
Connect & Engage: Poetry like other genres has structural elements. We have
looked at the structural elements of fiction and how creating mental images
helped us as readers as we thought about the characters, setting, plot of the story.
Today we will learn about the elements particular to poetry and how those
elements help us with our mental images.
Model: First we will look at “what are the structural elements of poetry” and
how that looks different in various forms of poetry. T reviews the definitions of
the structural elements of poetry referring to the anchor chart. T selects a form of
poetry – free verse. As we look at and read a free verse poem we can see some of
the structural elements… T reads the poem (e. g.: Secrets by Naomi Shihab Nye.
Free verse poetry does not contain a set meter/rhythm. Did you notice this as I
read it? This free verse poem does not rhyme. The use of line breaks by this
author shows us how she wants us to read it. As I read it, I began to see a
suitcase I carry on trips but then as I read the words “…one light and liquid
suitcase, one glittering suitcase filled with tiny unspoken tales.” I changed my
image to a suitcase that was not really a suitcase at all, just a place in my heart
that holds my secrets.) T reads poem again and invites Sts to T&T about their
mental images from the poem. T listens in. Now let’s look at a lyrical poem.
Lyrical poems combine rhyme and rhythm to create a song like sound. T shares
an example such as Rope Rhyme by Eloise Greenfield. T shares her thinking
about how the different elements of poetry relate to this form-lyrical poetry. T
invites Sts to share their thinking as well. Sts T&T to share their mental images.
Lesson recap: Good readers understand the structural elements of the genres
they read. When we understand the elements it helps us understand the text we
are reading.
T&T: What is your image
from this poem? What lines in
the poem helped you create the
image?
Sts share
-What are some of the
mental images from your
IR books? What words
helped you to create the
sensory details?
T observation and anecdotal
notes from Sts T&T and
share time.
3
Connect & Engage: Yesterday we…Today we will look at some other forms of
poetry and see how the structural elements are used in these forms.
Model/Guided: T reviews the structural elements of poetry on anchor chart. T
displays a different form of poetry – humorous- and reads the poem to Sts.
Together T & Sts look at the poem and sees how the poet used the structural
elements. Sts T&T about the mental images created by the words in the poem.
Independent: Sts select a poem and after reading it, identify the structural
elements and how the poet used them in that form of poetry. Sts sketch the
mental image created by the poem. T moves around the room, scaffolding Sts as
needed.
Lesson recap: Good readers understand and use the structural elements of the
genre they are reading to help them better understand the text. As you are
reading different genres in your IR time, notice the structural elements and use
them to help you in your reading.
T&T: What elements are you
noticing in this poem?
T&T: What is your image
from this poem? What lines in
the poem helped you create the
image?
Independent Practice: Sts
practice identifying the
structural elements of poetry in
a self selected poem. Sts sketch
their mental image of the poem
and underline words in the
poem that helped them create
their image and writes their
understanding about the poem.
Sts share their thinking in a
small group or with the class.
Sts share
-What were some of the
structural elements that
helped you understand this
poem?
T observation and anecdotal
notes from Sts T&T and
share time.
Sts complete sketch of
mental image from the poem.
Words/phrases in poem that
supported their image. Sts
response of their
understanding of the poem.
Interactive Read-Aloud – 4th
Grade – Unit 4, Week 11
Humble ISD 2011-2012 4th Grade Unit 4, Weeks 10-12
Revised 1/12 36
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
My Sensory
Images:
I hear
I see
I smell
I feel
I taste
Connect & Engage: We have spent some time in fiction and poetry
using the text, our prior knowledge and our senses to create mental
images when we read. We have worked to create not just a picture but a
vivid image with sensory details. Good readers do this in non-fiction as
well.
Model/Guided: We are going to read an article called **The Power of
Niagara Falls. As I read, we will stop the use the language from the text,
our prior knowledge and our senses to create vivid mental images that
will help us really understand what we are reading. The mental image we
create is our understanding of what we read. T begins the article and
stops after the first paragraph. Wow! That is a lot of water! When I read
the part about the 176 foot drop, I can feel my stomach lurch a bit like
one of those rides at Six Flags that suddenly drops down. Oh! I noticed
that I used one of my senses here in my mental image, I am going to
record that feeling I described to you on the anchor chart. T charts the
information and then continues the article. T stops at end of each
paragraph to let Sts T&T and record any sensory images they had onto
their think sheet. T & Sts work through the article.
Lesson recap: Good readers use the text, their PK and their senses to
create vivid mental images in any genre they read so they get a better
understanding of the text.
Sts follow along with own
copy of The Power of
Niagara Falls as T reads
aloud.
Sts use think sheet to record
I hear… I see… I smell… I
feel… I taste…
Sts respond about their
understanding of the text.
T&T: What is your sensory
image here? What senses
did you use?
Sts share-
What were your
sensory details? What
words in the text helped
you to create that
sensory detail?
T observation and
anecdotal notes from Sts
T&T and share time.
Sts think sheets with their
sensory details and their
response about their
understanding of the text.
5
Connect & Engage: Yesterday we…Today you will get a chance to try
this independently.
Independent: Sts select an **article to read. After they read the article
they will think about their mental images, noticing the sensory details.
Sts will record their sensory images on a think sheet like the one used on
Day 4. T will move around the room, scaffolding Sts as needed. T selects
a few Sts to share their sensory details from their think sheet.
Lesson recap: You have done some great work as good readers!
Creating mental images is so important no matter what we are reading.
Good readers use the text, their PK and their senses to create vivid
mental images. Doing this helps them better understand the text they are
reading. As you read in IR, be sure you are using these strategies to help
you understand your text.
Independent Practice: Sts
read article, recording the
sensory details of their
mental images on a think
sheet. Sts underline words
in the text that support their
mental images.
Sts share
-What were your
sensory details? What
words in the text helped
you to create that
sensory detail?
-How does visualizing
help you as a reader?
T observation and
anecdotal notes from
independent practice.
Sts completed think sheet
and article with part of
text underlined.
MATERIALS: Suggested Lesson Text: All the Small Poems and Fourteen More by Valerie Worth - “horses”-simile (pg. 106); “frog”- simile (pg. 32); “soap bubbles”-metaphor (pg. 83);
“lawnmower“ metaphor (pg.51) or you may select your own examples.
The Poet’s Toolbox (Elements of Poetry: Definitions) pp. 26 www.nps.gov/.../3.%20The%20Poet's%20Toolbox%20 Source Book for Short Text (part of the Comprehension Toolkit) by Harvey & Goudvis, pp. 117 (Day 4) pp. 116 (Day 5) or T may select articles from Time for Kids, National Geographic, Discovery Kids or other student magazine. Text should be at Sts independent reading level for Day 5
Interactive Read-Aloud – 4th
Grade – Unit 4, Week 12
Humble ISD 2011-2012 4th Grade Unit 4, Weeks 10-12
Revised 1/12 37
Target(s) for the Week: Visualize to recall information to sequence and summarize the main events and explain their influence on future events; Describe the structural elements
particular to dramatic literature; Use the text and my prior knowledge to create a picture in my mind of what I am reading (creating mental images that
go beyond visualizing, using the senses); Explain how visualizing helps me as a reader
D
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
Event
Timeline Chart
Connect & Engage: Visualizing is important because it helps the
readers create mental images in their head as they read. Visualizing
also helps the reader recall information in order to put it in sequential
order and retell the events of the story. For the next few days as we read
*Duke Ellington: The Piano Prince and His Orchestra by Andrea Davis
Pinkney, we will create mental images to help us do this.
Model: T reads the first page and stops to model the mental image
created. T reminds Sts that good readers go beyond just a visual image;
they incorporate the sensory details to create the most vivid image
possible. When I hear the words “Duke had to start with the piano basic,
his fingers playing the same tired tune ~ one-and-two-and-one-and two.
Daisy and J.E. made Duke practice day after day.” I picture him at the
piano, with a discouraged look on his face, just pecking out the notes on
the keyboard. I can feel the ache of his back practicing day after day. I
see his mom watching over him and hear her saying ‘keep practicing,
you have 15 minutes left!” T invites Sts to T&T and share their images.
T listens in and selects a few Sts to share. T charts first event: Duke quit
piano lessons because it didn’t seem like music to him. I’m thinking that
based on this event-Duke not liking piano lessons- he must find another
way to learn to play the piano because he does grow up to become a
famous musician. Good readers notice events in the story and how those
events affect/influence future events.
Guided: T continues the book, stopping after each main event of the
story (e. g. read next 4 pages, and then the next 3 pages) to have Sts talk
about the images they have created. T listens in and selects a few Sts to
share. T & Sts discuss how this event might influence future events in
the story. T adds the event(s) on the chart.
Lesson recap: Good readers create mental images as they read. They
use these images to recall information in order to retell the events of the
story.
T&T: What is your image
so far in our book? What
sensory details are there?
Sts share
-What are some of the
mental images you
have created in your IR
books? What sensory
details were included in
your image?
T observation and
anecdotal notes from Sts
T&T and share time.
Interactive Read-Aloud – 4th
Grade – Unit 4, Week 12
Humble ISD 2011-2012 4th Grade Unit 4, Weeks 10-12
Revised 1/12 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
2
Event
Timeline Chart
Connect & Engage: Yesterday we…Today we will read through to the
end of our book, creating mental images as we go. Good readers use
sensory details in their mental images so that they can go beyond just a
picture in their mind. Vivid mental images help the reader better
understand the story.
Guided: T continues with the text, reading (e.g. next 5 pages, next 3
pages, last 2 pages) and then stops after each main event to allow Sts to
T&T about the mental images they’ve created. T and Sts discuss mental
images and their effects on future events. T adds event to the chart. T and
Sts use the chart to talk about the mental images created for each of the
main events of the story. T has Sts T&T to retell the main events of the
story using their mental images.
Lesson recap: Good readers use their mental images to help them recall
information in order to retell the main events of a story.
T&T: What is your mental
image in this part of the
text?
T&T: Use your mental
images to recall
information and retell the
main events of the story.
Sts share
-What are some of the
mental images you have
created in your IR
books? What sensory
details were included in
your image?
-How does creating
mental images help you
as a reader?
T observation and
anecdotal notes from Sts
T&T and share time.
3
Elements of
dramatic
literature
Story Map
Characters
Setting Events
(plot)
Mood/tone
Point of View
Connect & Engage: Good readers use visualizing in various forms of
text, including dramatic literature or plays. Today we will take a look at
the structural elements, the parts that make up a play (dramatic
literature.) The structural elements of a play include a dialogue or script,
a cast of characters, setting, scenes and acts, and stage directions. These
elements make up the play’s structure. The author selects the words he
will use to write the script, the scenes/acts and the stage directions. These
words give the reader a mental image of what is happening in the play so
the reader can better understand the story line.
Model: T selects a Readers Theatre or play as lesson text. T reviews
structural elements of dramatic literature. T displays text using document
camera so all Sts can see it. T explains layout of the text and how the
elements are relayed to the reader through the dialogue of the characters,
the narrator and through the stage directions. T reads first few pages of
the text and asks Sts to identify the setting and information about the
characters of the play so far. T&T about the structural elements of this
play so far? T charts words/phrases that helped to understand the
characters, setting and introductory event (act/scene). T continues to read
through the next main event (act/scene) of the text, scaffolding Sts as they
T&T about it. What are you visualizing now? How is the script/dialogue
of the characters and the stage directions helping you to create that
picture?
Lesson recap: Good readers use mental images to understand the text
they are reading. The dialogue in a play tells the story. Good readers
must use the dialogue to help them understand the characters and events
of the story.
T&T: What is the setting
for this play? What have
you learned about the
characters so far?
T&T: What is the picture
in your mind? What in the
script helps to support that?
Sts share
-What are some of the
mental images you have
created in your IR
books? What sensory
details were included in
your image?
-How does creating
mental images help you
as a reader?
T observation and
anecdotal notes from Sts
T&T and share time.
Interactive Read-Aloud – 4th
Grade – Unit 4, Week 12
Humble ISD 2011-2012 4th Grade Unit 4, Weeks 10-12
Revised 1/12 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
4
Elements of
dramatic
literature
Story Map
Characters
Setting Events
(plot)
Mood/tone
Point of View
Connect & Engage: Yesterday we…Today we will finish our Reader’s
Theatre text, thinking about the script and how it helps us create the
images in our minds of the characters and events of the play.
Guided: T continues to read the play, stopping to have Sts T&T about
the mental images they are creating. T continues to chart the words from
the text that helped Sts understand the events of the play. T & Sts work
through the Reader’s Theatre. T has Sts T&T about the tone/mood of the
play. T has Sts T&T about the mental images they created throughout the
play. Sts work with partner to recall the information to retell the play. T
listens in to partners. Sts share whole group to the retell the events of the
story.
Lesson recap: Good readers can visualize in any genre. They use the
words/phrases from the text to support their images. Good readers use
these images to help them recall information and retell the main events.
T&T: What is the picture in
your mind? What in the
script helps to support that?
T&T: Recall the
information and the mental
images you created to retell
the play.
Sts share
-What are some of the
mental images you have
created in your IR
books? What sensory
details were included in
your image?
-How does creating
mental images help you
as a reader?
T observation and
anecdotal notes from 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 are not
available, it is okay for the highest reader to read the play to the
group/partner).
Connect & Engage: You are doing a fantastic job thinking about the
structural elements in dramatic literature (plays/readers theatre)! You
will have a chance to read a play and use the script, the cast of
characters, the scenes/acts and stage directions to help you create mental
images.
Collaborate: T places Sts with a partner or in groups. Sts read the
selected Readers Theatre, stopping to create mental images of the
characters, setting, events (acts/scenes.) Sts discuss the parts of the script
that helped them create the mental images. T listens in on each group and
scaffolds their learning as needed.
Lesson recap: Good readers use creating vivid mental images in every
genre they read. They visualize to create a movie in their head to help
them better understand the text they are reading. Understanding the
structural elements of a play and the importance of each to the story line
is something good readers pay attention to. Continue to notice the mental
images you are creating in your IR books. Be sure you are creating
images that include those sensory details we have practiced.
Collaborative Practice: In
groups or with a partner, Sts
will read a script, using
words and phrases to help
them create mental images
of the characters, setting,
events (acts/scenes0 of the
play. Sts mark the script by
underlining the parts that
helped them create their
mental images.
Sts share
- How does using the
text help you in creating
mental images?
-How does creating
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: *Suggested lesson text Duke Ellington: The Piano Prince and His Orchestra by Andrea Davis Pinkney; other text choices Grandfather’s Journey by Allen Say; Sweet Clara and
the Freedom Quilt Deborah Hopkinson. Day 3-5: Readers’ Theatre or play that contains stage directions; scenes/acts; cast of characters and a script.
4th Grade – Unit 5; Weeks 13-15
Humble ISD 2011-2012 4th Grade Unit 5, Weeks 13-15
Revised 1/12 40
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
• Merge my prior knowledge (schema)
with text clues to come up with an
idea that is not explicitly stated by
the author (Fig. 19D)
• Use the context to infer the meaning
of unfamiliar words or multiple
meaning words and concepts (2B/1F,
4F)
• Infer from text features (visualize) as
well as text words (Fig. 19D)
• Explain how inferring helps me as a
reader (Fig. 19)
• Use background knowledge and text clues
to make a reasonable inference and draw a
conclusion (NF) (Fig. 19D)
• Read with a focus question in mind (Fig.
19B, Fig. 19D) (NF)
• Use the facts to infer an answer to a
specific question (Fig. 19B, Fig. 19D)
(NF)
• Explain how inferring helps me as a reader
(Fig. 19)
• Use background knowledge and text
clues to make a reasonable inference
and draw a conclusion. (Fig. 19D)
• Read with a focus question in mind and
infer to come up with an answer and
draw a conclusion (Fig. 19D)
• Use the facts to infer an answer to a
specific question (Fig. 19B, Fig. 19D)
• Explain how inferring helps me as a
reader (Fig. 19)
Rea
din
g H
abit
s
• Write responses to literary or
expository texts and provide
evidence from the text to
demonstrate understanding (18C/5F)
• Read independently for a sustained
period of time and paraphrase what
the reading was, maintaining
meaning and logical order (e.g.,
generate a reading log or journal;
participate in book talks)
(9A/4E,H,I)
• Recognize the genre of the text and
use it to form expectations
(9A/4E,H,I)
• Write responses to literary or expository
texts and provide evidence from the text to
demonstrate understanding (18C/5F)
• Read independently for a sustained period
of time and paraphrase what the reading
was, maintaining meaning and logical
order (e.g., generate a reading log or
journal; participate in book talks)
(9A/4E,H,I)
• Recognize the genre of the text and use it
to form expectations (9A/4E,H,I)
• Write responses to literary or
expository texts and provide evidence
from the text to demonstrate
understanding (18C/5F)
• Read independently for a sustained
period of time and paraphrase what the
reading was, maintaining meaning and
logical order (e.g., generate a reading
log or journal; participate in book talks)
(9A/4E,H,I)
• Recognize the genre of the text and use
it to form expectations (9A/4E,H,I)
(TEKS/ELPS)
Interactive Read-Aloud – 4th Grade – Unit 5, Week 13
Humble ISD 2011-2012 4th Grade Unit 5, Weeks 13-15
Revised 1/12 41
Target(s) for the Week: Merge my prior knowledge (schema) with text clues to come up with an idea that is not explicitly stated by the author; Use the context clues to infer
the meaning of unfamiliar words and concepts; Infer from text features (visualize) as well as text words; Explain how inferring helps me as a reader
D
A
Y
Anchor
Chart(s)
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
(pp. 6 in
Toolkit Book
4)
Connect & Engage: For the next few weeks, we are going to work on a
new strategy that builds on the questioning strategy. It’s called
“inferring” and it is at the heart of reading. We frequently answer our
own questions by making an inference. T&T for a moment – what does it
mean to infer? T elicits information from Sts. When writers write, they
don’t spill information onto the page; they leak it slowly so readers can
draw their own conclusions. This makes reading much more fun, and we
can use our inferring skills to figure out what is happening. This week,
we are going to practice inferring the meaning of unfamiliar words –
words that we don’t know by using the context clues (words in the text
surrounding the unknown word) and your background knowledge to help
figure out the meaning of unfamiliar words. You know math equations,
right? This is a Reading equation. T. writes BK + TC = I on Anchor
Chart. T. explains BK + TC = I. What do you know about earthquakes?
T&T. T elicits BK from Sts and then talks specifically about the San
Francisco earthquake of 1906. As I read a bit of this today, I am going to
model how I figure out the meaning of unfamiliar words. When I come
to a word I don’t know, I need to think about what I do know about, and
also think about the context for that word. I need to read the sentences
that come before and after the word because they will help me infer the
meaning. And I need to think about our equation.
Model: Okay, I am going to show you this as we begin reading The
Earth Dragon Awakes: The San Francisco Earthquake of 1906 by
Laurence Yep, so watch what I do. I have a 4 column-chart to record my
thinking. T reviews the anchor chart and then reads the first seven
paragraphs. I think I would be scared! I noticed as I read the sentence
“The tenement creaks and groans...” I am not sure what tenement is, so I
think I will go back and read a few sentences before this one. Now I will
continue re-reading the sentence with tenement in it and the one after it.
I am inferring this word means house or an apartment. I know in
earthquakes not just things inside a house shake but the house itself
shakes. My mental image here is_____. T fills out the anchor chart. T
reads on and selects another word to model. What did you see me do?
How did I figure out the unfamiliar words? Sts share their observations.
Lesson recap: That’s right, good readers stop and notice when they
come to an unfamiliar word. The use their background knowledge plus
the clues from the text to help them figure out the meaning to the word.
T&T: What does it mean to
infer?
T&T: What is your BK
about earthquakes?
Sts watch T infer meaning
of unknown words.
Sts share their observations
of the T as she inferred
meaning of unknown words.
Sts share
-What kinds of
questions are you
asking in your IR?
-What mental images
are you creating?
T observation and
anecdotal notes of Sts
T&T and share time.
Interactive Read-Aloud – 4th Grade – Unit 5, Week 13
Humble ISD 2011-2012 4th Grade Unit 5, Weeks 13-15
Revised 1/12 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
2
BK + TC
= I
4 Column
Chart
Word /
Inferred
Meaning/
Text Clues/
Sentence
(pp. 6 in
Toolkit Book
4)
Connect & Engage: Yesterday you were able to watch me infer the
meaning of unfamiliar words. Good readers use this strategy as a way to
monitor their comprehension. They understand that as a reader inferring
unfamiliar words is an important strategy. We will practice this again
today as we keep reading The Earth Dragon Awakes: The San Francisco
Earthquake of 1906
Model/Guided Practice: T begins on pp. 308 and models inferring of
unknown word “debris”. T asks Sts to T&T about “debris.” What do you
think it means? What helped you to think that? (BK, TC) T shared how
she inferred the word and jots down her thinking on the Anchor Chart
from Day 1. T helps Sts create a sentence using the word debris. T enters
information on the Anchor Chart from Day 1 as Sts write it on their think
sheet. There is nothing more important to a passionate reader than
words! This person is a wordsmith- a word lover. Do you know what a
zookeeper is? Right, they take care of the animals in the zoo. Well, you
guys are going to be word keepers. WK love words and care about them.
Who would like to be the Word Keeper for debris? I’ll write it on a post-
it and give it to you – you will responsible for knowing what the word
means, the part of speech it is, and how to spell it. So if anyone needs
help with the word debris, see ______. T has Sts notice any other
unfamiliar words in the text as she reads further on. T & Sts stop to infer
meaning of other unfamiliar words using same process.
Lesson recap: Good readers understand the importance of words in
reading. You can’t skip over them; they need to be figured out. You have
done a nice job of inferring the meaning of unfamiliar words by using
your BK and the TC to help you.
Sts have their own or share
a copy of story and 4
column think sheet that
matches the anchor chart.
T&T: What do you think
the word debris means?
Sts continue T&T as they
encounter other unfamiliar
words.
Sts share
-How do inferring
unfamiliar words help
us when we read?
-What are context
clues? -What does BK
+ TC equal?
T observation and
anecdotal notes of Sts
T&T and share time.
3
BK + TC
= I
4 Column
Chart
Word /
Inferred
Meaning/
Text Clues/
Sentence
Connect & Engage: Yesterday we…Today we will continue reading our
historical fiction story The Earth Dragon Awakes: The San Francisco
Earthquake of 1906, stopping to notice those words we are not familiar
with and inferring their meaning.
Guided: T continues to read through story, guiding Sts as they infer the
meaning of unfamiliar words, and fill out their own charts. T has Sts
T&T, listens in and selects Sts to share. T continues to assign newly
learned words to Word Keepers.
Lesson recap: Great work readers! You are becoming quite skilled at
noticing those unfamiliar words and then using your BK and the TC to
help you infer their meaning. I am so glad to see so many of you
volunteering to be the Word Keepers of all of these new words we are
learning.
Sts have their own or share
a copy of story and 4
column think sheet that
matches the anchor chart.
Sts T&T as they encounter
other unfamiliar words.
Sts share
-Sts share
-How does inferring
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 – 4th Grade – Unit 5, Week 13
Humble ISD 2011-2012 4th Grade Unit 5, Weeks 13-15
Revised 1/12 43
D
A
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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 worked together to infer meaning of
unfamiliar words, using our BK and the TC to help us. Many of you are
now the keeper of these new words. Today you will get the opportunity
to work with a partner to try this strategy again.
Collaborate: T reads article Riding the Rails as Sts follow along and list
any unfamiliar words on their think sheet. T assigns partners to work
together to complete the 4 column think sheet for a few unfamiliar words
the Sts encountered in their reading. T circulates among Sts to provide
support as needed. T facilitates as Sts share their words and strategy to
figure them out.
Lesson recap: You are definitely good readers! You stop and notice
when you are not familiar with a word and then infer its meaning. As you
find words in your IR books that are unfamiliar, it will be your job to
infer the meaning of those words as well. Track these words in your
reading journal and be prepared to share.
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.
5
Connect & Engage: We have been reading and encountering unfamiliar
words. We know that good readers infer the meaning to those words
before reading on. Today we will see how we can apply this strategy in a
testing format.
Model/Guided: Part of being a student is taking tests. Because the
testing format looks different than our authentic reading does, we will
take a look at the test format and how we can apply this strategy as we
read a passage and answer questions about the meaning of unfamiliar
words. T reads the **article as Sts follow along. T points out the
underlined words in the passage. This is the word the test maker has
decided is the unfamiliar word. In authentic reading, the author does not
select these words for us; instead we notice the words that are unfamiliar
to us. But that does not work on a test. T uses document camera to show
the test questions on word meaning. T reads question and models for Sts
how to go back into the passage to find the word. T then applies strategy
Sts have been learning all week to figure out the meaning of the
unfamiliar word. T writes her definition in the margin of article and goes
back to the question. T shows Sts how to select the answer. T & Sts work
through process for other word meaning questions. Sts T&T about best
answer choice and what helps them think that.
Lesson Recap: Good readers use inferring of unfamiliar words even in a
testing genre. The strategy is the same; the text and format just look
different than our authentic reading does.
Sts have copy of TAKS like
passage/article.
T&T: What is the best
answer choice for this
question? What supports
your thinking?
Sts share
-How can the strategy of
inferring unfamiliar
words be used on a
TAKS test?
T observation and
anecdotal notes of Sts
T&T and share time.
MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Book 4 -Infer Meaning, Lesson 10 Infer the Meaning of Words; *Lesson text-Day 1-3- Texas Journeys/Senderos student
anthology, pp. 304; ”; **Collaborative Practice Articles Day 4 - Source Book of Short Text (in Comprehension Toolkit) “Riding the Rails” pp. 95; Day 5: TAKS type passage; Think sheet pp. 71
Book 4 of Comprehension Toolkit
Interactive Read-Aloud – 4th
Grade – Unit 5, Week 14
Humble ISD 2011-2012 4th Grade Unit 5, Weeks 13-15
Revised 1/12 44
Target(s) for the Week: Use background knowledge and text clues to make a reasonable inference and draw a conclusion; Read with a focus question in mind; Use the facts to
infer an answer to a specific question; Explain how inferring helps me as a reader
D
A
Y
Anchor
Chart(s)
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
Connect and Engage: Last week we learned an equation for inferring.
T&T to a partner, what is that equation and how do we use it to help us
as readers? You are right. Good readers use the text clues including the
text features and their BK to infer the meaning of words and to answer a
question they may have. Today we will take a look at an article called
*________ It is an article from _______.
Model: Good readers gather information from the text and from their
BK to help them infer. Text clues do not always need to be words. We can
use the photographs and other visuals the text provides. Let’s take a look
at those. T displays article on document camera for all Sts to view. T
begins by looking at _______. I am already noticing that ________.
Then when I look at the photo and read the caption I am inferring that
________. T invites Sts to look at the other text features on this page as
she reads them aloud. Sts T&T about what they are thinking. T listens in
and selects Sts to share their thinking. T models her inferences through
the rest of the text features, reading and discussing any headings or sub
headings. Sts again share their thinking about the article. So what are you
wondering most about? I am wondering _____________? This kind of
question is called an essential question. Essential questions are ones
that might come up in different situations again and again. We will
explore more in our reading tomorrow using our essential question.
Lesson recap: When good readers begin an article, they look at all the
text features not just the words. And when good readers wonder about
something not answered, they try to infer the answer by using the text
clues and their BK.
T&T: What does TC + BK
= I mean? How does it help
us as a reader?
T&T: What do you think
about what you have learned
so far? What are you
wondering?
Sts share
-What unfamiliar words
have you had to infer
meaning for in your IR?
-How do you think
inferring helps you as a
reader?
T observations and
anecdotal notes for Sts
T&T and share time.
Interactive Read-Aloud – 4th
Grade – Unit 5, Week 14
Humble ISD 2011-2012 4th Grade Unit 5, Weeks 13-15
Revised 1/12 45
D
A
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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
“Essential
Question”
Facts /
Inferences
Connect & Engage: Yesterday we used the text features of the article
*___________ to help us infer the meaning to some things we wondered
about. Good readers use text clues and their BK to infer meaning.
Model: Today I am going to read some of this article _________.
Remember we are reading with a question in mind: "__________?” I’m
going to write this question on the top of our chart. T tells Sts this is an
essential question – essential questions are ones that might come up in
different situations again and again. Watch me as I think aloud about this
essential question. I will jot down facts in the first column, and what they
lead me to infer in the second column. T reads article until she comes to
text evidence (fact) that will lead to an inference about the essential
question. T jots fact on chart. I am inferring that __________. T adds this
under “inferences” section. T reads on and makes another inference. T
has Sts T&T about what they might be inferring. T listens in and selects
Sts to share their thinking. Remember that we will have to read between
the lines when we read, and then draw conclusions by merging our
schema with the text. Reading is much more interesting when the reader
has to figure stuff out.
Lesson recap: When good readers have an essential question, one that
comes up over and over again in the text as they read, they need to infer
the answer. Using your BK and the TC helps you do this. Notice if you
are having any essential questions in your IR reading and make a note of
them in your reading journal.
T&T: What are you
inferring? What helps you to
think that?
Sts share
- What unfamiliar
words have you had to
infer meaning for in
your IR?
-How do you think
inferring helps you as a
reader?
T observations and
anecdotal notes for Sts
T&T and share time.
3
“Essential
Question”
Facts /
Inferences
Connect & Engage: Yesterday we…Today we will continue to read and
infer about our essential question. You each have a copy of the article
and a two column think sheet to record your thinking.
Guided: T continues to read article, stopping after each paragraph to
give Sts time to T&T and write down a fact and their inference about that
fact. T works to end of the article. T scaffolds Sts who are having
difficulty. As we work, go back to our essential question. All of the facts
we gather and inferences we make should be related to this question.
Lesson recap: You are doing a fantastic job keeping the essential
question at the forefront as you find facts and make inferences. Good
readers understand that these kinds of questions help them focus as they
read, better understanding the text.
Sts have copies of the two
column think sheet with the
essential question written
across the top.
Sts write their facts &
inferences on their think
sheet.
T&T: What is your
fact/inference?
Sts share
-Have you ever had an
essential question in
your reading? Did you
try to infer an answer?
-How do you think
inferring helps you as a
reader?
T observations and
anecdotal notes for Sts
T&T and share time.
Sts completed think sheets
with facts and inferences
on the essential question.
Interactive Read-Aloud – 4th
Grade – Unit 5, Week 14
Humble ISD 2011-2012 4th Grade Unit 5, Weeks 13-15
Revised 1/12 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
4
Connect & Engage: As good readers you have gathered many facts and
inferences about our question:_______________? Today we will spend
some time in groups sharing our facts and inferences and answering our
question.
Collaborate: T places Sts in groups and has them work in different parts
of the room to discuss their findings and to talk about whether the
disaster could have been prevented. T brings Sts back to share as a
whole group, facilitating the conversation about the essential question,
being sure that Sts are using text evidence when they infer.
Lesson recap: Good readers share their thinking with others. You did a
wonderful job of sharing your facts, inferences and having a discussion
about that essential question: “____________?” Begin to pay attention
when you read your IR books, looking for facts and making inferences
about those essential questions you are having. Use your reading journal
or sticky notes to track your thinking.
Collaborative Practice: Sts
work in groups to share and
discuss their facts/inferences
to the essential question.
Sts share
-What were some of
your facts and
inferences?
-What is your thinking
about the essential
question? What
conclusion can you
draw?
-Why do you think it is
important to have an
essential question as
you read?
T observations and
anecdotal notes for Sts
collaborative practice and
share time.
5
Connect & Engage: Good readers understand the importance of
inferring as they read. Many times answers to our questions go
unanswered, but as good readers we know we can look for text clues and
use our BK to infer a possible answer. Today you will get a chance to
practice this on your own with a NF article or book.
Independent Practice: Sts will complete a short TAKS type passage
and questions on word meaning before beginning the other part of the
independent practice. T provides Sts with leveled non-fiction text (books
or magazine articles). Sts use their two-column think sheet to jot down
their thinking. Sts share what they read and inferred. T can encourage
Sts to think about and write an essential question if they have one.
Lesson recap: Visualizing and inferring are important strategies good
readers use to help them better understand the text they are reading.
Good readers understand that they must use the clues from the text and
their background knowledge to visualize and infer. Great Work! Be sure
to use these strategies in your IR.
Independent Practice: Sts
read and write facts and
inferences on their think
sheet. Sts can use an
essential question if they
have one. Sts will share
their thinking with group.
Sts share
-What was your
essential question if you
had one?
-What facts and
inferences did you have
about your article?
-How does inferring
help you as a reader.
T observations and
anecdotal notes for Sts
independent practice and
share time.
Sts complete TAKS like
passage/questions on
word meaning
Sts completed think sheet
of facts and inferences
MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Book 4 Infer Meaning, Lesson 11 Infer with Text Clues
*Lesson text- Days 1-4: Nonfiction article that lends itself to an essential question that requires inferring. Possible resources: TIME for Kids; Kids Discover; Texas Journeys/Senderos NF article in the
student anthology; BOLD Print guided reading magazine; DO NOT use Titanic article-it is being used in 5th grade.
**Independent Practice Articles- Toolkit Text Grade 4-5; Kids Discover, Time for Kids, National Geographic for Kids
Think sheet pp. 72 Book 4 of Comprehension Toolkit
Interactive Read-Aloud – 4th
Grade – Unit 5, Week 15
Humble ISD 2011-2012 4th Grade Unit 5, Weeks 13-15
Revised 1/12 47
Target(s) for the Week: Use background knowledge and text clues to make a reasonable inference and draw a conclusion; Read with a focus question in mind and infer to come
up with an answer and draw a conclusion; Use the facts to infer an answer to a specific question; Explain how inferring helps me as a reader
D
A
Y
Anchor
Chart(s)
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
Our
Questions
About
Saving the
Salmon
Connect & Engage: We will continue our inferring work this week in a
narrative NF text called Come Back, Salmon by Mary Cone. T&T, what
do you already know about salmon?
Model: This is what I am most wondering about "_______" so watch me
and notice what I do. The first thing I’ll do is look for the Table of
Contents and see if I can find a page about ________. Remember good
readers use the text features to help them when they are reading with a
question in mind and inferring. In addition to the Table of Contents, I’ll
skim and scan the headings on each page. The pictures help me a little
bit, too. Here’s a page called “_____” and another page called
“_____.” My BK tells me that these pages are not related to my question
so I’ll have to keep looking. Here’s “________". I’m inferring that I
might find out about_______ right here. T reads the page. I’m finding
text clues to help answer my questions. I’m going to jot this down on my
sticky note. I will use the information I learned but put this in my own
words. T writes information in her own words and reads it aloud to Sts.
What did you notice me do today as I read with my question in mind?
Sts share their observations in T&T and then with whole class. T
supports Sts if any parts were missed.
Lesson recap: Good readers sometimes a question they want answered,
so they read with that question in mind. They use the text features and
the text to help them infer if they are on the right track to finding the
answer to that question.
T&T: What do you already
know about salmon?
T&T: What do you think
_____?
Sts observe T as she reads
with question in mind.
Sts share their observations
of the T's strategy.
T&T: What did you notice
the T doing as she read with
a question in mind?
Sts share
-Have you used
inferring to determine
any unfamiliar words
in your IR? What
strategies did you use?
-How did that help you
as a reader?
T observation and
anecdotal notes on Sts
T&T and share time.
Interactive Read-Aloud – 4th
Grade – Unit 5, Week 15
Humble ISD 2011-2012 4th Grade Unit 5, Weeks 13-15
Revised 1/12 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
2
Our
Questions
About…
Connect & Engage: Yesterday we activated our schema about ______ and
shared some questions we wanted to have answered. We know good readers use
the text features and the text to help them infer where the answer to the question
might be located in the text. Let’s continue our quest for answers in Come Back,
Salmon.
Guided Practice: I’m still wondering if _________. Let’s work together to see
what else we can find. T shows the book on the document camera or hands out
multiple copies to reading partners. Let’s work together to see if we can find any
additional information. T & Sts look at the headings and illustrations for the
answers to the question in mind and jot down their thinking as they find them. T
has Sts notice what they are doing when they read to answer a question. That’s
right, first you inferred, and then you checked the headings and illustrations to
see if it related to your question in some way. You combined your text clues with
your thinking and found evidence in the text. Finally, you put that information in
your own words on your think sheet. Did you have more than one answer?
Sometimes questions do have more than one answer.
Lesson recap: We know good readers use the text features and the text to help
them infer where the answer to the question might be located in the text.
Students have sticky note
think sheets or sticky notes
to record their thinking.
Sts share
-Have you used
inferring to determine
any unfamiliar words
in your IR? What
strategies did you use?
-How did that help you
as a reader?
T observation and
anecdotal notes on Sts
T&T and share time.
3
When we read
to answer a
question…
(anchor chart
created at
share time)
Connect & Engage: We worked together to gather some answers to the question
we had in mind as we were reading Come Back, Salmon. Good readers use the
text features and the text to help them infer where they might read to find the
answer to the question they have in mind. You all had many questions we have not
even gotten to, so today you will work in groups of 2 or 3, selects a question and
see if it can be answered. You might even have new questions as you read. If so jot
those down and you can work to answer those as well.
Collaborate: Sts work in groups of 3 or with partners to jot down questions and
then skim and scan to find the answers to their questions. Sts gather together at
the end of collaborative practice to share their thinking and to create a new anchor
chart with the strategies used to answer their questions. T listens in and scaffolds
Sts as needed. T facilitates the share time and writes strategies Sts used to help
them answer questions on a new anchor chart. (CTK Book 4 pp. 51)
Lesson recap: Fantastic job! You really know how to find the answers to your
questions. You looked for words in the headings, paid attention to the
illustrations, and used your BK and the text clues to come up with answer. You
even realized that some questions have more than one answer, and so questions
lead to more questions! This important strategy can be used when you are reading
NF in your IR.
Lesson recap: Good readers use the text features and the text to help them infer
where they might read to find the answer to the question they have in mind.
Collaborative Practice: Sts work in groups of 2-3 to
read with a question in
mind, using the text
features and text to infer
possible places to read in
the text to find the answer.
Sts may have more
questions as they read to
add to their think sheet.
Sts share
-What are the strategies
you used to find your
answers?
T creates anchor chart
as Sts share strategies.
T observations and
anecdotal notes of Sts
collaborative practice and
share time:
Assessment:
Sts complete sticky note
think sheet.
Did Sts
-ask authentic questions?
-read to find the answers
to their questions through
inferring?
-discuss the strategies
used to answer their
questions?
Interactive Read-Aloud – 4th
Grade – Unit 5, Week 15
Humble ISD 2011-2012 4th Grade Unit 5, Weeks 13-15
Revised 1/12 49
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
“Words of
Peace”
poem on chart
paper
(CTK Book 4
pp. 29)
Connect and Engage: For the next two days we will explore how to infer
meaning from poetry using the poem’s language. Many poems are fiction
but they can be non-fiction as well. We’ll be reading and responding to a
NF poem today called **“Words of Peace”. This poem makes me think
about _______ T&T about some things you know about ____ or the
thoughts you’ve had ________. T has Sts share their schema. Those were
some great thoughts. Our background knowledge (BK) and experiences
will help us understand this poem. As we have discussed before, readers
must think about the choices in words made by the poet. We must use
those words to infer what the poet is saying. We will discuss the words,
phrases and lines from the poem and merge the information and the ideas
in the poem with our own thinking. Let’s start by reading the poem.
Poetry is meant to be read aloud so chime in if you like.
Model: T rereads the poem again slowly stopping to think carefully
about certain words and phrases. “__________”. Hmmm. When I read
those words, I immediately asked myself a question. I wondered,
“________? Since I don’t have answer right now, I will just write my
question here on the chart next to those words. T reads the next line of
the poem “_______”. I think I will stop and think more carefully about
the word “_______”. Clues around the word don’t seem to be helping
me. I have some BK… (T shares BK) So I think it means _________. T
describes any mental image using “I visualize…”.When we comprehend
specific words and vocabulary in the text it helps our understanding of
the text as a whole. T shares when she finds answer to question she
couldn’t answer earlier. T draws an arrow from that part of poem back to
that line. These words are much more meaningful to me now that I have
wondered and inferred about them.
Guided: T and Sts think through another part of the poem together. Sts
write their thinking on their copy of the poem as T writes on anchor
chart. Sts T&T about what they infer. Be sure you are using your BK and
the words in the text to help you make your inferences. T helps Sts tie
their thinking to the poem as needed. T charts Sts comments and the
strategies they used.
T&T for a minute about what you learned about this poem from hearing
others comments.
Lesson recap: Good readers enjoy poetry because they are able to use
the clues in the text, their BK and the strategy of visualizing to help them
make meaning of the words in the poem. As you read poetry in your IR,
be sure to use these strategies we have been practicing so you will really
understand the intent the poet had for that poem.
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 – 4th
Grade – Unit 5, Week 15
Humble ISD 2011-2012 4th Grade Unit 5, Weeks 13-15
Revised 1/12 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
5
Connect & Engage: You really seemed to enjoy working through the
poem **“Words of Peace". Today you will get a chance to infer another
part of this poem. T&T about the strategies we used to infer the meaning
of yesterday’s poem. Sts share and T fills in any missing strategies. As
you work on your own with another part of this poem, apply these very
strategies. After you finish we will share our thinking.
Collaborate: T distributes copies of poem if Sts do not have copies. Sts
will track their thinking right on the poem as they work through the
lines/phrases of the poem. T listens in and scaffolds Sts, noting those
who are having difficulty. T facilitates share time with Sts, helping them
to link their thinking back to the actual words of the poem.
Lesson Recap: You all have done a good job of inferring to better
understand the poet's intentions of this poem. You understand the good
readers use their BK, the clues in the text and visualizing to figure out the
meaning. As you listened to other share their thinking you learn that
there can be many inferences about an idea. You were each able to come
up with your own understanding of the poem.
T&T: What strategies did
you use to infer the meaning
of “Words of Peace” so far?
Independent Practice: Sts
work on own to infer
meaning of words/phrases
of poem. Sts record thinking
on their copy of the poem.
Sts share their thinking with
whole group.
Sts share
-What were some of the
words or phrases you
had to infer the
meaning of?
-What questions did
you have?
-What is your
understanding of the
poem now?
-How does inferring
help me as a reader?
T observation and
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 1-3 Comprehension Toolkit by Harvey & Goudvis, Book 4 Lesson 14 “Read with a Question in Mind”
Days 4-5: Comprehension Toolkit by Harvey & Goudvis, Book 4 Lesson 12 “Tackle the Meaning of Language”
Suggested Lesson Text: Days 1-3 *Come Back, Salmon by Mary Cone or other non-fiction books with text features Sts can use to make inferences. This book is available for
preview on Google Books (pp. 1-15)
Days 4-5: Toolkit Texts Grades 4-5, pp. 20-21 “Words of Peace” ; All the Small Poems and Fourteen Others by Valerie Worth, pp. 90 “Kite” or other non-fiction poems Sts can
use to infer meaning. Interactive Read Alouds by Linda Hoyt has several poems that could be used.
Do Not use poems recommended in CTK Lesson 14, they are being used in 3rd
grade
4th Grade – Unit 6; Weeks 16-18
Humble ISD 2011-2012 4th Grade Unit 5, Weeks 13-15
Revised 1/12 51
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
• Make inferences about the text and use
textual evidence to support
understanding (Fig. 19D)
• Describe the interaction of characters
including their relationships and the
changes they
undergo (6B/4J,I)
• Infer characters’ feelings and emotions
from descriptions, what they do or say,
and what others think about them (6B,
Fig. 19D/4J,I)
• Continue to use the context to infer the
meaning of unfamiliar words or multiple
meaning words and concepts (2B/1F,
4F)
• Explain how inferring helps me as a
reader (Fig. 19D)
• Make inferences about the text and use textual
evidence to support understanding (Fig. 19D)
• Infer characters’ feelings and emotions from
descriptions, what they do or say, and what
others think about them (6B, Fig. 19D/4J,I)
• Hypothesize underlying motivations of
characters that are not stated (6B, Fig.
19D/4J,I)
• Explain how inferring helps me as a reader
(Fig. 19D)
• Make inferences about the text and use
textual evidence to support understanding
(Fig. 19D)
• Describe explicit and implicit relationships
among ideas in texts organized by cause
and effect, sequence or comparison (11C,
Fig. 19D/4J)
• Explain how inferring helps me as a reader
(Fig. 19D)
Rea
din
g H
abit
s
• Write responses to literary or expository
texts and provide evidence from the text
to demonstrate understanding (18C/5F)
• Read independently for a sustained
period of time and paraphrase what the
reading was, maintaining meaning and
logical order (e.g., generate a reading
log or journal; participate in book talks)
(9A/4E,H,I)
• Recognize the genre of the text and use
it to form expectations (9A/4E,H,I)
• Write responses to literary or expository texts
and provide evidence from the text to
demonstrate understanding (18C/5F)
• Read independently for a sustained period of
time and paraphrase what the reading was,
maintaining meaning and logical order (e.g.,
generate a reading log or journal; participate in
book talks) (9A/4E,H,I)
• Recognize the genre of the text and use it to
form expectations (9A/4E,H,I)
• Write responses to literary or expository
texts and provide evidence from the text to
demonstrate understanding (18C/5F)
• Read independently for a sustained period
of time and paraphrase what the reading
was, maintaining meaning and logical
order (e.g., generate a reading log or
journal; participate in book talks)
(9A/4E,H,I)
• Recognize the genre of the text and use it
to form expectations (9A/4E,H,I)
(TEKS/ELPS)
Interactive Read-Aloud – 4th Grade – Unit 6, Week 16
Humble ISD 2011-2012 4th Grade Unit 5, Weeks 13-15
Revised 1/12 52
Target(s) for the Week: Make inferences about text and use textual evidence to support understanding; Describe the interactions of characters including their relationships and
the changes they undergo; Infer characters’ feelings and emotions from descriptions, what they do or say, and what others think about them; Continue
to use the context to infer the meaning of unfamiliar words or multiple meaning words and concepts; Explain how inferring helps me as a reader.
D
A
Y
Anchor Chart(s) Explicit Instruction/Modeling Minilesson Focus
(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
/interactions
Character/Changes
Connect & Engage: In well-written stories, we notice the way
characters act, the choices they make, and the kind of people they are.
How many of you have read a book that you felt like you knew the
characters? It makes the book exciting doesn’t it? T&T about a
character in one of your IR books. We can use what we learn about the
characters to describe them and the changes they undergo. Using the
descriptions by the author as well as the actions and thoughts of the
characters, we can infer their feelings and emotions. Today we will
focus our attention on the characters in our book, looking for how they
act and think throughout the text as we read Coolies by Yin
Model: T begins to read book, stopping to infer meaning of the word
“kowtow”. I am not sure what that word means…When I read on I do
not find any clues so let me re-read the sentence this word is in.
Hmmm when I look at the picture and read the words “crouch on our
knees and kowtow” I am inferring that “kowtow” is like bowing down.
I have seen people in different religions bow down when they are
worshipping or praying. So using the text clues and my schema I think
it means to bow down. (Note: as unfamiliar words come up in text, be
sure to continue to model or guide Sts to stop to infer the meaning like
example given here). T can give this word to a word keeper. T reads
rest of the page and the next page. From the clues in the text I am
inferring that Shek feels very responsible for his family’s well being.
He seems like he is the father-figure or man of the house. The words “I
will send money home and our family will starve no more….take care
of Little Wong.” As good readers we must think about the characters
using the text clues from the author. Understanding the characters
helps us understand the deeper meaning of the text we are reading.
Watch me think out loud as I read more of the text. T continues to read
the text, stopping to describe the interactions of the characters or to
infer the characters’ feelings and emotions. T has Sts T&T about what
they saw her doing. T records character interactions, feelings and
emotions on the anchor chart.
Lesson recap: Good readers understand just how important it is to
notice the characters in the story. They know they must use the text
clues from the author to describe the characters’ interactions and to
infer characters’ feelings and emotions throughout the text. Good
readers also notice when a word is unfamiliar and apply strategies to
solve the word so they can better understand the text.
T&T: Share one character
you really enjoyed in one of
your IR books. Describe the
character to our partner.
T&T: What did you see me
doing as I read some of the
text?
Sts share
-What unfamiliar words
have you encountered in
your IR? What has
helped you figure out
the meaning of the
word?
2 Column chart
Character/feelings
/emotions
/interactions
Character/Changes
Interactive Read-Aloud – 4th Grade – Unit 6, Week 16
Humble ISD 2011-2012 4th Grade Unit 5, Weeks 13-15
Revised 1/12 53
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
2 Column chart
Character/feelings
/emotions
/interactions
Character/Changes
Connect & Engage: Yesterday we began to take a look at the characters
in our story Coolies by Yin. We know good readers think about the
characters and how their interactions, emotions and feelings have an
impact on the story. Today you will get a chance to share your thinking
about our characters as we continue to read. You will have a think sheet
that matches the anchor chart to record your thinking.
Model/Guided: T begins the book again and models at least one character
inference before Sts join in. T records character feeling/emotion on anchor
chart. T continues to read and stops at various points to allow Sts to T&T
about character interactions, feelings and emotions. Sts should be jotting
their thinking on their think sheet. T records responses shared by Sts
selected after the T&T. (Note: Day 2 & 3 will be the same process.) T
facilitates the sharing focus discussion. T reads about ¼ of the text each
day.
Lesson recap: You are really doing a great job of understanding how
important it is to notice the interactions, feelings and emotions of the
characters in our book Coolies. Good readers know that this work helps
bring deeper meaning to what they are reading.
Sts record their thinking on a
think sheet that matches the
anchor chart.
T&T: What are you thinking
about the character(s)?
Sts share
-What is something you
are thinking about
(inferring) the character
in our story?
2 Column chart
Character/feelings
/emotions
/interactions
Character/Changes
4
2 Column chart
Character/feelings
/emotions
/interactions
Character/Changes
Connect & Engage: Yesterday we…As we finish our book today and
continue to study the characters' interactions, emotions and feelings, I
want you to also think about any changes the characters have made in
their actions, thinking or personality since the beginning of the book.
Guided: T reads through to the end of the book, stopping to allow Sts to
T&T. Sts record their thinking on their think sheets. T models her
thinking about how a character has changed since the beginning of the
story. (e.g.)When Shek is lost in the snow, Wong takes on the role of
“brave, care-taker brother” where as most of the story Shek took care of
him. The text tells us that Wong keeps looking for his brother even though
the boss tells him to go back to work. Wong gives his brother the brown
smock he was wearing to help warm him up. Wong cares for Shek until he
is well. T records this thinking in the Character/Changes section of the
anchor chart. At the end of the book, T gives Sts time to T&T and then
facilitates the sharing focus question. T records Sts responses on the
anchor chart.
Lesson recap: Your thinking about the characters in this book was
amazing! By noticing the characters interactions, feelings and emotions
you were able to think more deeply about the story and really understand
it better. This is what good readers do, so as you continue to read in your
IR books, think more deeply about the characters of your stories- their
interactions, feelings and emotions so that you can better understand the
story over all. Be sure to ask yourself “What changes did the characters in
my book undergo?” How are they different than when the story began?”
Sts record their thinking on a
think sheet much like the
anchor chart.
T&T: What are you thinking
about the character(s)?
T&T: What changes did the
characters in our story
undergo? How are they
different than they were at eh
beginning of the story? Be
prepared to share your
thinking with the class.
Sts
Share
-What changes did the
characters in our story
undergo? How are they
different than they were
at the beginning of the
story?
2 Column chart
Character/feelings
/emotions
/interactions
Character/Changes
Interactive Read-Aloud – 4th Grade – Unit 6, Week 16
Humble ISD 2011-2012 4th Grade Unit 5, Weeks 13-15
Revised 1/12 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
5
Connect & Engage: We have been practicing strategies for
inferring the feelings and emotions of the characters as we read.
While this strategy stays the same, when a test maker presents
questions about character feelings, emotions and motivations on a
test, the format looks different. Let me show you.
Model: T projects TAKS (STAAR) type passage with questions
on character feelings with the document camera. T and Sts read
through the passage. T shows how question is asked and how the
answer choices are presented. As the reader, we need to go back
into the passage and look specifically at that character’s feeling
or emotion determined by the test maker’s question. T models how
to go back into the passage and use strategies to infer the character
motivation, feeling or emotion to answer the question stem.
Independent: Now you will get an opportunity to try this on your
own using this same passage and answering the remainder of the
questions. Don’t forget to use the text clues to help you infer the
character trait. T moves around room as Sts work independently.
Independent Practice: Sts use the TAKS
(STAAR) type passage to
answer the remainder of
the character trait
questions.
St share
-How does inferring
help you as a reader?
-with unfamiliar
words?
-with character
interactions, feelings
and emotions?
Sts independent
practice passage and
questions.
MATERIALS: Days 1-4: Suggested Lesson Text: Coolies by Yin; or a text that contains opportunities for Sts to infer characters interactions, feeling and emotions and to see
changes the characters undergo within the story; a lengthier text that can be used for 4 days or 2 shorter texts so the process can be repeated. Possible Titles: Snowflake Bentley by
Jacqueline Briggs Martin; Silver Packages by Cynthia Rylant; An Orange for Frankie by Patricia Polacco; One Candle by Eve Bunting.
Day 5: TAKS (STAAR) type passage with questions on character traits; or a fiction piece of text with T developed questions on character traits using the TAKS (STAAR)
questions stems for TEK 6B.
Interactive Read-Aloud – 4th
Grade – Unit 6, Week 17
Humble ISD 2011-2012 4th Grade Unit 5, Weeks 13-15
Revised 1/12 55
Target(s) for the Week: Make inferences about text and use textual evidence to support understanding; Infer characters’ feelings and emotions from descriptions, what they do or
say, and what others think about them; Hypothesize underlying motivations of characters that are not stated; Explain how inferring helps me as a reader.
D
A
Y
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
/interactions
Character/
Motivations
Or
Character Map
(e.g. pp. 131 of
Interactive Read
Aloud by Linda
Hoyt or select
your own
character map)
Connect & Engage: Last week we began looking at and thinking
about character interactions, feelings and emotions. We know as
good readers noticing these traits about the characters, helps us
to gain a deeper understanding of the story. In addition to the
character traits we looked at last week, we will hypothesize
(infer) underlying motivations of the characters. Why did the
character do what they did or say what they said. T&T for a
moment about a character from your IR.
Model: (Note: As unfamiliar words come up in text, be sure to
continue to model or guide Sts to stop to infer their meaning. T
can assign the new words to a word keeper.) The book I have
chosen for us to spend time reading and discussing this week is
called Sparrow Girl by Sara Pennypacker. In this story set in
China, a young girl works to save the sparrows as the adults in
her village try to get rid of them all. T begins to read the book,
stopping at the end of the first page. Ming-Li’s Older Brother
seems very determined or motivated to get rid of the sparrows. I
wonder where his motivation comes from? T reads to end of
second page I am thinking that Ming-Li wants to help her father
with the grain because if there is enough grain, then they will not
have to get rid of the sparrows. Her motivation is to save the
sparrows not just be helpful to her father. T can chart character /
motivation on anchor chart. T continues to read, stopping to infer
character feelings, emotions and interactions as well as
motivations. T invites Sts to T&T about the text. T listens in to
Sts conversation. T records inferences made about character traits
and motivations on anchor chart.
(T reads ¼ of the book for today’s lesson)
Lesson recap: Good readers understand just how important it is
to notice the characters in the story. They know they must use the
text clues from the author to describe the characters’ interactions
and to infer characters’ feelings and emotions throughout the
text. Good readers also notice the motivations of the characters-
why the character does or says something, especially when it is
not explicitly stated by the author.
T&T: Share one character
you really enjoyed in one
of your IR books. What are
some of their character
traits?
T&T: about character
feelings, emotions,
interactions and
motivations.
T&T: What did you see
me doing as I read some of
the text?
Sts share
-What unfamiliar
words have you
encountered in your
IR? What has helped
you figure out the
meaning of the word?
T observation and
anecdotal notes from Sts
T&T and share time.
Interactive Read-Aloud – 4th
Grade – Unit 6, Week 17
Humble ISD 2011-2012 4th Grade Unit 5, Weeks 13-15
Revised 1/12 56
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
2 Column chart
Character/feelings
/emotions
/interactions
Character/
Motivations
Or
Character Map
(e.g. pp. 131 of
Interactive Read
Aloud by Linda
Hoyt or select your
own character map)
Connect & Engage: Yesterday as we read Sparrow Girl by Sara
Pennypacker you watched as I read and modeled how to use the text clues
and my schema to infer the underlying motivations of Ming-Li and Older
Brother. Today you will get a chance to share your thinking about our
characters as we continue to read. You will have a think sheet that matches
the anchor chart to record your thinking.
Model/Guided: T begins the book again and models at least one character
feeling or emotion / motivation before Sts join in. T records character
feeling/emotion on anchor chart. T continues to read and stops at various
points to allow Sts to T&T about character interactions, feelings, emotions
or motivations. Sts should be jotting their thinking on their think sheet. T
records responses shared by Sts selected after the T&T. (Note: Day 2 & 3
will be the same process.) T facilitates the sharing focus discussion. T reads
about ¼ of the text each day.
Lesson recap: You are really doing a great job of understanding how
important it is to notice the interactions, feelings and emotions of the
characters in our book Sparrow Girl. Good readers know that this kind of
thinking helps bring deeper meaning to what they are reading.
Sts record their thinking on a
think sheet that matches the
anchor chart.
T&T: What motivation do you
see in that character? What is
that motivation linked to? What
evidence in the text is helping
you to support your thinking?
Sts share
-How does inferring a
character’s motivations
help you as a reader?
T observation and anecdotal
notes from Sts T&T and
share time.
Sts think sheet containing
character feelings, emotions
and motivations
4
2 Column chart
Character/feelings
/emotions
/interactions
Character/
Motivations
Or
Character Map
(e.g. pp. 131 of
Interactive Read
Aloud by Linda
Hoyt or select your
own character map)
Connect & Engage: Yesterday we…As we finish our book today and
continue to study the characters interactions, emotions and feelings, I want
you to also think about the underlying motivations characters had for their
actions.
Guided: T reads through to the end of the book, stopping to allow Sts to
T&T. Sts record their thinking on their think sheets. T models her thinking
about the underlying motivations of one character in the story. (e.g. Older
Brother agrees with the village leader and the older men that sparrows were
the enemy and he worked hard to get rid of them until the firecrackers also
injured his pigeon. While Older Brother does not want to disobey the leader
of the village, he sees the destruction that has been caused. His motivation is
now to help Ming-Li save the sparrows that drop from the sky that have not
yet died.) T records this thinking on the anchor chart. At the end of the book,
T gives Sts time to T&T and then facilitates the sharing focus question. T
records Sts responses on the anchor chart.
Lesson recap: Your thinking about the characters in this book was
amazing! By noticing the characters interactions, feelings, emotions and
underlying motivations you were able to think more deeply about the story
and really understand it better. This is what good readers do, so as you
continue to read in your IR books, think more deeply about the characters of
your stories- their interactions, feelings, emotions and their underlying
motivations so that you can better understand the story over all. Be sure to
ask yourself “What were the underlying motivations of the characters?”
How did that motivation effect the story?”
Sts record their thinking on a
think sheet much like the
anchor chart.
T&T: What are you thinking
about the character(s)?
T&T: What underlying
motivations did you find in the
characters in our story? How
did that motivation better help
you understand the story?
Be prepared to share your
thinking with the class.
Sts
Share
-What underlying
motivations did you find
in the characters in our
story? How did that
motivation better help you
understand the story?
T observation and anecdotal
notes from Sts T&T and
share time.
Sts think sheet containing
character interactions,
feelings, emotions; and
motivations.
Interactive Read-Aloud – 4th
Grade – Unit 6, Week 17
Humble ISD 2011-2012 4th Grade Unit 5, Weeks 13-15
Revised 1/12 57
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 practicing strategies for inferring the
feelings and emotions of the characters as we read. This week we also looked
for the underlying motivations of the characters in fiction. There are
underlying motivations in NF as well. We can infer the underlying motivations
of the people in new articles and NF books. Today we will read an article titled
“The Struggle for Equal Rights”. This topic has many underlying motivations
from the many different groups of people it affected.
Independent: T & Sts read through the article together. As we read this think
about the underlying motivations of the people in this article as well as those
who were opposed to the idea of equal rights. You will use the think sheet to
record your response about the underlying motivations. You will also answer
the multiple choice questions on word meaning and making inferences. T
moves around room as Sts work independently. T facilitates the sharing focus
as Sts share their inferences about the underlying motivations of the people in
the article.
Sts have a copy of the
independent article “The
Struggle for Equal Rights”
and the think sheet.
Independent Practice: Sts use
the article passage to answer
the multiple choice questions
and respond to the article about
the underlying motivations of
the people in the article and or
those opposed to the idea of
equal rights.
Be prepared to share your
answer with the class.
St share
-What underlying
motivations were you able
to infer about the people
in this article.
-How does inferring help
you as a reader?
-with unfamiliar words?
-with character
interactions, feelings and
emotions?
Sts independent practice
passage response and
questions.
Sts Assessment:
-Can Sts identify the
underlying motivation of a
character/person?
-Can Sts use inferring to
determine word meaning?
-Can Sts text clues and
schema to infer the feelings
and emotions of a
character/person?
MATERIALS: Interactive Read Aloud Grades 4-5 by Linda Hoyt; pp.129 Character Development (anchor chart pp.131 and some general ideas where taken from this lesson)
Day 1-4: Suggested Lesson Text: Sparrow Girl by Sara Pennypacker or Other Possible Titles: Ruby Bridges – several versions available; Sixteen Years in Sixteen Seconds: The
Sammy Lee Story by Paula Yoo; One Candle by Eve Bunting; Snowflake Bentley by Jacqueline Briggs Martin
Day 5: Independent Practice response Toolkit Texts by Harvey & Goudvis, pp. 19 “The Struggle for Equal Rights”
See attached Assessment example for Day 5
Assessment Example – 4th
Grade –Week 17
Humble ISD 2011-2012 4th Grade 58 Unit 6, Weeks 16-18
Revised 1/12
The Struggle for Equal Rights
Name Date
1. In paragraph 2, the word segregation means –
A. allowing people of different color to go to
school together
B. separating people because of skin color
C. dancing in the park
D. separating people because of their clothing
2. In paragraph 1, Montgomery, Alabama is
called the cradle of the civil rights movement
because –
F. It is shaped like a cradle.
G. It is in the south.
H. It is where Martin Luther King was born.
J. It is where Rosa Parks refused to give up her
seat, which was the beginning of the civil rights
movement.
3. Blacks couldn’t eat in certain restaurants or
sit in certain sections of trains, buses, or
movie theaters because –
A. sometimes black children were not allowed to
go to school with white children.
B. laws and customs at that time denied African
Americans many of the freedoms that white
people enjoyed.
C. black people were not allowed to vote.
D. the civil rights movement decided to protest the
injustice of segregation.
4. Create a written response about the
underlying motivations of the people in the
article or of the people not in favor of equal
rights.
Interactive Read-Aloud – 4th
Grade – Unit 6, Week 18
Humble ISD 2011-2012 4th Grade Unit 6, Weeks 16-18
Revised 1/12 59
Target(s) for the Week: Make inferences about text and use textual evidence to support understanding; Describe explicit and implicit relationships among ideas organized by
cause and effect, sequence, or comparison; Explain how inferring helps me as a reader.
D
A
Y
Anchor
Chart(s)
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
Definition
chart for
cause/effect
comparison
sequence
3 Column
chart
Text/
Relationship
of ideas/
Organizational
Structure
(or T can
determine
own anchor
chart)
Connect & Engage: We have been using our schema and the text
clues to make inferences about the text including the interactions,
feelings, emotions and motivations of the characters in those
texts. This week we will be taking a closer look at the
relationships among ideas in a text - the way a text is organized
using cause and effect; comparison and/or sequence. We have
talked about this briefly in our Unit of Study on Explanatory
Writing, but here we will explore the relationships among the
ideas within a text as readers.
Model/Guided: The way relationships among ideas in a text can
be shared by the author include cause and effect, comparison and
sequence. Let’s review these for a moment. T and Sts discuss the
meaning of each as T creates definition anchor chart. T projects
the “backpack” article using the document camera. T reads article
as Sts follow along. Now that we have read this article, let’s go
back and think about the relationships among the ideas in this
text. I noticed the author shares what can happen when your
backpack is too heavy in paragraph two. T re-reads the
paragraph. The relationship among ideas is that a heavy
backpack can lead to health related problems so this is cause and
effect.
Guided: T can use another article for guided practice (“Man
Survives Scorpion Attack on Plane”) and have Sts participate in
determining cause & effect.
Lesson Recap: Good readers use their schema and the text clues
to make inferences while they read. They must also notice the
relationships among ideas within the text. Authors use
organizational structures such as cause and effect, comparison
and sequence to show this relationship among ideas. Sometimes
the author shares this with us explicitly and other times as
readers we must infer this.
T&T: Share your
definition of cause and
effect, comparison and
sequence with your
partner.
T&T: Did you notice any
relationship among ideas
using cause and effect?
Sts share
-Reading responses
from IR expository
text.
T observation and
anecdotal notes on Sts
T&T and share time.
Interactive Read-Aloud – 4th
Grade – Unit 6, Week 18
Humble ISD 2011-2012 4th Grade Unit 6, Weeks 16-18
Revised 1/12 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
2
Definition chart
for cause/effect
comparison
sequence
3 Column chart
Text/
Relationship of
ideas/
Organizational
Structure
(or T can
determine own
anchor chart)
Connect & Engage: Yesterday we began to look the relationships among ideas
within a text. Authors use organizational structures such as cause and effect to
show those relationships. Today we will explore some of the other structures that
help us see the relationships among ideas within a text.
Model/Guided: T projects article/text on document camera (Sts may also have
their own copy). Today we will look at another text called The Moon and You. We
will not read the whole text but just a small section to see how the author shows
us the relationships among ideas within the text. T and Sts read a portion of text.
T models comparison as an organizational structure in the text and how it can
show relationships among the ideas in the text. T reads a portion of the text and
allows Sts to T&T. T listens in on pairs of Sts as they share their thinking. T
records selected St responses on anchor chart. T may choose article such as “Food
pyramid out, 'My Plate' in for nutrition” as another selection for the lesson.
Lesson recap: Many times the author will explicitly show the reader the
comparison of ideas in a text. But at other times, as good readers, we must infer
the relationship of the ideas within a text. This includes the organizational
structure of comparison, as well as cause & effect and sequencing. As you read
your IR books – both fiction and NF- look for relationships among the ideas in the
text and see if you can identify the type of organizational structure the author is
using.
T&T: What other
organizational structures
besides cause and effect could
be used to show relationships
among ideas?
T&T: What comparisons are
you noticing the author make?
Was it stated by the author or
did you have to infer it? What
helped you make the
inference?
Sts share
-Reading responses from
IR expository text.
T observation and anecdotal
notes on Sts T&T and share
time.
3
Connect & Engage: Yesterday we…Today we will continue to look at the
relationships among ideas in NF. So far we have covered the organizational
structures of cause & effect and comparison. What other organizational structure
did we define earlier this week? What do you think of when you hear sequence?
Model/Guided: When you think of sequence you may think of a numbered order of
events or steps. You may think of words like first, next, then and finally. When
authors do this, we say it is explicitly stated in the text. But there are times when
the relationship among ideas is organized using sequence in a way that must be
inferred by the reader. The author shared the steps or events in order without
using the explicit language of sequencing and we must infer that the events or
steps must happen in this order. This occurs in both fiction and NF. T uses
document camera to project article “Firefighters help goat who got stuck in pipe”.
Sts may have their own copy as well. T reads article and takes Sts to section
where firefighters free the goat. While the author does not list the steps, he uses
sequence to show that the firefighters had do what they did in that order in so they
could free the goat. T & Sts use another article containing implicit sequences in
order for Sts to practice. T has Sts T&T about the places they notice the author’s
implicit use of sequence. T records on anchor chart.
Lesson recap: Good readers use the text clues and their schema to infer many
things in a text. Included in this work is describing the relationship among ideas
in a text. To do this we must also understand the organizational structures that
can be used. You have done a nice job describing how cause & effect, comparison
and sequence can be used to identify those relationships among ideas in the text.
Optional:
Sts have copy of article/text
used for lesson. (optional)
T&T: Where in the article did
you notice the implicit use of
sequence by the author?
Sts share
-How is inferring the
relationships among ideas
in the text helping you as a
reader?
T observation and anecdotal
notes on Sts T&T and share
time.
Interactive Read-Aloud – 4th
Grade – Unit 6, Week 18
Humble ISD 2011-2012 4th Grade Unit 6, Weeks 16-18
Revised 1/12 61
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: All week we have looked at NF articles to identify the
relationships among ideas in a text. Today as we think about the
organizational structures authors use to identify those ideas, we will use a
fiction text. (Note: T selects a fiction text that has been previously read to the
Sts. Text is being used to practice the same strategies used this week in NF)
Guided: As I read from The True Story of the Three Little Pigs, we will think
about the relationship among the ideas of the text and how they author uses
the organizational structures to help with this. T and Sts review the
definition chart and or some of the examples of cause & effect, comparison
and sequence. T stops to allow Sts time to T&T and share their thinking. T
may not have time to read the whole book but may choose sections of text
that represent the organizational structures identified this week and how they
help the reader identify the relationship among ideas in the text.
Lesson recap: You are doing an amazing job, identifying the relationship
among ideas in text. You understand the importance of this as readers. Be
sure to apply this strategy as you read your IR reading books, in both fiction
and NF.
Sts have a think sheet to
record their thinking (think
sheet should mirror the
anchor chart used this week)
T&T: What is the
relationship among ideas?
What organizational structure
did the author use to help
you? Did you have to infer or
was it stated in the text?
Sts share
-How is inferring of the
relationships among
ideas in the text helping
you as a reader?
T observation and
anecdotal notes on Sts T&T
and share time.
Sts think sheet responses.
5
Connect & Engage: This week we have… Today you will get a chance to
practice this on your own reading an article called “No horse teen rides
jumping cow.”
Independent: T provides Sts with copy of article and think sheet. Today as
you read this article, I want you to be thinking about the relationship among
ideas in the text and the organizational structure the author uses to get that
idea across.
T moves around the room, topping to conference with Sts about their
thinking. (The article should contain at least 2 of the organizational structures
practiced this week)
Lesson recap: Good readers are responsible for their thinking as they read.
Authors do not always explicitly state things they want the reader to
understand. Good readers must infer using their schema and the text clues.
Inferences good readers make may include character feelings, emotions,
interactions and motivations. It must also include the relationship among the
ideas of the text and the organizational structure the author uses to get that
idea across.
Independent Practice: Sts
have copy of article and think
sheet to record their
responses.
Sts share
-What relationship
among ideas were you
able to identify? What
organizational structure
did the author use?
-How does this strategy
help you as a reader?
T observation and
anecdotal notes on Sts
independent practice and
share time.
Sts think sheet responses.
St Assessment
-Can Sts identify
relationships among ideas
in a text?
-Can Sts explain how
inferring helps them as a
reader?
MATERIALS: Suggested Lesson Text: The Moon and You; The comet and You; The Big Dipper and You; The Rainbow and You by E.C. Krupp; www.tweentribune.com/node/867190 -
backpack article; www.tweentribune.com/content/man-survives-scorpion-attack-plane; www.tweentribune.com/content/food-pyramid-out-my-plate-healthy-
eating;www.tweentribune.com/content/firefighters-help-goat-who-got-stuck-pipe;
www.tweentribune.com/content/no-horse-teen-rides-jumping-cow
Day 4: Familiar text that contains the organizational structures of cause & effect, comparison, and sequence. (e.g. The True Story of the Three Little Pigs)
4th Grade – Unit 7; Weeks 19-21
Humble ISD 2011-2012 4th Grade Unit 7, Weeks 19-21
Revised 1/12 62
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
• Describe interactions of characters,
including their relationships and the
changes they undergo (6B/4J,K)
• Infer characters’ feelings and emotion
from descriptions, what they do or say
and what others think about them (6B,
Fig. 19D/4J,K)
• Make inferences about text and use
textual evidence to support
understanding (Fig. 19D)
• Explain how inferring helps me as a
reader (Fig. 19D)
• Understand the difference between plot and
theme (3A, Fig. 19D/4G,I)
• Infer to surface the big ideas/themes supported
by evidence from the text (3A, Fig. 19D/4G,I)
• Summarize and explain the lesson or message
of a work of fiction as its theme (3A, Fig.
19D/4G,I)
• Explain how inferring helps me as a reader
(Fig. 19D)
• Infer to surface the big ideas/themes
supported by evidence from the text (3A,
Fig. 19D/4G,I)
• Summarize and explain the lesson or
message of work of fiction as its theme
(3A, Fig. 19D/4G,I)
• Explain how inferring helps me as a reader
(Fig. 19D)
Rea
din
g H
abit
s
• Write responses to literary or expository
texts and provide evidence from the text
to demonstrate understanding (18C/5F)
• Read independently for a sustained
period of time and paraphrase what the
reading was, maintaining meaning and
logical order (e.g., generate a reading
log or journal; participate in book talks)
(9A/4E,H,I)
• Recognize the genre of the text and use
it to form expectations (9A/4E,H,I)
• Write responses to literary or expository texts
and provide evidence from the text to
demonstrate understanding (18C/5F)
• Read independently for a sustained period of
time and paraphrase what the reading was,
maintaining meaning and logical order (e.g.,
generate a reading log or journal; participate in
book talks) (9A/4E,H,I)
• Recognize the genre of the text and use it to
form expectations (9A/4E,H,I)
• Write responses to literary or expository
texts and provide evidence from the text to
demonstrate understanding (18C/5F)
• Read independently for a sustained period
of time and paraphrase what the reading
was, maintaining meaning and logical
order (e.g., generate a reading log or
journal; participate in book talks)
(9A/4E,H,I)
• Recognize the genre of the text and use it
to form expectations (9A/4E,H,I)
(TEKS/ELPS)
Interactive Read-Aloud – 4th Grade – Unit 7, Week 19
Humble ISD 2011-2012 4th Grade Unit 7, Weeks 19-21
Revised 1/12 63
Target(s) for the Week: Describe the interactions of characters including their relationships and the changes they undergo; infer characters’ feelings and emotions from
descriptions, what they do or say, and what others think about them; Continue to use the context to infer the meaning of unfamiliar words or multiple
meaning words and concepts; Explain how inferring helps me as a reader. Make inferences about text and use textual evidence to support
understanding; make explain how inferring helps me as a reader.
D
A
Y
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
/interactions
Character/Changes
Connect & Engage: In our last Unit of Study, we spent time
thinking about and inferring the interactions, feelings and
emotions of characters and their relationships and changes they
sometimes undergo within the story. This week we will look at
this again using a drama or play. We know as good readers we
must think about the structural elements of a play – stage
directions, scenes and dialogue. Because most of the story is in
dialogue format, we need to pay attention to the speakers in
order to infer the interactions, emotions and feelings of the
characters.
Model/Guide: The drama or play we are going to be reading is
called “Save Timber Woods!” Let’s look at the cast of
characters and dialogue parts of this play. T and Sts review
information along with the setting and stage directions. T begins
to read with text project electronically or Sts can share copies of
the student edition to follow along. T stops at part when Gina
has grabbed a broom to scare deer away. Based on Gina’s
interaction with the deer, I am inferring that something must
have happened to make her dislike the deer. She seems quite
upset by it. T and Sts work through Scene I. Remember to focus
on the stage directions and dialogue, using the text clues to
make your inferences about the characters’ interactions,
feelings and emotions. Begin to look for signs of any changes
one or more of the characters might be undergoing. We know
that this usually happens in a fiction text. T reads the text and
has Sts T&T to share the thinking they have recorded on their
think sheet. T facilitates whole group discussion and records
thinking on anchor chart.
Lesson recap: Good readers understand that in drama they
must pay attention to structural elements like stage directions,
scene changes and especially the dialogue in order to infer the
interactions, feelings and emotions of the characters in that
drama or play.
Sts have a think sheet that
matches the anchor chart
to jot their own
inferences about the
characters’ feelings,
interactions and
emotions. Sts do this as
the T reads the text.
T&T: What are you
inferring about Gina?
T&T: What inferences
have you made about a
character’s interactions,
feelings and emotions?
What part of the text
helped you to do that?
Sts share
-Have you noticed the
use of cause & effect,
sequence or
comparison in your
IR texts? What
organizational
structure did the
author use? How did
it help you as a
reader?
T observation and
anecdotal notes from
Sts T&T and share
time.
Interactive Read-Aloud – 4th Grade – Unit 7, Week 19
Humble ISD 2011-2012 4th Grade Unit 7, Weeks 19-21
Revised 1/12 64
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/feelings
/emotions
/interactions
Character/Changes
Connect & Engage: Yesterday we…Today you will get a chance to
work in a collaborative group to share your thinking about the drama
“Save Timber Woods!” You have done a great job so far making
inferences about the characters interactions, feelings and emotions.
T&T about what you think might be the characters’ plan of action in
this next scene.
Collaborate: I will read through Scene II as you follow along. Then
you will work with your group, re-reading the text and each jotting
down your inferences about the characters’ interactions, feelings and
emotions. Be sure to use the text clues in the stage directions and
especially the dialogue to help you make inferences. Discuss as a
group any changes you notice a character undergoing and why they
might be changing. T confers with each group supporting them as
needed. T facilitates the whole group sharing focus at the end of the
lesson.
Lesson recap: Wow! You did a great job working together to share
your thinking and the reasons behind them. You were able to use the
elements of drama as clues to help you infer the characters’
interactions, feelings and emotions. This is what good readers do.
T&T: What do you predict
the characters might do?
Collaborative Practice: Sts
work with a group to re-read
Scene II and records their
inferences on their
individual think sheets,
noting the evidence that
supports the inference. Sts
should be prepared to share
their thinking with whole
group.
Sts share
-Were your predictions
about what would
happen in Scene II
confirmed? If not, what
happened differently?
-What inferences did
you make in Scene II
about the characters’
interactions, feelings
and emotions? What
helped you to infer that?
-Did any character show
signs of changing?
What were those signs?
T observation and
anecdotal notes from the
Sts collaborative practice
and share time discussion.
Sts completed think
sheets.
3
2 Column chart
Character/feelings
/emotions
/interactions
Character/Changes
Connect & Engage: You did such a great job with your thinking in
your collaborative groups yesterday, I can see you are ready to try this
on your own. Today we will finish our play by reading Scene III. T&T
about how you think this drama will end.
Independent: I will read Scene III while you begin to jot your thinking
about the characters’ interactions, feelings and emotions. You can
always go back and re-read to add more thinking once you begin to
work independently. Be sure to use the stage directions and the
dialogue to help you make your inferences. Also look for changes in
any of the characters. Did their thinking, feelings or actions change
over time? If so, what were the factor/factors that helped with this
change? T reads Scene III and then Sts work independently to make
their inferences and note changes in any of the characters. T confers
with Sts as they work. T facilitates the sharing focus.
Lesson recap: Excellent work readers! You really understand the
importance of using text cues to infer the interactions, feelings and
emotions of the characters in a story or play. When good readers take
the time to make these kinds of inferences, they are getting a deeper
meaning from the text. Be sure you are using this strategy in your
independent reading so that you are able to deeply understand your
book.
T&T: Predict how you
think the play will end?
Sts share
-Were your predictions
about what would
happen in Scene III
confirmed? If not, what
happened differently?
-What inferences did
you make in Scene III
about the characters’
interactions, feelings
and emotions? What
helped you to infer that?
-Did any character show
signs of changing?
What were those signs?
T observation and
anecdotal notes from the
Sts independent practice
and share time discussion.
Sts completed think
sheets.
Sts Can
-infer the interactions,
feelings and emotions of
characters using text
clues
-infer the changes
characters undergo and
the reason they changed
Interactive Read-Aloud – 4th Grade – Unit 7, Week 19
Humble ISD 2011-2012 4th Grade Unit 7, Weeks 19-21
Revised 1/12 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
4
Connect & Engage: We have been practicing strategies for
inferring the feelings and emotions of the characters as we read.
While this strategy stays the same, we know that on a test like
STAAR, test maker presents questions about character feelings,
emotions and motivations so the format looks different. We
reviewed this a few weeks ago and we will revisit it again today.
Model: T projects (STAAR) type passage with questions on
character feelings with the document camera. T and Sts read
through the passage. T reviews how a question is asked and how
the answer choices are presented. As the reader, we need to go
back into the passage and look specifically at that character’s
feeling or emotion determined by the test maker’s question. T
reviews how to go back into the passage and use strategies to infer
the character motivation, feeling or emotion to answer the
question stem.
Independent: Now you will get an opportunity to try this on your
own using this same passage and answering the questions. Don’t
forget to use the text clues to help you infer the character trait. T
moves around room as Sts work independently.
Lesson recap: Good readers need to know how to apply the
strategy of inferring character traits in different reading situations
like reading for pleasure or taking a test.
Independent Practice: Sts use a (STAAR) type
passage to answer the
remainder of the
character trait questions.
St share
-How does inferring
help you as a reader?
-What have you
inferred about the
traits of the characters
in your IR book(s)?
T observation and
anecdotal notes of Sts
independent practice
and share time.
Assessment:
Sts independent
practice passage and
questions on character
traits.
Sts can
-Infer the characters’
traits using clues from
the text.
Interactive Read-Aloud – 4th Grade – Unit 7, Week 19
Humble ISD 2011-2012 4th Grade Unit 7, Weeks 19-21
Revised 1/12 66
5
Connect & Engage: How many of you have enjoyed reading
poetry in both reading Workshop and Writing Workshop. Many of
you also have read it as part of your book selections in IR. Today
we are going to be reading some poetry and explore how to infer
meaning from poetry using the poem’s language. We’ll be reading
and responding to a poem today called **The Comb of Trees: A
Secret Sign Along the Way”. The title of this poem makes me think
about _______. T&T about your thoughts about the title of this
poem. T has Sts share their thinking. Those were some great
thoughts. Our background knowledge (BK) and experiences will
help us understand this poem. But I do have a question about the
title, “I am wondering what the poet means by a secret sign along
the way”? I think I will jot that down and see if by the end of the
poem I get an answer or have more clues from the text to infer the
meaning. As we have discussed before, readers must think about
the choices in words made by the poet. We must use those words
to infer what the poet is saying. We will discuss the words, phrases
and lines from the poem and merge the information and the ideas
in the poem with our own thinking. Let’s start by reading the
poem. Poetry is meant to be read aloud so chime in if you like.
Model: T rereads the poem again slowly stopping to think
carefully about certain words and phrases. Hmmm. When I read
those words “________” I am thinking that _________.
Guide: T continues to read the poem, stopping to allow Sts to
T&T about words or phrases in the poem and any inferences they
might have. T and Sts work through the entire poem. Stopping to
share their thinking. Now that we have finished this poem, let’s go
back to the title. What do you think the meaning of the words “a
secret sign along the way” is? That was my wondering when we
first began to read this poem. T&T about it. T listens in and
selects Sts to share. Sts share inferences to any questions they may
have had.
Lesson recap: Good readers enjoy poetry because they are able to
use the clues in the text, their BK and the strategy of inferring to
help them make meaning of the poem. As you read poetry in your
IR, be sure to use these strategies we have been practicing so you
will really understand the intent the poet had for that poem.
T&T: What are your
thoughts about it the title
of this poem?
T&T: What are you
wondering about? Do you
have any questions?
T&T: What inferences
are you making about the
poet’s language? What
did the poet mean by
that?
T&T: What do you think
the meaning of the words
‘a secret sign along the
way” mean in this poem?
T&T: What inferences
have you made to answer
your questions?
Sts share
-What have you
learned about
inferring?
T observation and
anecdotal notes from
Sts T&T and share
time.
MATERIALS: Days 1-3 *Suggested Lesson Text: Texas Journeys/Senderos Unit 6, Lesson 29 Long Article text “Save Timber Woods!” or other drama or Reader’s Theatre
that contains stage directions.
Day 4 Suggested Lesson text: Fiction STAAR type passage with character trait question stems and answer choices
Day 5 **Suggested Lesson Text: Texas Journeys/Senderos Unit 6, Lesson 58 Poetry Place “The Comb of Trees; A Secret Sign Along the Way!” or another poetry selection.
Interactive Read-Aloud – 4th
Grade – Unit 7, Week 20
Humble ISD 2011-2012 4th Grade Unit 7, Weeks 19-21
Revised 1/12 67
Target(s) for the Week: Understand the difference between plot and theme; Infer to the surface the big ideas/themes supported by evidence from the text; Summarize and
explain the lesson or message of a work of fiction as its theme; Explain how inferring helps me as a reader
D
A
Y
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 Text/
Themes
(CTK Book 4 pp.
73)
Connect & Engage: Today we will read Cheyenne Again even though we
have read it before when we applied the strategy of asking questions. This
time as we read it, we will be thinking about the plot and theme of the story.
We have studied plot, the events of the story from the introductory action,
through the rising action to the falling action and conclusion of the story.
The plot is what happens in the story. Let’s see if we can get straight, the
difference between the plot and the theme. You all know the story of Little
Red Riding Hood right. T&T to your partner about the plot of this story. T
listens in and selects a St to share the plot. Great job that is an example of
plot. Notice how the events of the story were summarized? Themes are the
underlying ideas, issues and lessons that give the story depth and meaning.
The themes are the bigger ideas. We feel the theme in our gut when we
respond with different emotions to the story. The theme of the story is not
listed by the author…”this story is about hope…” themes must be inferred.
Readers use the same reading equation to infer theme as they do to infer
word meaning or answers to their questions. Readers merge the clues in the
text with their BK. Often there are many themes for the reader to infer
rather than just one main idea. So to try this out, using the story Cheyenne
Again.
Model: Cheyenne Again is a sad story…I am going to read the Afterword
that our author wrote at the end of the story. It may help you gain some BK
about this topic if you hear the author’s note first, which will help you to
understand the story as we read it. I have studied about pioneers and the
Wild West but I did not know something like this occurred. T&T, did you
know about this situation? While I read, watch what I am doing to infer
themes. I’ll carefully read the words and pay close attention to the pictures
searching for clues that help me infer themes. When I find some evidence
that supports a theme, I’ll record it on this chart; We can find evidence for
themes in words, pictures, actions, events and even the ideas in the text. T
explains how she will use the anchor chart to keep track of the evidence
(words, actions, pictures, events and ideas) and the themes that goes with it.
T reads first two pages and stops to model. This sounds scary to me. He is
just a young boy being ripped away from his parents! Remember how I said
you can feel themes in your gut. I feel an underlying sense of fear as I read
this. I fear… so I’m thinking fear could be a theme in our story. When I have
a theme in mind, I must search the text for evidence. I think the words “Run!
Run... give us some evidence of fear. I am going to record this on the anchor
chart.
Lesson recap: Today you learned some ways good readers work to infer the
themes of a story. Good readers use the evidence in the text- words, actions,
pictures, events and ideas and merge it with the BK to infer a theme.
T&T: Share the plot of Little
Red Riding Hood.
T&T: Did you know about this
situation?
Sts share
-What are some if the
inferences you are making
about the characters
feelings, emotions and
actions as you read your
IR fiction books?
T observations and anecdotal
notes of Sts T&T and share
time.
Interactive Read-Aloud – 4th
Grade – Unit 7, Week 20
Humble ISD 2011-2012 4th Grade Unit 7, Weeks 19-21
Revised 1/12 68
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
Evidence From
Text/
Themes
(CTK Book 4 pp.
73)
Connect & Engage: Yesterday you watched me as I began to infer some
themes from our book Cheyenne Again by Eve Bunting. T&T about what
you saw me do. Today we will work together to infer more themes as we
read on in the text. Let’s review what we have so far. T reviews anchor
chart with Sts.
Model: So as I begin to read again today, remember that readers
sometimes identify a theme because they just feel it in their gut and then
they support it with text evidence. Today before I ask you to try this with
me I want to show you other way readers can infer themes. When I read
the words father says “Now is the white man’s way…” I can use my BK
because I know in the late 1880’s… using my BK and these words in the
text, I am inferring another theme is vanishing culture. So this time I
read and found text evidence, merged it with my BK and from that
identified a theme. T&T, what are two ways we can infer the theme. T
listens in and facilitates the recap of how we infer theme.
Guide: T & Sts work through the some of the text, stopping every few
pages to let Sts T&T about some themes they are inferring and the text
evidence that supports them. T listens in and selects Sts to share their
theme. T records the evidence and themes on the anchor chart. Remind
Sts that the text evidence is not just the words but the actions of the
character and the illustrations in the book. T and Sts review the anchor
chart noting the kinds of themes they have inferred.
Lesson recap: You are doing the work of good readers by using the
evidence in the story – including the illustrations and characters
thoughts/actions to infer the themes of our story.
T&T: What did you see me
do as I read to infer a theme
in our book?
T&T: What are two ways we
can infer themes?
Sts record their themes and
evidence on a think sheet that
resembles the anchor chart
(CTK Book 4 pp. 73).
T&T: What theme are you
inferring? What evidence
supports your thinking?
Sts share
-What are some if the
inferences you are
making about the
characters feelings,
emotions and actions as
you read your IR fiction
books?
T observations and
anecdotal notes of Sts T&T
and share time.
3
Evidence From
Text/
Themes
(CTK Book 4 pp.
73)
Connect & Engage: Yesterday we…today we will finish inferring the
themes of this book. You have done a great job merging the text
evidence with your background knowledge to infer some themes for
Cheyenne Again. Let’s review how we can infer theme. T and Sts share
the two ways to infer theme.
Guided: T and Sts work to infer themes through the end of the book. T
uses process from Day 2. Sts record their own themes and evidence. T
facilitates the discussion at the end of the lesson so Sts can share the rest
of their themes and supporting evidence.
Lesson recap: Good readers use the words, actions, events and ideas of
the story to help them infer the themes. Understanding the themes in the
story brings a deeper meaning to the text. Good readers also understand
that plot is what happens in the story, the events, and sometimes we can
infer a theme from them.
T&T: What are two ways we
can infer theme?
Sts record their themes and
evidence on a think sheet that
resembles the anchor chart
(CTK Book 4 pp. 73).
T&T: What theme are you
inferring? What evidence
supports your thinking?
Sts share
- What are some more of
the themes you have
inferred so far? What is
the evidence that
supports that?
T observations and
anecdotal notes of Sts T&T
and share time.
Sts completed think sheets
with themes and text
evidence.
Interactive Read-Aloud – 4th
Grade – Unit 7, Week 20
Humble ISD 2011-2012 4th Grade Unit 7, Weeks 19-21
Revised 1/12 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
Connect & Engage: Yesterday we…Today I would like to pose a lingering
question about this book. We all know that many times even after the text
is read, good readers have lingering questions.
Collaborate: T poses a lingering question to Sts after they finish reading
the text. Why do you think Eve Bunting called this book Cheyenne Again?
Be sure to use evidence from the text to support your thinking. Sts work in
small, collaborative groups using their theme think sheets to discuss this
lingering question. T circulates the classroom, listening in on their
discussions, support groups as needed. T facilitates a discussion of the
inferences of this question with the whole group at share time.
Lesson recap: That was some great work readers! Good readers often
have lingering questions after they read a text. Thinking about the themes
of the book and the text evidence can help you to come up with some
possible answers to that linger question.
Collaborative Practice: Sts
use their think sheets and
work in a collaborative group
to share the reasons why they
think the author choose that
title for the book. Sts will
need to use evidence from the
text to support their answer.
Sts share
- What do you infer the
answer to this lingering
question is…Why do
you think Eve Bunting
titled this book
Cheyenne Again? What
evidence from the text
helped you to think that?
T observation and
anecdotal notes from Sts
collaborative practice and
share time.
5
Connect & Engage: You have done a wonderful job using text evidence to
infer themes. You came up with themes I hadn’t even thought of and you
supported them with text evidence.
Collaborative or Independent: T may choose to do this as a collaborative
whole group lesson to model if Sts have not written a summary response.
Now we are going to take it a step further and write a one-page response
on one of the themes from this book. We aren’t going to simply write a
summary. We need to respond in a way that shows how we merge our
thinking with the text clues. Responses need to be about your thinking
about a theme in the book. You may choose any of the themes we have
identified. Use your think sheets from this week to help you... Happy
writing! T confers with Sts as they work on their written response. T
facilitates share time discussion on how inferring themes helps them as
readers. NOTE: The independent practice response may spill over into
independent reading time. Sts can use their IR to complete the response.
Sharing focus would them be held at the end of IR time.
Lesson recap: Inferring themes in a story will only help to deepen your
understanding of books that you read. As you read your IR books, notice
the themes the author wants you to infer. Mark them with a sticky note or
write them in your reading journal or on a text evidence/theme think sheet.
I will make those available for you to use.
Independent Practice: Sts
use a think sheet to write a
response that merges Sts
thinking with the text clues to
summarize a theme from the
book. Sts can use their think
sheet or classroom anchor
chart from earlier in the week
to help them choose a theme.
Sts share
-What is the difference
between plot and theme?
-Why is it important to
infer the themes of a
story?
-How does inferring help
you as a reader?
T observations and
anecdotal notes of Sts
independent practice and
share time.
Assessment
Sts written response about
the story
-Sts response shows his/her
thinking merged with the
text clues to summarize a
theme identified in the
book.
MATERIALS: Days 1-5:Comprehension Toolkit by Harvey & Goudvis, Book 4, Lesson 15 Wrap Your Mind Around the Big Ideas, pp. 66
*Suggested Lesson Text: Cheyenne Again by Eve Bunting (This was also the suggested lesson text for Grade 4, Unit 3 Week 7. It can be used again here to infer theme or T may
select another high engaging text that contains themes and big ideas for Sts to infer.)
Interactive Read-Aloud – 4th
Grade – Unit 7, Week 21
Humble ISD 2011-2012 4th Grade Unit 7, Weeks 19-21
Revised 1/12 70
Target(s) for the Week: Infer to the surface the big ideas/themes supported by evidence from the text; Summarize and explain the lesson or message of a work of fiction as
its theme; Explain how inferring helps me as a reader
D
A
Y
Anchor
Chart(s)
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 Text/
Themes
(CTK Book 4
pp. 73)
Connect & Engage: Last week we began to infer themes/ big
ideas of a fiction story (narrative text). We will continue to
practice our inference strategies this week as we read a couple of
more books. T&T, what is theme? T listens in and selects Sts to
share. That’s right; theme is the underlying meaning or truth
about life. Authors rarely state the themes or big ideas of the
story for the reader. Good readers know they must use their BK
along text clues to figure out the themes or big ideas.
Model: Our book today is called The Other Side by Jacqueline
Woodson. As I read, I want you to look for evidence that helps
you infer a theme and also pay attention to that feeling you get
about a theme and then listen for evidence to support it. You have
a think sheet to record your evidence and themes, so do this as I
read. T read first page and stops to model I think a theme has
already begun to unfold. Can you imagine a situation where a
fence kept black people on one side and white people on the
other? T&T, about your reaction to this, could this be a theme in
our book? T listens in and then shares her idea for this theme. I
think the theme here is about racial separation. My evidence is
each girl on their own side of the fence. T records on anchor
chart.
Guide: T continues to read to where they see the girl in town.
This little girl seems so lonely. You can tell the children want to
be together but the parents won’t let them. What evidence and
theme are you finding here, T&T. T listens in and selects Sts to
share their thinking and evidence (theme: change is hard;
evidence: “because that is the way things have always been”) T &
Sts continue through 1/2 to 2/3 of the text, inferring themes and
the evidence to support them.
Lesson recap: Good readers understand the importance of
inferring the underlying meaning or themes of a story. You have
done a great job with this today in our story.
T&T: What is theme?
Sts record their themes
and evidence on their
think sheets that match
the anchor chart.
T&T: What is your
reaction to this?
T&T: What are you
thinking in this section of
the book?
Sts share
-What themes or big
ideas are you
inferring in your IR
books?
-How does inferring
theme help you as a
reader?
T observations and
anecdotal notes of Sts
T&T and share time.
Sts completed think
sheet.
Interactive Read-Aloud – 4th
Grade – Unit 7, Week 21
Humble ISD 2011-2012 4th Grade Unit 7, Weeks 19-21
Revised 1/12 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
Connect & Engage: Yesterday we…today we will finish our book
The Other Side by Jacqueline Woodson. Let’s review the themes
and evidence we have so far. T and Sts review anchor chart and St
think sheets. Now T&T about the ways the good readers can infer
themes/big ideas in a fiction text. T selects Sts to share the
strategies to whole group. Be sure to always back your thinking
with evidence from the text.
Guide: T and Sts read the last part of the book. Taking time to
T&T about the themes they are inferring and the text evidence to
support them. If time allows T may use the Two Word Strategy at
the end of the lesson.
Sts record their themes
and evidence on their
think sheets that match
the anchor chart.
Sts share
-What theme helped
you to understand
this text the most?
Optional if class did
the “Two Word
Strategy”
-What “two words”
did you select to best
reflect your thinking
about this text?
-How does inferring
theme help you as a
reader?
T observations and
anecdotal notes of Sts
T&T and share time.
Sts completed think
sheet.
Sts “two word strategy”
3
&
4
T and Sts will use the lesson process from Day 1-2 for Days 3-4. T
may use the “Two Word Strategy” from this lesson if time allows
on Day 4 or the Share the Learning piece on pp. 136-137.
Same as Day 1 & 2 Same as Day 1 & 2 Same as Day 1 & 2
Sts can
-infer the themes and
big ideas using
evidence from the text
-explain how inferring
helps them as a reader
Interactive Read-Aloud – 4th
Grade – Unit 7, Week 21
Humble ISD 2011-2012 4th Grade Unit 7, Weeks 19-21
Revised 1/12 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
Connect & Engage: You have done a wonderful job using text
evidence to infer themes and you supported them with text
evidence. Good readers know the importance of inferring themes
so that they gain that deeper meaning of the story.
Independent: Like we did last week, we are going to write a one-
page response on one of the themes from one of the two books we
read this week. We aren’t going to simply write a summary. We
need to respond in a way that shows how we merge our thinking
with the text clues. Responses need to be about your thinking
about a theme in the book. You may choose any of the themes we
have identified. Use your think sheets from this week to help you.
T confers with Sts as they work on their written response. T
facilitates share time discussion on how inferring themes helps
them as readers.
NOTE: The independent practice response may spill over into
independent reading time. Sts can use their IR to complete the
response. Sharing focus would them be held at the end of IR time.
Lesson recap: Inferring themes in a story will only help to deepen
your understanding of books that you read. As you read your IR
books, notice the themes the author wants you to infer. Mark them
with a sticky note or write them in your reading journal or on a
text evidence/theme think sheet. I will make those available for you
to use.
Independent Practice: Sts use a think sheet to
write a response that
merges Sts thinking with
the text clues to
summarize a theme from
the book. Sts can use
their think sheet or
classroom anchor chart
from earlier in the week
to help them choose a
theme.
Sts share
-What is the
difference between
plot and theme?
-Why is it important
to infer the themes of
a story?
-How does inferring
help you as a reader?
T observations and
anecdotal notes of Sts
independent practice
and share time.
Assessment
Sts written response
about the story
-Sts response shows
his/her thinking merged
with the text clues to
summarize a theme
identified in the book.
MATERIALS: Interactive Read Alouds Grade 4-5 by Hoyt, pp. 135-136 Theme lesson
Day1-2 Suggested Lesson Text: The Other Side by Jacqueline Woodson (see other titles in Guide to Interactive Read Alouds Grades 4-5); Freedom Summer by Deborah Wiles;
Train to Somewhere by Eve Bunting
Day 2 & 4: optional “Two Word Strategy” found on pp. 135 (End of Story Reflection) Share the Learning pp. 136-137
Day 3-4 Suggested Lesson Text: What You Know First by Patricia MacLachlan; My Rotten Redheaded Older Brother or The Bee Tree by Patricia Polacco; (or suggested texts
listed in Day 1-2)
4th Grade – Unit 8; Weeks 22-26
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 73
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 A
loud
)
(S
har
ed R
eadin
g)
• Explain how an author uses language to
present information to influence what the
reader thinks or does (12A/4J,K)
• Explain the difference between a stated and
an implied purpose for an expository text
(10A/4J,K)
• Distinguish fact from opinion in a text and
explain how to verify what is a fact
(11B/4K)
• Notice how the author has organized an
informational text (categories and
subcategories, sequence, and others)
(11D/4D)
• Determine the sequence of activities needed
to carry out a procedure (e.g., following a
recipe) (13A, 27B/4F, 2G,H,I, 3F)
• Take notes by recording (paraphrase), and my
questions and responses (24C/4G)
• Use multiple text features and graphics to gain an
overview of the contents of text and to locate
information (11D/4D)
• Explain factual information presented graphically
(e.g., charts, diagrams, graphs, illustrations
(13B/4D,F)
• Draw conclusions from the facts presented in text
and support these assertions with textual evidence
(Fig. 19D, 11D/4D)
• Recognize that sometimes there is a difference
between what the reader thinks is important and
what the author is trying to convey (12A/4J,K)
• Distinguish important ideas from unimportant
information in order to identify key ideas or
themes as I read (Does the detail matter? Does
it impact the story?) (3A/4G,I)
• Sift and sort information to answer questions
and focus on bigger ideas, issues and concepts
(Fig. 19B, D)
• Produce a main idea from a narrative selection
that will focus on either a single paragraph or a
series of paragraphs (11A/4G, I)
• Explain the difference between a stated and an
implied purpose for an expository text
(10A/4J,K)
Rea
din
g H
abit
s (I
nd
epen
den
t R
ead
ing
)
(D
iscu
ssin
g B
oo
ks)
• Represent text information in different ways
such as charts, graphs, story maps, notes and
labels (18C/5F)
• Respond to text various texts in ways (oral
and written) that reflect my understanding
and interpretation (18C/5F)
• Read independently for a sustained period of
time and paraphrase what the reading was,
maintaining meaning and logical order (e.g.,
generate a reading log or journal; participate
in book talks) (9A/4E,H,I)
• Read at expected instructional level
(1A/4E,H)
• Represent text information in different ways such
as charts, graphs, story maps, notes and labels
(18C/5F)
• Respond to text various texts in ways (oral and
written) that reflect my understanding and
interpretation (18C/5F)
• Read independently for a sustained period of time
and paraphrase what the reading was, maintaining
meaning and logical order (e.g., generate a reading
log or journal; participate in book talks)
(9A/4E,H,I)
• Read at expected instructional level (1A/4E,H)
• Represent text information in different ways
such as charts, graphs, story maps, notes and
labels (18C/5F)
• Respond to text various texts in ways (oral and
written) that reflect my understanding and
interpretation (18C/5F)
• Read independently for a sustained period of
time and paraphrase what the reading was,
maintaining meaning and logical order (e.g.,
generate a reading log or journal; participate in
book talks) (9A/4E,H,I)
• Read at expected instructional level (1A/4E,H)
4th Grade – Unit 8; Weeks 22-26
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 74
Comprehension Strategy: Determining Important Information/Synthesize
Week 25
2/27-3/2
Week 26
3/5-3/9
Get
tin
g t
he
Mea
nin
g
(In
tera
ctiv
e R
ead
Alo
ud
)
(Sh
ared
Rea
din
g)
• Produce a main idea from an expository
or mixed selection that will focus on the
entire selection (11A/4G,I)
• Identify the details or facts that support
the main idea (11A/4G,I)
• Identify similarities and differences
between the events and characters’
experiences in a fictional work and the
actual events and experiences described
in an authors’ biography or
autobiography (7A/4J,K)
• Explain how determining importance
helps me as a reader
• Synthesize big ideas and issues from a
collection of facts (Fig. 19E)
• Stop and think to synthesize the information as
I go (Fig. 19E)
• Distinguish between the gist and my personal
response to the information (Fig. 19E)
• Revise misconceptions when confronted with
new evidence and information (Fig. 19E)
Get
tin
g t
he
Mea
nin
g
(In
dep
end
ent
Rea
din
g)
(Dis
cuss
ing
Bo
ok
s)
• Represent text information in different
ways such as charts, graphs, story maps,
notes and labels (18C)
• Respond to text various texts in ways
(oral and written) that reflect my
understanding and interpretation (18C)
• Read independently for a sustained
period of time and paraphrase what the
reading was, maintaining meaning and
logical order (e.g., generate a reading
log or journal; participate in book talks)
(9A)
• Read at expected instructional level
(1A)
• Represent text information in different ways
such as charts, graphs, story maps, notes and
labels (18C)
• Respond to text various texts in ways (oral and
written) that reflect my understanding and
interpretation (18C)
• Read independently for a sustained period of
time and paraphrase what the reading was,
maintaining meaning and logical order (e.g.,
generate a reading log or journal; participate in
book talks) (9A)
• Read at expected instructional level (1A)
(TEKS/ELPS)
Interactive Read-Aloud – 4th Grade – Unit 8, Week 22
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 75
Target(s) for the Week: Distinguish fact from opinion in a text and explain how to verify what is a fact; Explain how an author uses language to present information to influence
what the reader thinks or does; Explain the difference between a stated and an implied purpose for an expository text; Notice how the author has
organized an informational text; Determine the sequence of activities need to carry out a procedure
D
A
Y
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 graphic
organizer
Facts/
Opinions
Connect & Engage: For the next few weeks, we are going to focus on determining
importance in text. It’s always a challenge to pick out the most important information.
Texts are full of facts, big ideas and interesting details. We are going to learn how
determine what is most important in what we read. We are going to start by learning the
difference in a fact and an opinion. Ask Sts to T&T about their understanding. Sts share
out their thinking. When we read we need to be able to tell the difference in what is fact;
a statement that can be proven to be true and an opinion; a statement that tells a
thought, feeling or a belief and be able to distinguish or understand how one thing is
different from another. Give an example of a fact (there are __ (21) students in our class
and an opinion (I have the best class in 4th grade). Many times writers use signal words
such as best, worst, believe, and think. Which signal word did I use in my opinion
(best)? Explain that distinguishing facts from opinions can help readers infer the author’s
point of view. Introduce the text by having Sts think about the title, scan the pictures
etc. Explain they need to read the important information about the author and illustrator
and the introduction. Explain this narrative nonfiction (nonfiction but written with a
story-like structure). Explain that the text is organized sequentially. Sts T&T about what
they know after previewing the text. Share out. The title and pictures tell me this
selection is about an owl that lives with a family. The introduction says this is a true
story about the author’s family. I know the author studies animals.
Model: Introduce a T chart to record facts and opinions. As I read, I’m going to be
thinking about what are facts and what are the writer’s opinions. I’m going to look for
those signal words that will help me tell if it is an opinion. Read to the end of pg. 281,
thinking aloud about the text (inferring, making connections etc.). At the end of pg 281,
discuss the statement, from an owl’s point of view, the image on TV was “mouse sized”?
This is a fact about how owls see things. We could verify this statement by measuring the
size of a similar image on TV and comparing it to the size of a mouse. This isn’t just the
writer’s opinion. I’m going to write this in the facts column of our anchor chart while
you fill in your graphic organizer (Sts fill in their own graphic organizer throughout the
lesson.) Read to the end of pg. 282. Ask Sts to T&T about what they are thinking. Share
out. Think aloud how to determine whether these sentences from the selection are facts
or opinion. Twig rushed to the rescue. (fact) This otherworldly creature was a person.
(opinion) The last paragraph contains both facts and opinions. Use the graphic
organizer/chart to distinguish the facts from opinion (point out any signal words). (These
are just a few examples) Sts T&T. Explain how the facts can be verified.
Lesson recap: Today we started a new unit of study on determining importance in text.
We know that readers can’t remember everything in a text. It’s always a challenge to
pick out the most important information because texts are full of facts There is too much
information. Readers have to be able to decide which information is most important to
remember. We learned that some texts contain facts and the writer’s opinions. It is
important for readers to be able to distinguish the difference. When we read we need to
be able to tell the difference in what is fact; a statement that can be proven to be true
and an opinion; a statement that tells a thought, feeling or a belief and be able to
distinguish or understand how one thing is different from another. So far, we have
learned these facts from our text…
T&T: Talk about your
understand about the difference
between a fact and an opinion.
T&T: What information do
you know from the preview?
T&T: What are you thinking
now?
T&T: How could we verify the
facts?
Sts share their thinking
(inferring) from
independent reading
T observations and anecdotal
notes during T&T, share
time, and independent
practice.
Interactive Read-Aloud – 4th Grade – Unit 8, Week 22
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 76
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 graphic
organizer
Facts/
Opinions
Connect & Engage: Yesterday we started our new unit of study on
determining importance. We learned that sometimes writers include
both facts and their own opinions in their writing. We started
reading___ and distinguished facts from opinions. Today, we are
going to continue reading.
Guide: Let’s try it together today. Continue reading the next few
pages, pausing, giving Sts time to T&T about what is a fact and
what is opinion. Guide their discussion/sharing. Add their thinking
to the chart. Review some of the facts and opinions from the story.
Lesson recap: When we read we need to be able to tell the
difference in a fact; a statement that can be proven to be true and
an opinion; a statement that tells a thought, feeling or a belief and
be able to distinguish or understand how one thing is different from
another. Today we learned… about____.
T&T: What is a fact?
What is opinion? How can
you tell?
Sts share their
thinking-fact or
opinion and explain
how they know.
Sts share their thinking
(inferring) from their
independent reading.
T observations and
anecdotal notes during
T&T, share time, and
independent practice.
Analyze Sts graphic
organizer-
Facts/Opinions
3
T chart graphic
organizer
Facts/
Opinions
Connect & Engage: What’s happened so far in ___? Let’s use the
graphic organizer to help us remember. Today we are going to
continue…
Collaborate: Today I’m going to read the last pages of ____. I’m
going to stop at the end of each page and you and your partner will
think about distinguish the facts from the opinion and record your
thinking on your graphic organizer. When you are finished we’ll
come together and discuss our thinking. Read the final pages,
stopping to discuss and giving Sts time to talk with partners to
distinguish facts from opinions and record. As Sts share out,
discuss and record their thinking on the anchor chart.
Now that we have finished our story, why do you think the author
wrote this story? What was her purpose? She never explicitly stated
why she wrote this story. Sometimes we have to infer the purpose.
How did it change our understanding when she added her
opinions?
Lesson recap: How smart you are! Today we finished our
story____. You were able to distinguish the facts from the writer’s
opinions. The writer’s opinions gave us insight into her thoughts
and feelings and added to the story but you knew they weren’t
provable facts. When you are reading, you should think about if
what you are reading is a fact or the writer’s opinion. Great work
today!
T&T: With your partner,
distinguish facts from
opinions and then record
on your graphic organizer
T&T: Talk with your
partner about what you
think the author’s purpose
was in writing this story.
Sts share their
thinking. Facts and
opinions from the text
read.
Assessment Grab and
Go! Practice book p.
122
Interactive Read-Aloud – 4th Grade – Unit 8, Week 22
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 77
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
Persuasive
Texts
Connect & Engage: We have been learning about the difference in facts
and opinions. We read narrative nonfiction that was structured like a
story. Today we are going to read a different type of text, persuasive. The
author uses language to present information to influence what the reader
thinks or does. This selection discusses advertisements, and the
techniques that writers use to persuade the reader/viewer to think or act
in a certain way. Explain that advertising uses persuasive techniques to
grab attention and alert the reader to a particular point of view.
Model: Tell Sts to look for persuasive techniques as you read the
posters together. (Project the text for all Sts to see it.) Think about the
language the writer uses as well as the graphics. From the title, what do
you think the writer is trying to persuade you to do? Sts T&T. Read and
discuss the first page. Study the first poster (pg.54). Sts T&T about what
they notice. How do the different parts of this poster make you think a
certain way? Discuss the different ways the poster influences thoughts
and behavior. What does the poster suggest about watching TV? Study
the 2nd
poster. What are two things the posters on these pages use to
influence the reader? Sts T&T. I see that the art on pg. 549 uses dull
colors and the boy looks bored. This is contrasted by the lively art and
bright colors on pg.550. The kids here are having fun! Have Sts find
other persuasive techniques in these ads. Discuss how the language
authors use influences the reader. Relate to facts/opinion lessons. Explain
when writers try to persuade the reader, they are going to express their
opinions. Where did the author express an opinion? Discuss that ads
aren’t the only time writers try to persuade us to think a certain way.
Show a collection of persuasive writing (editorials, articles, etc.)
Highlight the language used to present information to influence what the
reader thinks or does. Let’s chart what we have learned about
persuasive texts.
Lesson Recap: When authors write persuasive text, they use language
and sometimes graphic to present information to influence what the
reader thinks or does. This selection discusses advertisements, and the
techniques that writers use to persuade the reader/viewer to think or act
in a certain way, but there are many different types of persuasive writing.
It’s important for you to recognize when the writer is trying to persuade
to change your thinking and/or behavior.
T&T: Think together about
an ad on TV that persuaded
them to buy/or want
something.
T&T: What does the title
make you think?
T&T: What do you notice?
How do the different parts
of this poster make you
think a certain way?
T&T: What are two things
the posters on these pages
use to influence the reader?
Sts share their thinking
about persuasive ads
T observations and
anecdotal notes during
T&T, share time, and
independent practice.
Interactive Read-Aloud – 4th Grade – Unit 8, Week 22
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 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
5
Procedural
Texts
Connect & Engage: Choose a selection of different procedural texts.
Today we are going to read a different type of nonfiction text. (Procedural)
Show Sts the selection of procedural texts and let them look through them.
Sts T&T: What do you notice about this type of writing? As Sts share out,
guide their thinking to the characteristics of How-To/Procedural writing.
Instructions are a type of information text. You are so smart. You noticed…
They tell how to do or make something. Ask Sts to explain the author’s
purpose in writing these texts. Explain the importance of understanding
how this text is organized and recognizing the important facts that need to
be understood.
Model: Introduce the procedural/how-to article or book you are using in
the lesson. If using short texts, give Sts their own copy. Ask Sts to T&T
about the author’s purpose for writing this text. Explain that while in some
informational/nonfiction, it doesn’t have to be read in order (give example
from previous lessons) that this type of text has to be read in order.
Model how to read this type of text. If there is an introduction we read that
part first. Ask Sts to find the heading Materials. Read together the
materials listed. Discuss how helpful it is that the author uses pictures and
words to make the directions clearer. Explain that instructions tell, in order,
the steps to follow when doing an activity. The steps are usually numbered,
and often begin with order words such as first, next, then, and last. Model
reading the first step and following the directions.
Guide: Sts read the next directions. Discuss how the pictures clarify
exactly what the author wants the reader to do. Ask Sts to T&T with a
partner and retell the procedure in their own words following each step.
Collaborate/Independent: Sts T&T about what the author did to make the
directions easy to follow. Explain that Sts will need to carefully read and
follow the directions to make their own… (whatever procedure you
introduced
Lesson recap: Today we read a different type of nonfiction text-a
procedural text. They tell how to do or make something. You are so smart!
You saw how this text was organized (materials listed, pictures, numbered
order) and were able to read this text and follow the directions to make…
T&T: What do you notice
about this type of writing?
T&T: Why did the writer
write this piece?
T&T: Retell the order of
events in this How-To in
your own words.
T&T: Talk with your
partner about what the
author did to make sure the
reader could follow the
directions.
Sts share their
understandings of
procedural text,
(characteristics on
procedural writing)
Are students able to:
• identify the topic and
explain the author’s
purpose?
• follow and explain a
set of multi-step
directions?
MATERIALS: Day 1-3 Suggested Lesson Text: The Screech Owl Who Liked Television-Texas Journeys Unit 3 Lesson 11 T20 (St book p. 278)
Day 4 Suggested Lesson Text: Make the Switch-Texas Journeys Unit 5 Lesson 21-T34 (St book 548) Other Suggested Texts: The Case Against Soda pg. 100-Comprehension
Toolkit Source Book of Short Text.
Day 5 Suggested Lesson Text: A collection of procedural texts. Choose one for the lesson.
Interactive Read-Aloud – 4th
Grade – Unit 8, Week 23
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 79
Target(s) for the Week: Take notes by recording facts (paraphrase), and my questions and responses to help me better understand what I read; Use multiple text features and graphics to gain an
overview of the contents of text and to locate information; Explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations); Draw
conclusions from the facts presented in text and support those assertions with textual evidence; Recognize that sometimes there is a difference between what the reader
thinks is important and what the author is trying to convey.
D
A
Y
Anchor
Chart(s)
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. T&T to a
partner about anything that interests you related to the topic. Ask students to: flip through the article and
notice the photographs, subheadings, and any other features as well as the text. Remind them that these give
us important information. After you’ve had a minute to look at it, you can share out to the group. I see that
the text provides facts about ants. The text uses headings and contains pictures and examples. Though the
pictures are fun, they still seem to provide factual information. It looks like the writer has organized the
article with subheadings at the beginning of the paragraphs to tell us what we can expect to learn in each
section. Explain the FQR chart as a note-taking tool. Before we read the article, I want to talk to you about
taking notes when reading nonfiction. Nonfiction is full of information, some of which is brand new. It can be
really hard to remember new and unfamiliar information. That is why we read nonfiction with a pencil in our
hand, so we can take notes on information to learn and remember it. This three-column form is called the
Facts/Questions/Responses chart or FQR and it helps us understand and remember information. It has a
column to record the facts, but it also has two additional columns where we can jot down our questions and
our responses. You know what goes in the Facts column-information from the article. The Questions column
is important because sometimes when we read nonfiction, we come to words and ideas that are unfamiliar
and we wonder about them. The Questions column can also act as the source for future research. The
Responses column includes your reactions-connections, inference- whatever you are thinking or feeling.
Model: Explain how you will think aloud and record facts, questions, and responses on the FQR chart.
Before we read, I want to remind you… Remind Sts that readers draw conclusions from everything they read.
Authors expect us to read between the lines We use clues from the text and what we know to infer and draw
conclusions from what we’ve read. (Refer to previous lessons in inferring.) Explain that it is important that readers draw conclusions from NF text too. Emphasize that having support for your conclusions is an
important aspect of drawing conclusions. When we read today, we are going to use our FQR form, merging
our thinking with facts from the text. We are also going to draw conclusions from what we read. When we
draw a conclusion, this can be added to your Response column on your form.
I’m going to model how I take notes with the FQR chart, record the facts and then show you my thinking,
questions, and responses. Then you will have a chance to try it. Model and explain your recording of facts,
questions. Read the first and second page. Discuss the heading (Masters of the Earth) and what you infer it
means, what information you should expect to learn. Explain the timeline at the bottom. Ants have been
around longer and have already lived longer than dinosaurs. Think about that. They were alive when the
dinosaurs lived and are still around today. Now that I’ve read the first few paragraphs, I’m going to write
some of the factual information in the Facts column. I can’t write down all the facts, so I’m going to try to
record facts that I think are important to learn and remember. I’m taking notes here so I need to be brief;
otherwise it will take too long to get through the text. way the author wrote. Continue adding to the Questions
and Responses column. Think aloud about what conclusions you can draw from the text read. T&T about the
form, the facts, questions, and responses, and it might work for note taking.
Lesson recap: Nonfiction is full of information, some of which is brand new. It can be really hard to
remember new and unfamiliar information. The writer/author used text features like the subheadings,
bolding, and graphic features like the pictures to organize the information in a way that helps us better
understand the important information he/she wants us to remember and learn. That is why we take notes on
information, to learn and remember it. Today we learned to take notes on an F (facts) Q (questions) R
(response) form. When we merge our own thinking (questions and response) with the important facts from the
text, it helps us learn and remember it. We learned… (Review the anchor chart for the factual information
learned).
T&T: Talk about anything
you know related to the
topic.
T&T: What did you notice?
What information did you
already learn?
T&T: Talk with your partner
about the form, the facts,
questions and responses and
how this will work for note
taking.
Sts share from their
independent reading a
place where they made an
inference or recognized
facts/opinions
T observations and
anecdotal notes during
T&T, share time, and
independent practice
Interactive Read-Aloud – 4th
Grade – Unit 8, Week 23
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 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
2
-3 Column Chart
Facts/Questions/
Responses
Connect & Engage: Yesterday we learned that nonfiction texts are
full of information. To help us remember the most important
information, we take notes by writing the facts from what we read,
then merging our own thinking with it. We also noticed how the
writer used text features and graphics to organize the information in
a way to help us better understand the important information. Name
some of the features/graphics. Today we are going to continue
reading… and recording on our FQR form. .
Model: Continue reading, modeling and explaining you’re
thinking/recording of facts and questions/responses. Remember to
include any conclusions you may have drawn from the text read and
include them in the responses column. Explain and what text
evidence supports them.
Guide: Ask the Sts to record the facts, their questions/responses
(conclusions) as you read and think through the text together. Let’s
try it together in the next section. The subheading or subhead for this
next section is called… T&T about what this next section is about.
I’ll read on, and we can talk about the article and then jot down our
thinking. Anyone have any facts, questions, or responses? What is
that? A fact, question, or response? Looking at these two pages (pgs
358-359); if you were trying to quickly find a fact about a type of ant
on this page, what text and graphic features would help you locate
that information?
Continue reading another section, reading the subhead, discussing
the article, asking Sts to jot down their thinking. (Remind Sts that
some of the subheads may not be explicit but have to be inferred
such as Grass Roots Highways). What can you infer this section
might be about?)Anyone have any facts, questions, or responses?
What is that? A fact, question, or response? Where would you write
that down? In the Response column? Or under Facts? Add thinking
to the anchor chart. Discuss the chart at the end of pg.361. What does
the chart help to explain?
(Leave the last 3 sections for the lesson tomorrow.)
Lesson recap: Today you learned….about (topic) and used your
FQR form to hold your thinking. You found important facts and
jotted them down, then merged your own thinking with the factual
information. That’s what good readers do when they read
nonfiction. If you are reading nonfiction during independent
reading, you can try doing the same thing.
T&T: What is section
about? What information
can we expect to learn?
T&T: What is this section
about? (What can you infer
this section is about?)
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 – 4th
Grade – Unit 8, Week 23
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 81
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
-3 Column Chart
Facts/Questions/
Responses
Connect & Engage: Yesterday…
Collaborate: I’m going to step back and let you try this with
a partner. Notice how this article is divided into sections, each
with a subhead. Keeping in mind the idea of inferential
subheads, try to infer what each section is about. I bet you
can, because by now you have some pretty good background
knowledge. We are going to try something new, which we call
jigsawing. That means that each pair of partners will choose
one of these sections (each St pair will need a copy of their
section/page) and read through it, recording information on
your FQR. Then we will come back and share what learned
about our section. Jigsawing gives us a great opportunity to
learn from each other, because we won’t have read all the
sections, just the one we choose. As you read and talk about
your section, take notes with FQR, remembering to record
your facts, questions, and responses. If you finish before
another group, feel free to choose another section to read and
respond to. Any questions? Sts come back together to share
out their thinking with the whole group. Add new thinking to
the anchor chart. What conclusions can you draw from your
reading? What in the text makes you think that?
Lesson recap: You have done a terrific job recording your
facts, questions, and responses. We take notes with FQRs
instead of answering a bunch of literal questions at the end of
the text because FQRs let us merge our thinking with the
information to better understand it. Thinksheets such as the
FQR give you a place to share and explore your thinking as
well as consider what the writer is saying. When you really
think about what you read, you are much more likely to
remember it. The FQR helps you to do that.
Collaborate: Sts work
with partners to read
through their section
using the FQR.
Sts share out their
thinking on their
section.
Look for:
• FQRs that reflect
questions and
responses as well as
facts.
• facts that are
accurate
• authentic questions
that readers really
wonder about
• a variety of
responses including
connections, new
learning,
inferences, and
reactions
Interactive Read-Aloud – 4th
Grade – Unit 8, Week 23
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 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
4
Connect & Engage: Engage the kids by explaining that what the reader
thinks is most important is not always the same as what the writer is trying to
convey. Today, I found a text that really interested me. Let’s skim through it
for a minute. Turn and talk to your partner about what this seems to be about.
Anyone have anything to share? Interesting comments As I skim this text, I
notice quite a few ideas. We’ve talked before about the fact that nonfiction is
full of interesting information and that sometimes it’s really hard to pick out
what is most important. Give example of reading informational text when you
were school and having to choose one answer when the question asked what
the most important idea is. Sometimes I had a hard time choosing one answer
because maybe 2 or 3 of the answers seemed important. Or maybe the
information I thought was most important wasn’t even one of the answers. Has
that ever happened to you? I’m not surprised. Sometimes what the reader
thinks is important is different from what the writer is trying to convey. So as I
read, I need to think about my perspective and the author’s perspective-what I
think is most important as well as what the writer seems to think is the most
important idea. Sometimes these are the same, and other times they are
different. Is this making some sense? Turn to each other and talk about this.
Model: Show how to read through a piece of text, noticing what you think is
most important and comparing that to what the article is mainly about. I’m
going to read through this article. When I read something that I think is really
important, I am going to mark it with a star, underline some of it, and then jot
my thinking in the margin. And when I read something that the writer might
think is important I’ll mark it with a “W” for “Writer.” Sometimes I may
agree with the writer and then code it with a star and “W.” Thinking about
and responding to the material will help me consider both the writer’s
perspective and my own. Then I’m going to write down two things: something I
learned that I think is important to remember, and one of the most important
ideas that I think the writer would want me to remember. These might be the
same or they might not. If I’m having an inner conversation with the text, it’s
easy for me to notice something I think is important to learn and remember-but
it is also my job to read, thinking about what the writer wants me to learn and
remember to combine the details into a bigger idea. Let’s try it. First you
watch me, and then you’ll have a chance. Read through the first paragraph(s)
marking the text (star or W) and discussing the content with Sts. Sts T&T
about their thinking and share out.
Lesson recap: Sometimes what the reader thinks is important is different from
what the writer is trying to convey. When we read, we need to think about what
we think is most important as well as what the writer seems to think is the most
important idea. Sometimes these are the same, and other times they are
different.
T&T: What does this seem to
be about?
T&T: Does this make some
sense? Talk to each other about
this.
T&T: What are you thinking?
Sts share their thinking
about important
information/interesting
details from the article or
from their independent
reading.
T observations and anecdotal
notes during T&T, share
time, and independent
reading.
Analyze Sts thinksheet/form
Did your Sts?
• distinguish between
interesting details and
important information?
• merge their thinking
with the information
from the text?
• draw realistic
conclusions based on
facts/details in the text?
Interactive Read-Aloud – 4th
Grade – Unit 8, Week 23
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 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
5
Connect & Engage: Yesterday… Today we are going to continue
reading___ thinking about the information that is important to me and the
information I think the author thinks is most important.
Model/Guide: Guide the Sts through the process of reading and thinking
about their understanding while considering the author’s perspective. Read
through the next paragraph(s), stopping to discuss and code thinking
(star/W). What about the writer in these paragraphs? Do you think the
writer thought that important? T&T. Who has some ideas about this?
Writers often give us a clue in the title about what matters to them. So I’m
going to go ahead mark it with a “W.” Now I’m going to write down one
thing that I think is important to remember. Next, I’m going draw a line
under what I thought was important; then I’m going to write something I
think the writer wants the reader to learn and remember from the article.
Ask Sts to try it, and then share their thinking with their partner. Sts share
out their thinking. It is much easier to pick out the important information
when I first think about what matters to me and then about what matters to
the writer. Sometimes they are the same, and sometimes they are different.
Independent: Give Sts another article to read independently. As you read,
jot down something you learned that you think is important to remember.
Then draw a line and write down something you think the writer thinks is
important for you to learn and remember. Last, write down whether you
think these two ideas are exactly the same, similar, or different. Once you
are finished, find someone and talk to them about it. Focus especially on
what was important to each of you and what you each thought was
important to the writer. We’ll come back together at the end of Reading
Workshop to share out.
Lesson recap: Nonfiction is full of interesting information and sometimes
it’s really hard to pick out what is most important. It is helpful to consider
both your thinking and the writer’s thinking. That way you won’t confuse
them. So as I read, I need to think about what I think is most important as
well as what the writer seems to think is the most important idea.
Sometimes these are the same, and other times they are different.
T&T: Do you think the
writer thought that was
important?
T&T: Talk with your
partner about something you
thought was important, and
then something you thought
the writer wants you to learn
and remember.
Sts share something
they wrote down that
they thought was
important in the article.
It could be something
that is a little different
from what the writer
thought was important.
Do your students:
• understand that what
they think is
important is not
always the same as
what the author is
trying to convey?
• identify and
summarize the
author’s perspective
as well as their own?
Analyze Sts independent
reading/work with the
new article.
MATERIALS: Day 1-3 Suggested Lesson Text: The Life and Times of the Ant -Texas Journeys Unit 3 Lesson 14 T238 (St book p. 352) Lesson adapted from Comprehension
Toolkit Book 5-Lesson 16. *FQR form Page 69 Comprehension Toolkit Book 5
Day 4-5 Suggested Lesson Text: Turn It Off! & One Bad Bug-Comprehension Toolkit Source Book of Short Text pg. 57- Lesson adapted from Comprehension Toolkit Book 5-
Lesson 20
Interactive Read-Aloud – 4th
Grade – Unit 8, Week 24
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 84
Target(s) for the Week: Distinguish important ideas from unimportant information in order to identify key ideas or themes as I read (Does the detail matter? Does it impact the story?); Sift
and sort information to answer questions and focus on bigger ideas, issues and concepts; Produce a main idea from a narrative selection that will focus on either a
single paragraph or a series of paragraphs; Explain the difference between a stated and an implied purpose for an expository text.
D
A
Y
Anchor
Chart(s)
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: Introduce the new text; skim & scan the text and
pictures, think about how the writer organized the information; read the
subheads and predict what the whole piece is about and in each section.
Ask Sts what they notice about how the author organized the
information. Nonfiction texts are full of information. W hen there is a lot
of information, we have to be able to determine what information is
important to remember. Explain how knowing how the writer organizes
the text helps the reader better understand the important information the
writer wants us to remember. Let’s think about our purpose. We’ll
learn to distinguish important information from interesting details as we
read. We are going to sift and sort all the information we read into 3
categories: important information, interesting details, my thinking.
Introduce the note-taking form/thinksheet for sorting and sifting
information. Give each St their own form or have them write in their
reading journals, creating the 3 columns… We’ll want to remember the
important things about the topic, so we’ll write these in the first column.
We can add interesting details that really engage us in the second
column, labeled Interesting Details. And remember, your responses,
questions, or opinions about what we’re learning are important so don’t
forget to write them in the last column, My Thinking.
Model: Read the first section(s). Think aloud, marking the text for
important information and writing questions, thinking in the margins.
Let’s look back over the text we read and our margin notes. Will you
share what you think is important to remember? Sts T&T. Model
sifting the important information from the details. Write the important
information in the first column-Important Information. (Let’s put that
detail in the Interesting Detail column. And let’s add that question to the
My Thinking column. Sts write on their own forms/reading notebooks.
Model drawing a conclusion from what has been read.
Lesson recap: Today we learned that readers need to sift and sort the
more important information from the detail. This article is written with
subheadings to organize the information. So far the important
information we’ve learned… Some of the interesting details that helped
us understand the important information…
T&T: Talk about anything
you know related to the
topic.
T&T: Share what you think
is important.
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 – 4th
Grade – Unit 8, Week 24
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 85
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 ___. Explain the difference between a stated
and implied purpose. Did the author state the purpose in the
beginning of the text? Is it implied? Think together to decide what
the author’s purpose is. Discuss the author’s purpose with all new
texts in the unit.
Guide: Let’s try reading another few paragraphs and thin about
what information is most important. Read the next sections,
marking the text, making margin notes as you go. Think through
the text together with the Sts to sort and sift information. Stop at
the end of each section and ask Sts to T&T and fill out their form
(important information, interesting details, my thinking). Share out
with group and discuss. Add to anchor chart. Who has some
information they want to share? As you share your information,
tell us whether you think it belongs in the Important Information or
Interesting Details column. I’ll write your thoughts on the chart
and you can write it on your copy of the chart. Where would you
put the information you shared? Turn to someone near you and
talk about the information you want to write down. Discuss the
information in the boxes (Fun Facts and Timeline of Technology.
Discuss what important information/details may be included. Talk
about why the author organized the information in that way.
Summarize the information learned using the 3 column chart. Sts
T&T about how they would summarize the information using their
3 column form. Guide their responses as they share out. What
conclusions can we draw from what we’ve read? Work with the
Sts to draw a conclusion from the information read.
Lesson recap: We want to learn and remember important
information when we read. Interesting details may add to our
understanding and keep us engaged, but may not be essential. We
recorded the important information and interesting details on our
anchor chart and your personal chart. In the My Thinking column,
we recorded our questions and responses, merging our thinking
with the information and expanding our thinking about the topic.
T&T: Talk with your
partner about the
information you want to
write down.
T&T: What is this
section about? (What can
you infer this section is
about?)
T&T: Summarize the
article from the
important information
recorded.
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
Interactive Read-Aloud – 4th
Grade – Unit 8, Week 24
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 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
3
-3 Column
Chart
Important
Information/
Interesting
Details/
My Thinking
Connect & Engage: Yesterday…. Explain that today Sts are
going to work together to read and record the Important
Information/Interesting Details/My Thinking. Introduce new
article. Sts skim and scan, reading the subheads etc. Sts T&T about
the question at the top. Discuss the way the writer started with a
question and has the title on the side in big bold letters.
Collaborate: Explain that Sts will work with their partners to read
the article and together decide/record important information etc.
(Model how partners can read the text together, stopping after each
section to talk about and record their thinking.) Before you start
working on your own, let’s summarize what we’ll be doing. We
want to learn and remember important information here.
Interesting details may add to our understanding and keep us
engaged, but may not be essential. And in the My thinking column,
we record our questions and responses. This helps us merge our
thinking with the information and expand our thinking about the
topic. You’ve done a great job so far. Are you all set to try this on
your own? As Sts share out their thinking, add to anchor chart.
(Any Sts that find reading the text or responding to it in writing a
challenge, you may need to work with in a small group and read
and think through the text together.) What conclusions can you
draw from the information in this article?
Lesson recap: How smart you are! You sifted and sorted the more
important information from the details. Working with the note-
taking form seemed to really help you determine what’s important
to remember. You asked great questions and those engaging
details kept us interested.
T&T: Do you think
firefighting is just for
men?
Sts share out their
thinking on their
section.
Did your Sts:
• distinguish between
interesting details
and important
information?
• summarize
information that is
important to
remember and
merge their
thinking with it?
• understand how the
author organized
the information?
Interactive Read-Aloud – 4th
Grade – Unit 8, Week 24
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 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 are present in every conversation we
have with friends, in every movie we watch, in each piece of writing we
create, and in every book we read. A main idea is a central thought that
holds everything together. Sts T&T. As we read___ (Example text used
for this lesson), we will be looking for main ideas and details. Introduce
the story, scanning the pictures, the information about the author and
illustrator, predicting, etc. The background to this selection said it was
about an event in history. The introduction mentions dates, places, and
real people such as Meriwether Lewis and William Clark. The text seems
to be telling about events in a woman’s life. This must be a biography. I
understand from looking at the pictures and skimming the text that she
and her husband traveled with the Lewis and Cark Corps of Discovery
expedition. Since her name appears in the title, I want to read further to
find out about her role in this journey and why she is important.
Introduce the Main Idea/Supporting Details form. (Sts can have their own
form or use their reading journal.)
Model: Remind Sts that the topic is the one central thing the selection
tells about. Explain that an author will usually present several ideas about
the topic. Supporting details explain, prove, or give examples of the main
ideas. Point out that authors do not always state the main ideas in the text.
Readers must think carefully about the supporting details. Then readers
can infer the main idea. Tell Sts that paying attention to the main ideas
and supporting details in a passage can help readers find and remember
important information about the topic. As I read, I’m going to be paying
attention to the main ideas and the supporting details. Then I’ll record
the information on our anchor chart and you can record it also. I’m also
going to be thinking about the author’s purpose. Is it stated? Is it
implied? Read through the end of pg. 506. (Main Idea: Disaster struck
the expedition two months into the journey. Supporting details: A sudden
high wind…, Charbonneau dropped…, The expedition’s valuables…,
Charbonneau was ordered…) Read pg 507. Identify and summarize the
main idea (Sacagawea helped the expedition.) What did she do? Explain
that would be the supporting details. Sts T&T.
Lesson recap: All the work we have been doing in determining
important information and sifting and sorting interesting details and
important information helps us determine the main idea. The main ideas
and supporting details… (Refer to the anchor chart: main idea/supporting
details.
T&T: Think together. What
did you learn from skimming
and scanning the text?
T&T: What details support the
main idea that …
Sts share important
information from their
independent reading.
T observations and anecdotal
notes during T&T, share
time, and independent
reading
Interactive Read-Aloud – 4th
Grade – Unit 8, Week 24
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 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. Review the main
ideas/ supporting details from yesterday’s reading.
Today, we are going to continue reading and looking for main ideas and details
about the story.
Guide: As I read today, you will have a chance to think about the main idea and
supporting details. Read to the end of pg. 511. The main idea: The journey over
the Rocky Mountains was very difficult. What details support this main idea?
T&T. Read pg. 512-513. (Main idea: Sacagawea saw the Pacific Ocean for the
first time) T&T about the main idea and supporting details. Sts share out and
discuss. Add new thinking to the anchor chart.
Continue to the end, pausing to give Sts time to T&T.
Independent: One main idea in the selection is that Sacagawea is an important
member of the expedition. Use your Main Idea/Supporting Details form to show
details from the text that supports this main idea.
Lesson recap: A main idea is a central thought that holds everything together.
The author will usually present several main ideas about the topic. Supporting
details explain, prove, or give examples of the main ideas. Authors do not always
state the main ideas in the text. Readers must think carefully about the supporting
details to help them infer the main idea. You did great job thinking about the
main ideas and the supporting details. paying attention to the main ideas and
supporting details in a passage can help readers fin and remember important
information about the topic. Paying attention to the main ideas and supporting
details in a passage can help readers find and remember important information
about the topic.
T&T: Which details support
our main idea?
T&T: What is the main idea?
What are the supporting
details?
Sts share out their
thinking on the main
idea/supporting details.
T observations and anecdotal
notes during T&T, share
time, and independent
reading
Listen in as partners discuss
the main idea(s) and
supporting details.
During small group
instruction, have Sts select
supporting details that go
with a main idea.
*Grab and Go! Main Idea
and Details
MATERIALS: Day 1-2 Suggested Lesson Text: Firefighting Through the Ages-Toolkit Texts for Grades 4-5 pg. 38-Lesson adapted from Comprehension Toolkit Book 5
Lesson 19-pg. 36
Day 3 Suggested Lesson Text: Practice: For Men Only? Not! - Toolkit Texts for Grades 4-5 page 42 orThe Great Chicago Fire-Toolkit Texts for Grades 4-5 page 40 (any short
NF text) Lesson adapted from Comprehension Toolkit Book 5 Lesson 19-pg. 36
Day 4-5: Suggested Lesson Text: Sacagawea by Lise Erdrich-Texas Journeys Unit 4 Lesson 20 T308 (St book p. 502)
*Assessment/Independent practice-Texas Journeys T329 Unit 4 Lesson 20 Main Ideas and Details (Grab-and Go Practice Book pg. 230)
Interactive Read-Aloud – 4th
Grade – Unit 8, Week 25
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 89
Target(s) for the Week: Produce a main idea from an expository or mixed selection that will focus on the entire selection; Identify the details or facts that support the main
idea; Identify similarities and differences between the events and characters’ experiences in a fictional work and the actual events and experiences described in an authors’ biography
or autobiography; Explain how determining importance helps me as a reader.
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
Main Idea/
Details
Connect & Engage: I brought in this great article that is divided into
sections, introduce introduced by inferential subheads. Scan the sections
and see if you can get an idea of what each section might be about. You
have to use what you know to help you infer the meaning of these subheads.
(Model inferring on one of the subheads). After you have taken a minute to
flip through the article, T&T to your partner about what the sections may be
about, as well as anything you know or wonder about dolphins. We have
been talking for a long time about how hard it can be to pick out the bigger
ideas when we read nonfiction. Sometimes the details lie in interesting but
isolated facts that actually distract us from the understanding. We need to
separate those interesting, isolated details from the supporting ones, which
build our knowledge about a topic. As readers, we can think about and
combine the supporting details to better understand the larger topic. (You
can create a 2 column chart for Sts to use or they can create a chart in their
reading notebooks.)
Model: Read aloud the first 2 paragraphs. Think aloud about how to pick
out the topic and the details that support that topic. Also mention any
responses you might have. Write responses on the article. As I read this
article, I’m going to model how I sift the main idea from the supporting
details. I’m thinking from the title that this article is about____, (how
dolphins have a secret way to talk to each other) so it is likely that each
section will have some information related to our topic. As I model my
thinking and write down the main idea, details, and responses on the chart,
you can do the same on your form. Afterward you will have a chance to try
it. First, I’ll read the title. Then, I’ll read the first section. This is so
interesting. T&T: What do you think? Anyone have any ideas? I’m thinking
the main idea of the whole article is___. This article is going to be
about____. Write supporting details. I will write these details in the Detail
column. Did you notice that I don’t write sentences, but just a few words in
the Detail column that relate to the main idea? We need to keep this short
so that when we go back and take a look at the form, we can quickly recall
and understand the information. Read the next section. Add supporting
details to the anchor chart. Sts add to their forms. Discuss why not all the
details were listed. (They may be interesting…)
Lesson recap: Today we started reading about the secret language of
dolphins. We think the main idea is…. These details support that. Discuss
the supporting details. We need to separate the interesting isolated details
from the supporting ones.
T&T: Talk to your partner
about what the sections may
be about and what you
wonder or know about
dolphins.
T&T: Talk about your
thinking. Anyone have any
ideas?
Share main
idea(s)/supporting
details from independent
reading
T observations and
anecdotal notes during
T&T, share time, and
independent reading
Interactive Read-Aloud – 4th
Grade – Unit 8, Week 25
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 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
2 Column
chart
Main Idea/
Supporting
Details
Connect & Engage: Yesterday we started talking about… So far, we think the
main idea is… and some details that support that main idea are…
Today, we are going to continue reading and looking for main ideas and
supporting details. .
Guide: Read the next two sections, stopping after each section to discuss the
learning, the main idea and the supporting details. Listen as I read the next
paragraph. Listen for details that relate to the bigger idea. Guide a discussion to
support the learning. Now that you’ve heard the next section, T&T about what
those paragraphs were about. Was the main idea still___? If so, did you notice
any details that give us more information? Jot them down in the detail column
and don’t forget to add your responses. I will come around and listen to you.
What did you discover?
Collaborate: Explain to Sts that they will work with a partner on the last
section(s). They will continue with the same thinking, reading the subheading(s),
writing down the supporting details and noting any responses on the article.
Partners can share out and compare thinking. Discuss the new learning. Add to
anchor chart.
Lesson recap: Great job today. You thought about the main idea and pulled out
the details that supported it. As you go through school, you will be asked over
and over again to find main ideas when you read and to pick out the most
important information that supports them. Think about doing what we did when
you read independently.
T&T: Was the main idea
still___? Did you notice any
details that give us more
information?
Sts share out their thinking
on the last section(s) of
the article.
T observations and anecdotal
notes during T&T, share
time, and independent
reading
Analyze St responses on
their form.
Did your students:
• use the Main
Idea/Details form?
• understand and
articulate how the
details support and
develop the bigger/main
idea
*Grab and Go Main Idea
Assessment
3
-2 Column
Chart
Main Idea/
Supporting
Details
Connect & Engage: We have been talking about the main idea of a piece and
the details that support that important idea/main idea. For the rest of the week we
are going to continue thinking about the main idea and details as we read a short
biography about a famous artist Romare Bearden.
Model: We are going to read a biography about the famous artist Romare
Bearden. and compare it to a realistic fiction piece-Me and Uncle Romie by
Claire Hartfield.. Explain to Sts that many times authors will write a fiction story
but they are basing it on someone real. In this case, the author of Me and Uncle
Romie became interested in the artist because of his ability to tell stories with art.
So the fiction story is based on Bearden. The biography will tell us the
factual/important details of his life. For the rest of the week, we are going to be
thinking about the real artist and the artist portrayed in the fiction story. Read
aloud the short biography. With the Sts think about and chart the main ideas and
important supporting details. Explain that this will be important as we make
connections to the fiction story. Sts record on their own form.
Lesson recap: We learned some very interesting information about the artist
Romare Bearden. This will help us remember the important information about
his life. We will need this information when we look for similarities in the
realistic fiction Me and Uncle Romie. We learned…about Bearden.
Sts share important
information from their
independent reading.
T observations and anecdotal
notes during T&T, share
time, and independent
reading
Listen in as partners discuss
the main idea(s) and
supporting details.
Did your students:
• find the main ideas and
supporting details?
Interactive Read-Aloud – 4th
Grade – Unit 8, Week 25
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 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
4
Main Idea
Supporting
Details
Connect & Engage: Yesterday… Today we are going to read Me and Uncle
Romie. Explain realistic fiction (not to be confused with historical fiction) and
what Sts should be expecting. Introduce and preview the story, and set a purpose
for reading.
Model/Guide: Explain to Sts that as you are reading Me and Uncle Romie, they
will be thinking about connections to the real artist. Mark the pages that seem to
connect to something from the real artist’s life. We will also stop and think about
the main ideas/supporting details as we read. Read the story through pg. 208,
stopping to think together with the Sts about the main idea and supporting details
that also connect to the real artist. What things were the same in both his real life
and in this story? Record on the anchor chart. Sts record on their own forms.
Using the Main Idea/Supporting Details form, Sts talk with their partners,
retelling the important parts.
Lesson recap: We read Me and Uncle Romie and thought about and recorded
the main idea and supporting details. We thought about connections to the real
artist.
T&T: Think about the main
idea of this story. What details
support your thinking?
T&T: Retell the important
ideas from the story.
Sts share main idea and
details that support it.
T observations and anecdotal
notes during T&T, share
time, and independent
reading
Listen in as partners discuss
the main idea(s) and
supporting details.
Did your students:
• find the main ideas and
supporting details?
5
Venn
Diagram
Romare
Bearden
Me and Uncle
Romie
Connect & Engage: Yesterday… Today we are going to compare the biography
of Romare Bearden and realistic fiction piece Me and Uncle Romie.
Model/Guide: Continue reading the story to the end, stopping to identify
important ideas, details, and connections to the artist. Create a Venn diagram.
Identify the similarities and differences between the events and character
experiences. Together compare the two anchor charts from the last two days.
Look for the common main ideas and details. Record these in the middle section
of the Venn diagram. The main ideas/details that aren’t common, record under
Bearden or Me and Uncle Romie. Discuss what conclusion(s) you can draw from
the information. Discuss how the fiction piece influenced their thinking about the
real artist.
Lesson recap: Today we identified the similarities and differences between the
events and character experiences in a biography and realistic fiction. We
discovered…
T&T: What conclusions can
you draw from this
information?
Sts share their thinking
about the similarities and
differences between the
life of Romare Bearden
and how he was portrayed
in the fictional story.
Were Sts able to:
• identify the similarities
and differences between
the events and character
experiences?
**Explain How Determining
Importance Helps Me As a
Readier
MATERIALS: Day 1-2 Day 1 & 2 Suggested Lesson Text: The Secret Language of Dolphins by Crispin Boyer-National Geographic Kids (online resource)
Or Ecology for Kids-Texas Journeys Unit 3 Lesson 15 T312 (SB p. 378)
*Assessment: Texas Journeys Practice Book pg. 170 (T329 Unit 3 Lesson 15)
Day 3-5 Suggested Lesson Text: Me and Uncle Romie-Texas Journeys Unit 2 Lesson 8 (St book p. 200) Biography of Romare Bearden (Possible online resource:
http://www.nga.gov/cgi-bin/tbio?person=246170 (Consider showing examples of his art.)
**Comprehension Toolkit Book 5 pg. 66, Determine Importance Strategy Wrap-Up
Assessment suggestions- Comprehension Toolkit Book 5 pg. 67 & 68
Interactive Read-Aloud – 4th
Grade – Unit 8, Week 26
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 92
Target(s) for the Week: Synthesize big ideas and issues from a collection of facts; Stop and think to synthesize the information as I go; Distinguish between the gist and my
personal response to the information; Revise misconceptions when confronted with new evidence and information.
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 (Garana’s Story is an example article
used for this lesson.) Sts preview the article. Sts T&T about any BK or questions they
have. Explain the purpose of the lesson. You have a lot of practice writing your thinking
on post-it notes. Today, instead of putting them on your own article, we are going to put
them up on the article on the board so that we can all share our thinking. I noticed when
I read the article that there is a lot of information that’s new to me. I will need to think
very carefully about that information to make sure I understand it. I’ll also be thinking
about the bigger ideas or questions that the article raises and that expand my thinking.
I’ll show you.
Model: Model how to activate background knowledge to get to a bigger idea. When I
read the title, I learned some important information-she a refugee. I’ve got some
background knowledge about refugees. Discuss your BK about refugees. Write thinking
on post-it and post it to the article/board. What I did just now was to use my BK to get to
a bigger idea. That’s what we mean by expanding our thinking-moving from facts to
ideas. If Sts have questions, write them on a post-it. As I read, follow along and notice
how I’m thinking out loud about what I’m learning. Read the caption at the bottom of the
page. Discuss what was learned. Read to the bottom of page 1, thinking aloud. Model
how to take so much information (too much to write) and infer the bigger idea: that
Garana has a very difficult life and she has had to assume a lot responsibility for a girl
who’s ten. Write this on the post-it.
Lesson recap: Today we started reading a new article about Garana, a refugee from
Afghanistan. We are learning to look very carefully at new information. We also are
thinking about the bigger ideas/main ideas and our questions.
T&T: Talk to your partner
about your thinking. What
do already know about
Afghanistan? What
questions do you have-what
are you wondering?
Share main
idea/important
information from
independent reading
T observations and
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 Garana, we thought carefully about new information. We
need to think very carefully about that information to make sure we understand it. We
also thought about the bigger ideas or questions that the article raises and that expands
our thinking.
T&T: Talk to your partner and
jot down your questions and
inferences on a post-it note,
and be ready to share to share
your thinking.
T&T: Talk with your partner
about one important idea you
learned from the article.
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 – 4th
Grade – Unit 8, Week 26
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 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
3
2-Column
Chart
Synthesizing
and Reading
for the Gist
Gist/Thinking
Connect & Engage: Introduce new article. Sts preview and T&T about
their BK.
Explain what it means to synthesize information and read for the gist.
Before we read this article, I want to share something with you. You
know how hard it can be to remember all of the information we read.
When good readers read nonfiction, they read for “the gist”-the most
essential information, the bigger ideas. To do this, they have to synthesize
the information. When we synthesize, we pare down the information,
delete some of the less important details, and come up with the bigger
picture. Give analogy of The Three Bears. The gist, or synthesis,
recounts important information and gives big ideas, sometimes even the
lesson or the moral of the story. So a synthesis of The Three Bears might
go like this: A girl wandered into an empty house and caused a lot of
mischief. When the owners, a family of bears, found her, she learned the
hard way not to go into a stranger’s house when no one is home. Explain
how readers add their thinking to the information to synthesize it. When
we read for the gist, we need to add our thinking to the information.
Model: Synthesizing is a strategy that helps us change our thinking
when we read. Remember when I said that Goldilocks learned the hard
way? That was my thinking after I finished reading it. When we
synthesize, we combine our thinking with the information to come up with
a big idea. Introduce 2 column chart-Gist/Thinking. In the first column I
am going to write down the big ideas of the section, and then in the
second column, I am going to write down my thinking.
This article is divided into sections with subhead. We see them over and
over again in nonfiction, don’t we? Standard subheads, question
subheads, and inferential subheads. Demonstrate how to sift through the
information deleting the ancillary details to arrive at the gist. I’m going to
start reading this section. (Make a quick list of the most important
information and leaving out the unimportant details.) Use this list to write
the “gist” of the section and your thinking on the anchor chart.
Lesson recap: When we synthesize, we combine our thinking with the
information to come with a big idea. When we synthesize information we
don’t have to include all of the details. We need to pare it down to the
most important one. When we write for the gist, I try to collapse all of the
writing in the text into a shorter form but still include the bigger, most
important ideas.
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 – 4th
Grade – Unit 8, Week 26
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 94
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 – 4th
Grade – Unit 8, Week 26
Humble ISD 2011-2012 4th Grade Unit 8, Weeks 22-26
Revised 1/12 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
5
3 Column
Chart
Facts/
Opinions/
Changes in
Thinking
Connect & Engage: Continue with the same article. I noticed yesterday that
many of you had strong opinions about how the kids had to work so hard. It’s
really a good thing to speak up about what you think-to voice your opinion. It
shows that you care about issues or events that affect people in other countries.
What I found interesting about your responses is that you had many different
opinions about the issue. We should feel free to express our opinions and
thoughts about what we read. Your questions and responses were really honest. I
found myself agreeing with a lot of you, that child labor is just plain wrong. But
as I read more of the article and really thought about the information, I began to
change some of my thinking. I still think that child labor is a huge problem, but I
began to think a little differently about it. Sometimes we change our opinion when
we learn more information. Gathering more evidence about the topic or issue
changes our thinking. Basing our opinion on facts and information is what it
means to have an informed opinion. And being willing to change our minds in the
face of new information means we have an open mind. That’s really important.
Model: Explain that you are going to put up a chart (give Sts a copy) to help
organize their thinking. (Three column chart: Facts/ Opinions/Changes in
Thinking) As we reread the article, I’m going to show you how I record facts as
well as my opinion. Follow along and write your own thoughts on your chart,
too. Demonstrate how thinking and opinions can change as you reread and learn
more information. (Include misconceptions that clear up when you have more
information.) Sts can T&T about their own thinking.
Guide: Think through more of the text together. Discuss some of the Sts’
findings and opinions. Note how thinking changes when we learn new
information. Make sure they refer back to the information or evidence from the
text that prompted the change.
Independent: St can continue rereading the article during independent reading
and responding on their thinksheet/form. Bring Sts back together at the end of
reading workshop to share. Make sure they refer back to the information or
evidence from the text that prompted the change.
Lesson recap: You are all doing something so important. You are using evidence
to support your thinking. I also noticed that when you were discussing this
information, you built on and added to each others’ ideas. That’s having a really
good discussion-when we learn from each other and incorporate everyone’s
thinking into our own. Now that’s an informed opinion.
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: Garana’s Story-National Geographic Explorer article-Comprehension Toolkit Source Book of Short Text pg. 74-79 Lesson
adapted from Comprehension Toolkit Book 6 Lesson 23 pg 14
Day 3-4 Suggested Lesson Text: Hard at Work-Time for Kids, World Report Edition Comprehension Toolkit Source Book of Short Text pg. 84-85 Lesson adapted from
Comprehension Toolkit Book 6 Lesson 25 pg. 36
Day 5 Suggested Lesson Text: Hard at Work (use same text from Days 3 & 4) Thinksheet pg. 64
4th
Grade – Unit 9; Weeks 27-31
Humble ISD 2011-2012 4th Grade Unit 9, Weeks 27-31
1/12 96
Testing As A Genre
Demystify the test to students – explain why tests are used, how tests are constructed, how the results will be used and who creates them. Discuss
the specific requirements of the testing situation; no talking, timed exercises, different sections of the test and how we are going to prepare for the
tests.
• Allow students to share their concerns about the test. Have students brainstorm what they remember about the tests and clarify any
misconceptions. Make a chart about what they remember.
• Ask students what strategies they use, keeping in mind the challenges with self-reporting data, students saying they use strategies that they
don’t.
• Readers read differently when taking tests:
• Have students immerse themselves in actual reading passage examples and discuss what they are finding in there.
• What elements, structures and literary devices are used to create these passages?
• Investigate the language used in the passage and the questions
• Make charts of terms used in the questions, question vocabulary
• Discuss words used in directions; define, compare, contrast, explain, describe, evaluate, list, identify, summarize, interpret, review, prove,
analyze, always, never, main, central, usually, conclude, resolves, conflict, etc.
• Discuss the importance of carefully reading the questions, underlining the important parts.
• Have students develop a "scavenger-hunt" mentality when reviewing the questions and the passages, looking for particular things.
(Adapted from Unit of Study: The Inauthentic Passage Genre by Frank Serafini)
Additional Resources Needed (Access Via ELAR Department Website/Teacher Resources/Grade Level/RWS Additional Resources: • Graphic Organizer (GO) Resource Document – Grade 4: As you review/prepare your lessons for Interactive Read Aloud, incorporate
suggested GO lessons, as appropriate. If your students need additional instruction on GO, separate from Interactive Read Aloud lesson, refer
to the materials section on the GO Resource Document for assessment passages that include different type of GO.
• Vocabulary – Small Group Lesson Activities – Grades 3-5
4th
Grade – Unit 9; Weeks 27-31
Humble ISD 2011-2012 4th Grade Unit 9, Weeks 27-31
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LEARNING OUTCOMES (I CAN…)
Comprehension Strategy: Summary (Author’s Purpose, Organization, Theme, Figurative Language, Graphic Organizers)
Week 27
3/19-3/23
Week 28
3/26-3/30
Week 29
4/2-4/5
Get
tin
g t
he
Mea
nin
g
• Determine the elements/critical
attributes of a good summary (Fig. 19E
11A/4G,I)
• Differentiate between good and bad
summaries (Someone else’s work) (Fig.
19E, 11A/4G,I)
• Use information from the text and my
own knowledge to determine important
information and write text summaries
(Fig. 19E, 11A/4G,I)
• Summarize the main ideas and
supporting details in a text in ways that
maintain meaning and logical order
(Fig. 19E, 11A/4G,I)
• Explain how summarizing information
helps me as a reader (Fig. 19E)
• Explain how the organizational patterns
influence the relationships among the ideas
(11C/4J)
• Become familiar with author’s purpose and
how it is assessed (10A/4J,K)
• Identify and explain the meaning of common
idioms, adages, and other sayings (2C/1C)
• Use context to determine the meaning of
unfamiliar or multiple meaning words (2B/1F,4F)
• Identify the meaning of common idioms (2C/1C)
• Identify the author’s use of similes and
metaphors to produce imagery (8A/1H, 4J)
• Summarize and explain the lesson or message of
a work of fiction as its theme (3A/4G,I)/
Rea
din
g H
ab
its
• 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 (9A/4E,H,I)
• Write responses to literary or expository
texts and provide evidence from the text
to demonstrate understanding (18C/5F)
• Read independently for a sustained period of
time and paraphrase what the reading was
about, maintaining meaning and logical order
(e.g., generate a reading log or journal;
participate in book talks (9A/4E,H,I)
• Write responses to literary or expository texts
and provide evidence from the text to
demonstrate understanding (18C/5F)
• Read independently for a sustained period of
time and paraphrase what the reading was about,
maintaining meaning and logical order (e.g.,
generate a reading log or journal; participate in
book talks (9A/4E,H,I
• Write responses to literary or expository texts
and provide evidence from the text to
demonstrate understanding (18C/5F)
((TEKS/ELPS)
Weeks 30-31 Reteach/Review based on individual student data
Interactive Read-Aloud – 4th
Grade – Unit 9, Week 27
Humble ISD 2011-2012 4th Grade Unit 9, Weeks 27-31
1/12 98
Target(s) for the Week: Determine the elements/critical attributes of a good summary; differentiate between good and bad summaries; use information from the text and my own knowledge to determine important information and write text summaries; summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order; Explain how summarizing and information helps me as a reader
D
A
Y
Anchor
Chart(s)
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.
Students re-read the article/passage New Ways to Help from the article Zach Bonner’s
Little Red Wagon (DBA). Sts re-read the passage before the lesson during independent
reading. Introduce the article and expectation before Sts read. Ask Sts to identify the
genre and characteristics. T will use the *Guidelines for Summaries (Resource)
Connect & Engage: Define a summary/how it helps us as a reader (anchor chart). To
summarize is to put into your own words a shortened version of written or spoken
material, stating the main points and leaving out everything that is not essential.
Summarizing is more than retelling; it involves analyzing information, distinguishing
important from unimportant elements and translating large chunks of information into a
few short cohesive sentences. Fiction and nonfiction texts, media, conversations,
meetings, and events can all be summarized.
Model: T displays (projects from the DBA assessment) good summary (correct answer)
from article. T talks thru it w/students (main idea, supported by important info (gist)
and a concluding sentence. Show text evidence (where the statements came from).
Introduce Guidelines for Summaries. Compare it with the summary (correct answer).
Display other answer choices and discuss why they aren’t a good summary.
Lesson recap: To summarize is to put into your own words a shortened version of
written or spoken material, stating the main points and leaving out everything that is not
essential. A good summary…
Students re-read
article
Zach Bonner’s Little
Red Wagon or the
section New Ways to
Help
Sts can share the “gist” of
their independent reading.
Observation of
St responses
Interactive Read-Aloud – 4th
Grade – Unit 9, Week 27
Humble ISD 2011-2012 4th Grade Unit 9, Weeks 27-31
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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
Def of
Summary
Guidelines for
Summaries
Sts re-read the section “Growing Up in East Texas” from the
passage The Lady Who Loved the Land (DBA) before the lesson
during independent reading. Introduce the article and expectation
before Sts read. Ask Sts to identify the genre and characteristics.
Connect and Engage: Yesterday we learned…Go over
Summary Guidelines
Model/Guided Practice: Create with students Main Idea
statement from the section of the article “Growing Up in East
Texas”. Project the answer choices (from the assessment) T talks
thru the summary question/answers with Sts; the main idea,
supported by important info (gist) and a concluding sentence,
deciding on the best summary and why. Show text evidence
(where the statements came from).
Lesson recap: Summarizing is more than retelling; it involves
analyzing information, distinguishing important from unimportant
elements and translating large chunks of information into a few
short cohesive sentences. While sentences in a summary are in the
same sequence as the details from the text, it is not retelling the
beginning, middle and end. The summary is going to include the
main idea/message and supporting critical details.
Sts re-read the section
“Growing Up in East
Texas” from the passage
The Lady Who Loved the
Land (DBA) during
independent reading before
the lesson.
Sts can share the
“gist” of their
independent
reading
Observation of St responses
3
Def of
Summary
Guidelines for
Summaries
Students should reread Two Bear Cubs before the lesson during
independent reading. Introduce the article and expectation before
Sts read. Ask Sts to identify the genre and characteristics.
Connect & Engage: Review the characteristics of a good
summary.
Collaborate: Sts collaborate with partner to choose the best
summary and defend/explain choice (main idea, important
supporting detail etc.). Project the answer choices (from the
assessment) and with Sts discuss each choice and why it
was/wasn’t the best choice.
Introduce other ways the question may be asked:
Which sentence is the best summary of how the problem is
solved?
Lesson recap: When summarizing a text, include the main idea,
supported by important info (gist) and a concluding sentence.
Sometimes the summary may be only one sentence which will be
the main idea.
Sts re-read the drama Two
Bear Cubs, before the lesson
then collaborate with
partner to choose the best
summary. Share with whole
group and be ready to
defend answers.
T&T: Did you include the
main idea and the most
important information?
Sts share their
thinking from their
collaborative work
with partners.
Sts summary of the article
Interactive Read-Aloud – 4th
Grade – Unit 9, Week 27
Humble ISD 2011-2012 4th Grade Unit 9, Weeks 27-31
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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
Def of Summary
Guidelines for
Summaries
The text for the **Cloze procedure for summaries
(Resource).
Connect & Engage: Sts complete the Cloze procedure for
Guidelines for Summaries, filling in the blanks then
checking the Guidelines for Summaries.
Collaborate: Sts reread the poem Carmen and
collaborate to produce a summary fitting the guidelines.
They must be able to state the main idea (why) and critical
supporting details. Together as a class, write the summary
for the poem.
Lesson recap: Reiterate that they can summarize a section
of a piece they have read (scene, paragraph, drama,
poetry…) and they will be looking for the main idea.
Students fill in
missing words for
Guidelines for
Summary.
T&T: What is the
best summary of
Carmen?
Sts can share a summary
of their independent
reading
Sts summary responses
5
Day 5 Chart
What we Learned
about
Summarizing and
Synthesizing
(from previous
week)
Connect & Engage: Introduce new text. “The Mexican
War” or “The Golden Reed Pipe” are both short selections
with one summary question. Ask Sts to identify the genre
and characteristics.
Independent: Introduce new text. Sts read through the
piece then choose correct answer. As a class, go over each
answer looking for the critical attributes of a good
summary.
Lesson recap: Ask Sts to T&T: Is there anything we need
to add to our Summarizing and Synthesizing anchor chart
from last week? Review how synthesizing and
summarizing helps us a reader.
T&T: Is there
anything else we can
add to our
Summarizing and
Synthesizing anchor
chart from last
week?
Did your Sts:
• slow down and think about the
text, separating the ancillary
details from the bigger ideas to
get the gist?
• summarize the big picture in a
few words?
• include the main idea and
important details
***Summarizing Rubric
MATERIALS:
Day 1 Suggested Lesson Text: article - Zach Boomer’s Little Red Wagon (DBA) *Guidelines for Summaries (Resource)
Day 2 Suggested Lesson Text: article - The Lady Who Loved The Land (DBA) **Cloze for Guidelines for Summaries (Resource)
Day 3 Suggested Lesson Text: drama – Two Bear Cubs (DBA)
Day 4 Suggested Lesson Text: poem - Carmen (DBA)
Day 5 Suggested Lesson Text: Journeys Texas Assessment Prep Book (Has Grade 4 in a circle in the left corner and can be accessed online through Think Central) Pg. 29-31 The
Mexican War and/or The Golden Reed Pipe
***Summarizing Rubric (Resource)
Texas Assessment Preparation Book Texas Journeys Texas Write Source (St consumables): These selections have summary questions; Beverly Cleary Pg. 15
Lost & Found p. 25, Let’s Change the Playground Pg. 30, Piper Reed Navy Brat Pg. 44, George Washington Carver Pg. 49, On the Way to Californ-I-A Pg. 73 (These selections
may be used as a resource to study summary if/as Sts have read them.)
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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.
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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
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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
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Target(s) for the Week: Determine the elements/critical attributes of a good summary; differentiate between good and bad summaries; use information from the text and my
own knowledge to determine important information and write text summaries; summarize the main ideas and supporting details in a text in ways that
maintain meaning and logical order; Explain how summarizing and synthesizing information helps me as a reader
D
A
Y
Anchor
Chart(s)
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
Author’s
Purpose
Examples of
question types
Key
Words/Ask a
Key Question
(Example)
To persuade:
Is this passage
meant to
persuade or
convince
readers to do
something?
(*See Resource Author’s Purpose)
Connect and Engage: Authors write for different purposes, or reasons.
Some reasons that authors write are to entertain, to explain, to inform, or to
persuade. It is up to the reader to figure out the author’s purpose.
Model/Guided: 1) Purpose words: Read through and help Sts become
familiar with the examples of questions that indicate this is a question about
author’s purpose. (See Resource Author’s Purpose-Recognize the item type.)
2) Explain that after they have determined that the test question is asking the
author’s purpose, Sts then think about the text type (news article, fiction story
etc.). For example, fact-based newspaper articles (text type) should be
associated with the purpose to inform; advertisements and editorials (text
type) should be associated with the purpose to persuade; instructional
manuals should be associated with the purpose to explain or list steps,
realistic fiction associated with the purpose to entertain, to tell a story about,
etc. (Help Sts understand that to entertain does not mean the selection has to
make them feel good. As a purpose it essentially means to tell a story.) Begin
by having anchor examples: Fact based news articles-inform, advertisements
& editorials-persuade, instructional-explain or list, etc. (Try to use familiar
text; past CBA/DBA passages, Texas Assessment Preparation articles Sts
have read, articles from reading instruction etc.) 3) (See Resource Author’s
Purpose Ask Key Questions): Next, explain to Sts how they can think through
the answer choices on the assessment by posing a question about the key
word in each option. (In order for students to be able to pose helpful
questions, they need to have a good understanding of purpose words and text
types.) Think aloud how posing a question about the key words will help
think through choices. Display and discuss the Author’s Purpose key
questions on an anchor chart. With Sts, read through different examples, and
then use the key questions and work together to figure out the author’s
purpose. (See Resource Author’s Purpose-Key words/Ask a key question.)
Guided/Collaborative: Return to previously read articles to decide on the
author’s purpose. Be sure to include different genres. Give Sts opportunities
to reread passages and work together to decide on author’s purpose. (Include
passages Sts re-read for summarizing.) Sts share out. Work together to prove
answers.
Lesson Recap: Reiterate the relationship between text type and author’s
purpose. Review the key words/key questions.
Student copy of Author’s
Purpose Strategies
T&T: Decide author’s
purpose
T&T: Sts collaborate to
identify the key words/ask
the key questions to
decide author’s purpose.
Sts can summarize their
reading from
Independent reading
Observation of St
responses
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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
&
4
Author’s
Organization
Examples of
question
types
Key
Words/Ask a
Key
Question
Connect and Engage: Discuss how authors use different organizational
patterns. **Author’s Organization Resource.
Model/Guided: 1) Purpose words: Read through and help Sts become
familiar with the examples of questions that indicate this is a question about
author’s organization. (See Resource Author’s Organization-Recognize the
item type.) 2) Using familiar passages, (use passages worked with in
previous lessons) model then work together to ask key questions based on
the key words in the test question/answers. 3) Ask Key Questions: Next,
explain to Sts how they can think through the answer choices on the
assessment by posing a question about the key word in each option. Think
aloud how posing a question about the key words will help think through
choices. Introduce the Key Questions/Organizational Patterns anchor chart
(copy from Author’s Organization Resource). Discuss the Author’s
Organization key questions (Are two things being compared etc). Return to
previously read texts and discuss how the author organized the text. Look
for patterns with different text types. Think aloud asking the key questions
to decide the author’s organizational pattern. Use passages from previous
lessons.
Model how posing a question about the key words will help think through
choices. Read passage and find correct answer by asking questions.
Discuss how the organizational pattern(s) influences the relationships
among the ideas in the text. Share out thinking. (See Resource Author’s
Organization-Key words/Ask a key question.)
Guided: Return to previously read articles to decide on how the author
organized the text. Include author’s purpose, if not used in the previous
lessons. Be sure to include different genres. Give Sts opportunities to
reread passages and work together. (Include passages Sts re-read for
summarizing.) Sts share out. Work together to prove answers.
Lesson Recap: Reiterate the different ways authors organize text and how
that influences the relationships among the ideas. Review the key
questions.
Student copy of Author’s
Organization
T&T: Decide how the author
organized the text
Sts can summarize and
write author’s purpose
from their independent
reading.
Observation of St
responses
5
Connect & Engage: Introduce a *** new (not used in previous lessons)
test like short text
Collaborate: Sts read the text then collaborate with partner or group to
write or find summary, author’s purpose and how the text is organized. Sts
share their thinking. Sts defend their answers using the Key Questions.
Scaffold Sts responses.
Lesson Recap: Review the key points for summarizing, and finding the
author’s purpose and organizational patterns.
Students collaborate to summarize,
explain author’s purpose and
organization
Sts share summary,
author’s purpose or
organization from their
independent reading.
Students’ written
responses.
MATERIALS: * Author’s Purpose Key Questions
** Author’s Organizational Patterns Key Questions
Day 1-5 Suggested Lesson Text: CBA/DBA/Journeys Test Prep passages Sts have read before
***Texas Assessment Preparation Book (4 is in a yellow circle/left corner) available online through Think Central (Short passages have 2 questions each on author’s purpose and organization)-Land of Fire and
Ice pg. 9-11-author’s purpose-Why the Bat Flies at Night pg. 65-66-author’s organization
Texas Journeys-Texas Write Source Texas Assessment Preparation St consumables- (These are test selections that contain author’s purpose questions) - Let’s Change the Playground Now pg. 30-33 (question 1
& 6)
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Author’s Purpose- 4th Grade
Strategies Recognize the Item Type
The word purpose indicates that this item tests an author’s purpose for writing. (What is the purpose of this passage?)
Alternate Versions of Purpose Items • Why did the author most likely write the passage?
• The author probably wrote the passage to tell readers…
• The author wrote this passage to-
• In paragraph X, the author _______in order to_______.
• Why does the author include paragraphs X & Y?
• What is the purpose of the passage?
• Why does the author compare________ to ________?
• The purpose of both selections is to…
• Which of the following would be support the author’s purpose?
• The author wrote this passage to-
• Which of the following would best support the author’s purpose?
Answer choices are provided for one item to indicate what the options for purpose items generally
look like.
What is the most likely reason the author wrote this story?
F To tell readers a story about...
G To share with readers a story about...
H To inform readers about...
J To persuade readers to...
Key Words/Ask a Key Question Think through the answer choices by posing a question about the key word in each answer option:
A. To persuade
Is this passage meant to persuade or convince readers to do something?
B. To inform
Is this passage meant to tell readers how to do something or share facts about something
important? To teach or explain?
C. To entertain
Is this passage meant to tell readers a story?
D. To describe
Is this passage meant to describe something important to readers? To show them?
By answering these questions, some purposes will be particularly easy to eliminate.
Author’s Purpose Features of the Reading Selection Examples
To describe Words that tell how things look, sound, smell, feel,
or taste
Essay; Letter; Magazine article; Poem
To entertain Tells about characters or people and the events in
their lives
May make the reader feel happy, scared, or sad
Play; Poem; Story
To explain Gives directions
Explains how something works
Explains why something happens
Directions Magazine article; Newspaper
article
To inform Gives facts Magazine article; Newspaper article;
Report; Encyclopedia entry
To persuade Tries to get the reader to agree with the author Advertisement; Book review; Letter to
the editor
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Author’s Organization-4th Grade Strategies
Recognize the Item Type
The word organized tells students that this item tests author’s organization. Versions of author’s organization items are listed below:
Paul organizes the information in his letter mostly by- DBA (Released STAAR) Letter to the Editor A. stating the editor’s opinions about playing video games and then providing evidence to dispute them
B. comparing one person’s experience with playing video games to another person’s experience
C. describing problems with playing video games and then offering solutions
D. listing ways playing video games can improve students’ grades and skills
E. The information in this passage is mainly organized-- The information in this passage is mainly organized-
A. In order of importance
B. By presenting a cause and then its effects
C. By comparing two or more things
D. In the order in which events happen
How is this passage organized? A. It tells a story.
B. It gives a description of several places.
C. It uses a question-and-answer format.
D. It gives step-by-step instructions.
How are the first five paragraphs of the passage organized? A. A question is asked and then answered.
B. Two sides of an issue are presented.
C. Events are placed in the order they happened.
D. Events are listed from most important to least important.
Which of the following best describes how the passage is organized? A. Sequential order
B. Comparison and contrast
C. Cause and effect
Key Words/Ask a Key Question
The answer choices for author’s organization items contain key words that can formulated into
basic questions:
• By comparing: Are two things being compared? What two things are alike and different? Does the author compare characters, settings, events, or how things work? Present two sides of an issue? What is he comparing?
• By explaining why: Does the author try to help you understand or show what something is about? Is there a stated or implied cause? Are effects explored or described?
• By telling about: Does the author tell about the events in a story? (as they happen or in the order they occur) Is there a problem? What is the solution?
• Are there instructions for something?
Is there a numbered list or bullets?
• By describing: does the author describe something important to readers?
• By presenting questions and answers: Does the author title a section(s) with a question then
answer it?
By posing questions, some organizational patterns will be particularly easy to eliminate. Think
through the answer choices by posing a question about the key word in each answer option.
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Target(s) for the Week: Summarize and explain the lesson or message of a work of fiction as its theme; identify the meaning of common idioms, use the context of the sentence
to determine the meaning of unfamiliar words or multiple meaning words; identify the author’s use of similes and metaphors to produce imagery
D
A
Y
Anchor
Chart(s)
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. These themes could
be: individualism, overcoming challenges, importance of family, working together,
being strong in times of difficulty, etc. (See Resource –Themes-Common Themes
and Examples). Any text selections need to be read/reread before the lessons. May
use the same selections used in the previous lessons that Sts have already reread.
Connect & Engage: Review that fictional stories have messages or lessons. The
message or lesson of a story is called the theme. The Tortoise and the Hare is a
fable with a clear lesson, which in fables is often stated as part of the story. The
story ends with the lesson “slow and steady winds the race.” The theme is the
deeper meaning of the story. It usually centers on a big issue that explores the
nature of people or the meaning of life. It often suggests the way in which people
should live. Some examples of themes are the importance of family or the dangers
of dishonesty. An author does not state the theme directly. Readers have to look
carefully to find clues and use them to figure out the theme. This chart shows some
of the clues that will help you identify the theme of a story.
Model: Often Sts need more explicit instruction about what a theme of a story is
and how the author helps readers arrive at that theme. Introduce the display
board/anchor chart of Common Themes and Examples. Discuss the meaning of
each theme, providing many real-life examples as needed to ensure that students
understand every theme. Return to previously read texts and work through the
themes together and list under the theme (or add a new theme) on the anchor chart.
(This should be ongoing and include Sts’ independent reading when applicable.)
An author does not state the theme directly. Readers have to look carefully to find
clues that help them to figure out the theme. These are some of the clues that will
help you identify the theme of a story.
Create a chart:
Title: Gives clues about the main idea
Characters
Actions and Plot
Lessons: What do the characters learn?
THEME
Lesson Recap: Remember that the theme is not a summary of the story or the
main idea but what the author wants the reader to take away, to turn over in their
mind, to apply to your own life experiences. Themes often “sound” a certain way
(show examples from the anchor chart/theme display board)--sometimes like good
advice from one person to another.
T&T: Sts may talk with
partners to share their
understanding of some of the
themes.
Sts can share a summary,
and or author’s purpose
and how their text is
organized.
Observation of St responses
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D
A
Y
Anchor
Chart(s) Explicit Instruction/Modeling
Minilesson Focus
(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. Create an anchor chart of Common Themes and Examples.
(Resource-Themes-Themes and Examples).
Model/Guided: Focus on key words and ask key questions. By focusing on key
words in the options, students can begin to determine which theme is the most
applicable to the passage as a whole: What is the theme of Zach Bonner’s Little Red Wagon and the poem Carmen?
Both the poem and the selection express the importance of--
A (Correct answer) thinking about others (Ask key questions: What evidence is there of
thinking of others? In Carmen? In Little Red Wagon?
B making new friends (Did they make new friend? In both the poem and the story? Was
that the important message the author wanted us to take away?)
C being accepting of others (Who were they accepting of? Why?
D overcoming challenges (Were there challenges? If so, what were they? In both the
poem and the selection?)
Because a theme of a narrative passage is usually related to the main character, Sts can
form key questions about how the main character relates to the key words. By
underlining key words and asking key questions, Sts should recognize that options B and
C don’t come close when compared to option A. To build a case for a theme is to collect
events from the passage that specifically relate to it.
This strategy helps Sts bring a critical eye to each option; usually, St discover that
there is far less evidence to support an answer choice than they might think.
Lesson recap: By focusing on key words and key questions, you can build a case to
collect events from the passage that specifically relate to the theme. This will help
you decide between answer choices that are close.
Every time we read a book/text that we think fits into one of themes, we can add it to
the theme collection. Students can also submit books that they read during
Independent Reading Time that they feel fit into one of the thematic categories.
Sts read article for tomorrow’s lesson during independent reading.
Sts use key questions to
figure out the correct
answer for the common
theme of Zach Bonner’s
Little Red Wagon and
Carmen
Observation of St
responses
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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…Review Today we are going to work together
using the key word/key question strategy on the article you read yesterday. Then
you will have a chance to try another very short article yourself.
Guided: Work through the theme from the new article *What a Chore! Guide
Sts to look for and underline key words and ask key questions. Which answer has
the most evidence?
Collaborate/Independent: Sts collaborate with partner or work independently to
read **The Legend of the Bluebonnets and answer the two questions. Walk Sts
through the question/answers and using the key work/key questions strategy.
Discuss how both stories have similar themes.
Lesson recap: On an assessment, questions may use the words theme, message,
or lessons. Ask Sts to explain what theme is.
Sts share their thinking
from their collaborative
work with partners.
Observation of St
responses
4
Figurative
Language
Connect & Engage: Figurative Language: Sts can have a difficult time recognizing
figurative language items, other than in simile items in which the words like or as are
specific clues. Sts need multiple exposures to figurative language items.
Model/Guided Practice: You will sometimes read phrases that you do not
understand. You might know the meaning of each word, but the words together can be
confusing. Use the sentence; Before I go on stage, I get cold feet as an example of
figurative language. Explain that figurative language uses vivid images or
comparisons to create pictures in the reader’s mind and that it does not mean exactly
what it says, so you have to figure it out. You can use nearby words as clues. Idioms,
similes, and metaphors are types of figurative language. Use the following example: I
love hiking and would do it at the drop of a hat. Context clues show that the speaker
loves to hike. The expression at the drop of a hat meant “right away” or “at any
time.” Put different idioms in context (T creates a short paragraph with the idiom like
the example above) and guides Sts to use context clues to figure out the meaning.
Even if you don’t know the meaning of the expression, you can then use context clues
to figure it out. Model how to use the context clues from the sentences before and
after. T&T: work with your partners to figure out the meaning. What context clues
used? Create/begin an anchor chart.
Figurative Language Examples:
smell a rat convinced that something is definitely wrong
gone to the dogs become run-down and in serious need of repair
something fishy going on. strange and suspicious
let the cat out of the bag spoil a surprise-tell something that is supposed to be a
surprise/secret
for the birds totally uninteresting and meaningless
straight from the horse's mouth from a very reliable source
horse around aimlessly playing around
T&T: work with your
partners to figure out the
meaning. What context
clues used?
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D
A
Y
Anchor
Chart(s)
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 c
on
tin
ued
Get a general feel.
On an assessment Sts can decide quickly if the figurative language has either a
positive or negative feeling connected-(feels like a million dollars-positive,
stabbed in the back-negative). Then they can quickly eliminate some answers.
Think about the figurative language in this sentence: Her stomach was in a knot.
Answer choices are; felt strong, felt surprised, felt confused, felt worried. A
stomach twisted into a knot would have a negative feeling attached. This would
eliminate the first two answers because strong and surprised are associated with
positive feelings.
Use context clues. Sts use information in the paragraph to look for clues.
Use substitution. Sts can use substitution to help them confirm their hunch about
the correct answer. Each answer choice can be substituted for the figurative
phrase. (Ex. Her stomach was in a knot. Answer choices are; felt strong, felt
surprised, felt confused, felt worried. Substitute each answer choice with the
figurative language in the question.) This strategy helps Sts clearly see options
that make little sense. By reading the sentence that comes before and after the
tested sentence and using substitution in this way, the correct option stands out.
Sts should be taught not to be too concerned when the response they think should
be there is different from the correct answer choice; they should understand that
their job is to choose the most reasonable option of the four presented.
Lesson recap: Figurative language creates pictures in the reader’s mind. When
you come across figurative language you don’t understand, remember to use
context clues to determine the meaning. If you come across figurative language in
your reading, we can add it our anchor chart.
T&T: Discuss with your
partner the context clues
and meaning of the
phrase_____.
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D
A
Y
Anchor
Chart(s)
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: Idioms, similes, and metaphors are types of figurative language. An idiom is an expression that does not have a word for word translation like “on top of the world.” Discuss the strategies for getting to the meaning (use context clues, use substitution etc.) Guided: Review that many times an author will use metaphor or simile or sensory words to make the writing more vivid and create pictures in the reader’s mind. Discuss the imagery used in The Lady Who Loved The Land (DBA). Chart the definitions and examples: Simile- simile uses “like” or “as” to compare ideas or things: Doug runs as fast as a cheetah. Metaphor- compares two things without using “like” or “as.: Life is a dream. Context Clues can also help you figure out multiple-meaning words. A multiple-meaning word has more than one meaning. Ex.: Twenty kids were present for the party. Everyone who came brought John a nice present. In the first sentence, present means “in attendance” or there.” In the second sentence, present means “gift.” . Most multiple –meaning items present a familiar word to Sts to see if they can recognize a meaning for that word that might be less familiar or unfamiliar to them.; the goal is to determine if Sts can understand that a commonly used word has different meanings in different contexts. Remind Sts they should be mindful that they must look for the meaning that matches how the word is used in the passage, not the definition that leaps out at them because it is familiar. Collaborate: Sts can read *** The After-School Club. Sts collaborate to answer the 6 questions over figurative language, and then together go through each question discussing the strategy use. Lesson recap: Figurative language is language that goes beyond its literal meaning. On an assessment, you may be asked to identify what the author used, (simile, metaphor, idiom etc.); you may be asked what the figurative language phrase means. You may be asked what sense(s) the reader uses or why the author used the expression. When you come across figurative language you don’t understand, remember to use context clues to determine the meaning.
T&T: Discuss with your
partner the context clues
and meaning of the
phrase_____.
MATERIALS:
Day 1 Suggested Lesson Text: Common Themes and Examples: Themes Resource
Day 2 Suggested Lesson Text: (DBA) (In preparation for Day 3 Sts read * Journeys Texas Assessment Preparation book (online through Think Central) Pg. 17-What a Chore!
Day 3 Suggested Lesson Text: Journeys Texas Assessment Preparation Book (online through Think Central) *Pg. 17-What a Chore! **The Legend of the Bluebonnets pg. 19
Assessments with theme assessment questions from Texas Assessment Preparation Texas Journeys Texas Write Source (St consumables): The Rainy Picnic pg. 38, 41, Piper Reed,
Navy Brat pg 44-47 (What lesson does Piper learn in the story?), Women’s Team pg.69, 72 (Which best describes the message of the poem?)
Day 4 Suggested Lesson Text: The Lady Who Loved The Land (DBA).
Day 5 Suggested Lesson Text: Journeys Texas Assessment Preparation book (online through Think Central) ***Pg. 33The After-School Club
Interactive Read Aloud – 4th
Grade – Unit 9, Week 29
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Themes Strategies
Recognize the Item Type What is a theme of the passage?
A Making a change in your life can be frightening at first.
B Helping others is often rewarding.
C Don’t give up trying something that is hard for you.
D Families teach us about ourselves.
Sts should recognize from the word theme that this item assess their ability to uncover an important
theme in the passage.
Alternate versions of theme items are listed below:
• What lesson does (main character) learn?
• What message does the writer want readers to know?
• What is most likely the author’s message?
• In this story, the main character learns a lesson about___.
• What is the moral of this story? (specifically for fables)
• What effect did ___ have on the theme of the play?
Be Familiar with Themes Common Themes and Examples
Overcoming challenges Facing challenges can teach you about yourself. Challenges can often be overcome with hard work and patience.
Facing fears and failure Facing the unknown can teach us a great deal about ourselves. Everyone makes mistakes, so choose to learn from them.
Being an individual Stand up for what you believe in. Find what your talent is and share it with others.
Change Change is often difficult at first. Adjusting to something new takes time.
Being charitable Giving to others is often the best reward. Share with others what you have.
Acceptance Accept, don’t judge, those around you. Accept what you have and make the most of it.
Friendships Value your friendships. Friends can help you get through hard times.
Family Families love you no matter what. Families teach us about ourselves and our lives.
Never Give Up Don’t give up trying something that is hard for you. Don't Be Afraid to Try New
Things
Making a change in your life can be frightening at first.
Accept Others' Differences Believe in Yourself
Be Happy With What You Have
4th
Grade – Unit 10; Weeks 33-35
Humble ISD 2011-2012 4th 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
5/7-5/11
Week 35
5/14-5/18
Get
ting
the
Mea
nin
g
(In
tera
ctiv
e R
ead
Alo
ud
)
(Sh
ared
Rea
din
g)
• Generate research topics from personal interests
or by brainstorming with others, narrow to one
topic, and formulate open-ended questions
about the major research topic (23A/1E,3G)
• Generate a research plan for gathering relevant
information (e.g. surveys, interviews,
encyclopedias) about the major research
questions (23B)
• Follow the research plan to collect information
from multiple sources of information, both oral
and written, including: Student-initiated
surveys, on-site inspections, and interviews;
data from experts, reference texts and online
searches; visual sources of information (e.g.,
maps, timelines, graphs) where appropriate
(24A i-iii/2E,3F,4D)
• Use skimming and scanning techniques to
identify data by looking at text features (e.g.,
bold print, italics) (24B/1C,4D)
• Take simple notes and sort evidence into
provided categories or an organizer (24C/4G)
• Follow the research plan to collect information from
multiple sources of information, both oral and written,
including: Student-initiated surveys, on-site inspections,
and interviews; data from experts, reference texts and
online searches; visual sources of information (e.g.,
maps, timelines, graphs) where appropriate
(24Ai-iii/2E,3F,4D)
• Use skimming and scanning techniques to identify data
by looking at text features (e.g., bold print, italics)
(24B/1C/4D)
• Take simple notes and sort evidence into provided
categories or an organizer (24C/4G)
• Differentiate between paraphrasing and plagiarism and
identify the importance of citing valid and reliable
resources (24E)
• Identify the author, title, publisher, and publication year
of sources (24D)
• Improve focus of research as a result of consulting
expert sources (e.g. reference librarians and local experts
on the topic) (25A/4F,4J)
• Explain how various design techniques used in media
influence the message (e.g., pacing, close-ups, sound
effects) (14B)
• Compare various written conventions used for digital
media (e.g., language in an informal e-mail vs. language
in a web-based news article) (14C/1G,4K)
• Draw conclusions through a brief written
explanation and create a works-cited page from
notes, including author, title, publisher, and
publication year for each source used (26A)
• Explain the positive and negative impacts of
advertisement techniques used in various genres
of media to impact consumer behavior
(14A/2F,4K)
Rea
din
g H
abit
s
(In
dep
end
ent
Rea
din
g)
(Dis
cuss
ing
Book
s)
• Read independently for a sustained period of
time and paraphrase what the reading was
about, maintaining meaning and logical order
(9A/4E,4H,4I)
• Read grade level text with fluency (rate,
accuracy, expression, appropriate phrasing)
and comprehension (DRA 40) (1A/4E,4H)
• Read independently for a sustained period of time and
paraphrase what the reading was about, maintaining
meaning and logical order (9A/4E,4H,4I)
• Read grade level text with fluency (rate, accuracy,
expression, appropriate phrasing) and comprehension
(DRA 40) (1A/4E,4H)
• Read independently for a sustained period of
time and paraphrase what the reading was about,
maintaining meaning and logical order
(9A/4E,4H,4I)
• Read grade level text with fluency (rate,
accuracy, expression, appropriate phrasing) and
comprehension (DRA 40) (1A/4E,4H)
((TEKS/ELPS)
4th
Grade – Unit 10; Weeks 33-35
Humble ISD 2011-2012 4th Grade Unit 10, Weeks 33-35
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Fourth Grade – Research Unit of Study in Reading
Fourth grade students have interest in a variety of things in the real world. Their curiosity and interest abound. Along with these interests come many wonderings that are not always readily answered. Students want time to explore the answers to those deep thinking questions they have floating in their mind, written in a notebook or jotted on scrap paper. A Unit of Study in Research is the perfect opportunity for students to merge their curiosity with the comprehension strategies they have been learning all year during the Reading Workshop. When students can take what they have learned in modeled, guided, and collaborative practice and apply it to their own topic of interest, the generalization of these strategies are solidified for them as a reader. Now there is an opportunity to pair that learning in reading with what students have learned about expository writing. As readers and writers, they will get the opportunity to dig deeper and explore a topic they are not an expert in so they can ask the authentic questions, research a variety of resources to find the answers and then write about it. You may wish to utilize both the reading and the writing workshop times as you engage students in their Unit of Study on Research. You may wish to use topics tied to curriculum such as Science or Social Studies. These are grade level / teacher choices. Time, connections, and content are decisions for the grade level/teacher. About the Unit: This Unit of Study on Research is about the process, not the product. When students are engaged in a meaningful inquiry study process with others to think and work together, learning is more seamless. The unit is designed for students to work alone or in some cases with a partner. The teacher facilitates the inquiry process through explicit instruction/modeled lessons that move students through the stages of inquiry model – immersion, investigation, integration, and publication. The goal is teach the reader, not merely the reading; the communicator, not merely the communication; the researcher, not merely the research. When we focus on teaching strategies for reading, listening, viewing, communicating, collaborating, and researching, learners come away with lots of strategy knowledge for sure, but also a ton of content. Learning, understanding and remembering subject matter is a direct product of knowing how to think, work together, and wonder. (Harvey & Daniels; Comprehension & Collaboration)
4th
Grade – Unit 10; Weeks 33-35
Humble ISD 2011-2012 4th 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 questions
Investigation: Follow the research plan to collect information from multiple sources of information, both oral and written, including: student-initiated surveys, on-site inspections, and interviews; data from, experts, reference texts, and online searches; visual sources of information (maps, timelines, graphs) where appropriate; Use skimming and scanning techniques to identify data by looking at text features (e.g. bold print italics); Take simple notes and sort evidence into provided categories or an organizer; Differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources; Identify author, title, publisher and publication year of sources; Explain how various design techniques used in media influence the message (e.g. shape, color, sound); Compare various written conventions used for digital media (e.g. language in an informal email vs. language in a web-based news article)
Integration: Improve the focus of research as a result of consulting expert sources (e.g. reference librarians and local experts on the topic);Take simple notes and sort evidence into provided categories or an organizer; Differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable resources; Draw conclusions through a brief, written explanation and create a works cited page from notes, including the author, title publisher, and publication year for each source used
Publication: Share with others conclusions drawn from research topic; Explain the positive and negative impacts of advertisement used in various genres of media to impact consumer behavior
Research Unit – 4th
Grade – Unit 10, Weeks 33 – 35
Humble ISD 2011-2012 4th 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
Immersion: • How will I generate research topics and then narrow to one topic?
• How will I formulate open-ended questions about my topic?
• How will I generate a research plan for gathering relevant information about major research questions?
Investigation: • Articulate thoughts and questions that stem from own
interests and experience
• Listen, talk, view and read to gain information
• Write, talk, and draw to think about information
• Develop questions; then read, listen and view to answer them
• Use text and visual features to gain information
Investigation: • How will I follow the research plan to collect information from multiple
resources?
• How will I use skimming and scanning techniques to identify data by looking at text features (e.g. bold print, italics)
• How will I take simple notes and sort evidence into provided categories or an organizer?
• How will I identify the author, title, publisher, and publication year of the sources I use?
• How will I differentiate between paraphrasing and plagiarism?
• How do various design techniques used in media influence the message? (e.g. pacing, close-ups, sound effects)
• How can I compare various written conventions used for digital media? (e.g. language in an informal e-mail vs. language in a web-based news article)
Integration: • Engage in deeper reading and research using books,
articles, websites, videos, library visits
• Target key ideas and information
• Keep asking: So what? What about this really matters?
• Conduct “people” research: interviews, surveys, questionnaires, focus groups
• Check resources and determine reliability
• Synthesize information to build knowledge
Integration: • What expert sources can I consult to improve focus of the research?
• How will I take simple notes and sort evidence into provided categories or an organizer?
• What is the importance of citing valid and reliable sources?
• What conclusions can I draw through a brief written explanation about my research topic?
• How do I create a works-cited page from notes, including author, title, publisher, and publication year for each source used?
Research Unit – 4th
Grade – Unit 10, Weeks 33 – 35
Humble ISD 2011-2012 4th Grade Unit 10, Weeks 33-35
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Understandings/Big Ideas of the Stages of Inquiry Essential Questions
Publication: • Demonstrate learning and understanding in a variety of
ways: performances, posters, models, picture books, poetry
• Become teachers as they share their knowledge with others
• Articulate their learning process and how learning changes
• Reflect on their knowledge building and their cooperative process
• Pose and investigate new questions for further research
• Consider changes to their own beliefs or behavior
• Take action through writing, speaking, community work, advocacy
Publication: • What conclusions can I draw about my research topic to share with others?
• How will I explain the positive and negative impacts of advertisement used in various genres of media to impact consumer behavior?
Note: T and Sts can spend time after publication looking at TEK 14A (Explain the positive and negative impacts of advertisement used in various genres of media to impact consumer behavior) using different forms of media. Professional Text Make It Real by Linda Hoyt, Is That a Fact by Tony Stead, Non-Fiction Matters by Stephanie Harvey, Comprehension & Collaboration by Stephanie Harvey and Harvey Daniels Student Resources: National Geographic for Kids, TIME for Kids, Animal Planet www.bioforkids.com, www.gardenofpraise.com, www.shortcutscomic.com, www.pebblego.com, www.qwiki.com
Research Unit – 4th
Grade – Unit 10, Weeks 33 – 35
Humble ISD 2011-2012 4th Grade Unit 10, Weeks 33-35
3/12 119
Immersion: Introduce the Inquiry Process; Generate research topics from personal interest or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research questions
Introduce the Inquiry Process to students: Inquiry process is the process one goes through when they do research on anything. Adults use this process when they buy a car, go to cast a vote, or choose health insurance. It is about the questions one asks and the way they find the answers to those questions. The inquiry process differs based on the questions asked. Some questions can be answered quickly while others require further research.
Model: T shares a question they are curious about and demonstrates their inquiry process. T asks a question, determines if it is a “quick find” question – one that can be answered quickly by looking online (Ask Jeeves type of question) or asking a knowledgeable person. Share how you found your answer using “quick find”. Explain that Sts will soon learn how to research questions that require more time via the Internet, books, brochures, articles, documentaries and interviewing experts etc. for answers that are not quick finds. Note: Topics that Sts selected to practice quick find answers may also be topics of interest for further research.
Guided: Sts think of some topics they are curious about. Sts record 3 questions they have about one of their topics Sts T&T to partner about their questions. Are they “quick finds” or will they require research? T & Sts use a few of the Sts questions to demonstrate “quick find” answers and then those questions that will require further research will be looked at later. Collaborate/Independent: Sts can work with partner or alone to answer some “quick find” questions on the internet or by talking with a class expert.
Choose topics to investigate: We want Sts to have a genuine interest in the topics they choose. Research works best when Sts choose a topic they know something about, care about, want to learn more about and may want to share with someone. Writing down ideas gets the mind started on topics, questions and even more topics.
Model: T chooses three topics she knows, cares, wonders about and wants to learn and shares about. T then briefly tells the story behind each idea and elaborates on one using a *Free Focused Writing (writing spontaneously on a topic of choice from your background knowledge). T writes what is known about the topic as well as some questions discovered. T reads it when complete and shares things wondered about that may be suitable to research. (*Comprehension & Collaboration by Harvey & Daniels, pp. 137)
Guided: Sts choose three topics they know, care, wonder and want to learn about and list in notebook. Sts T&T with a partner about one topic and what most intrigues them about the topic. Independent: Sts complete a free focused write on one of the topics. Sts then share with a partner and write any questions that emerge from the sharing as a starting point for their research. Sts may do a Free Focused Writing on other topic choices if they cannot decide which topic to select.
Research Unit – 4th
Grade – Unit 10, Weeks 33 – 35
Humble ISD 2011-2012 4th 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 time there is more to add to the work plan. So as T models a step of research process, she will model how to place it on the work plan. Make It Real by Hoyt has several examples of work plans pp. 285; 293; 296-97 or T can create one based on needs of Sts or type of research done. Nonfiction Matters by Harvey also has a sample of a work plan/independent study contract pp. 215-216.
Guided: Sts have own copy of work plan as T models how to fill it out. Sts determine what goes in each section of their work plan and completes that section. As the research process progresses, Sts each fill out the work plan as it pertains to their topic. T confers with individuals as needed. T and Sts will revisit the plan for revision about mid-way through the inquiry process or sooner if needed.
Formulate Open–ended questions: Sts will need to ask authentic questions, those questions not answered quickly. Questions that require more than a yes or no answer allow opportunities to dig deeper. This is research.
Model: T models how to formulate open-ended questions that allow for further research vs. yes/no questions. (Comprehension Toolkit Book 3, Lesson 8 has information on asking authentic (thick) questions. This was covered in Unit 3 Week 7 of the Interactive Read Aloud lesson plans). T models how to record these questions on the work plan.
Guided: Sts observe T formulate open-ended questions. Independent: Sts work on their own to formulate open-ended questions about their topic, creating a list of questions they may want to research. Sts record questions on work plan.
Research Unit – 4th
Grade – Unit 10, Weeks 33 – 35
Humble ISD 2011-2012 4th Grade Unit 10, Weeks 33-35
3/12 121
Investigation: Follow the research plan to collect information from multiple sources of information, both oral and written, including: student-initiated surveys, on-site inspections, and interviews; data from, experts, reference texts, and online searches; visual sources of information (maps, timelines, graphs) where appropriate; Use skimming and scanning techniques to identify data by looking at text features (e.g. bold print italics); Take simple notes and sort evidence into provided categories or an organizer; Differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources; Identify author, title, publisher and publication year of sources; Explain how various design techniques used in media influence the message (e.g. shape, color, sound); Compare various written conventions used for digital media (e.g. language in an informal email vs. language in a web-based news article)
Create research or probe notebooks (Immersion): Independent inquiry (research) requires a place for Sts to record their thinking, questions, and notes related to their inquiry/research topic. All Sts will need a notebook, preferably with a pocket. These can be made with loose leaf paper and a construction paper cover. Collect information from multiple sources (books, library, internet, magazines, video, surveys, interviews): Sts need to know it is important to take advantage of the widest range of resources. Researchers read and compare many sources. Explain how various design techniques influence the media message Compare various written conventions used for digital media *Lesson may take 1-2 days dependent upon the number of different media sources available for Sts use.
Model: T explains why researchers keep a notebook and shares own notebook. Further modeling with the notebook takes place as T models how to record information gathered from the resources. Model: T may invite the librarian to share with Sts the many resources available to them during their inquiry process. Modeling how to access websites, encyclopedias, magazines etc... T stresses importance of only using what can be read and understood by the Sts. T or librarian models how various design techniques (pacing, close-ups and sound effects) influence the message of media; T and Sts look at and compare written conventions used in digital media (formal language of a web-based article vs. an informal language of an e-mail).
Guided: Co-construct an anchor chart a list of things that are included in a research notebook (topics, project ideas, questions, interviews, diagrams, notes from research. Guided: T & Sts look through resources together to discuss and determine how it could be used, if it is understood etc. Practice with a variety of sources. Sts identify and explain media TEKS 14B & 14C after T models. Media TEKS on-going throughout investigation stage of the research process. Independent: Sts begin to look at resources on topics they have chosen. Sts need to preview a variety of resources (books, articles, internet, video etc.) on their chosen topic. T confers with Sts as needed.
Research Unit – 4th
Grade – Unit 10, Weeks 33 – 35
Humble ISD 2011-2012 4th Grade Unit 10, Weeks 33-35
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Investigation (cont)
Use text features to gather data (Investigation) and take simple notes: Sts have used text features throughout the units of study. This lesson modeling again how a reader uses text features to determine and gather important information. Sts will continue this process of using text features through out the remainder of the investigation and integration phases of the research unit. Differentiate between paraphrasing and plagiarism and citing sources: Sts need to put information learned into own words and not just copy what they read. Sts also need to give credit to the source that provided the information with each fact they collect. *It may take 4-5 days to gather data dependent upon the amount of time spent gathering data each day. T may move on to next modeled lesson even though Sts are still gathering data.
Model: T selects a question or sub-topic from topic used for previous modeling of this unit. T reviews with Sts how to read with the question in mind through a resource or several resources, to find information pertaining to the question/topic (Unit 3 Week 9). T models how to skim and scan to identify data by looking different text features in order to gather this information. T models how to document in research notebook by taking simple notes. T shows Sts difference between paraphrasing and plagiarism (see Unit 8 weeks 22-24). T models how to identify and record the author, title, publisher, and publication year.
Independent: Sts choose a question and work to use the text features to gather information and document it. T works with Sts to make sure they understand and provide support as needed. Sts determine, based on work plan, where they will begin to gather pertinent data.
Create questioning webs or other ways to organize research data: Sts need a place to keep track of the information collected throughout the research process. *It may take 1-2 days to organize information and then ongoing as Sts gather more information. T may move on with next lesson.
Model: T models how as information is gathered and then organized. T models using a questioning web or other organizer. T models how to include the source it came from. T & Sts co-construct an anchor chart with optional ways to organize data.
Guided: Sts observe T and begin to think about how they would like to organize their own data collected. Sts help co-construct anchor chart of optional ways to organize data. Independent: Sts organize data collected thus far. Sts will use this as an on-going part of their research process as they investigate and integrate the information on their topic.
Research Unit – 4th
Grade – Unit 10, Weeks 33 – 35
Humble ISD 2011-2012 4th Grade Unit 10, Weeks 33-35
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Investigation (cont)
Monitor the work plan: Sts need time to stop and reflect on the research work they are doing. They need to review the work plan, looking at their plan to determine if they are on course or need to alter their work plan. (This lesson may take place later in the research unit if Sts have not gotten far enough in the process to re-evaluate their work plan)
Model: T may use a St’s work plan to model this process for the whole class. T shares the St’s work plan and then asks St to read through their research notebooks and materials to answer some questions: How is my project going? Am I finding the information I need? Do I need help from someone? Will I be able to meet the work plan deadlines set? If there are problems what steps can I take to move ahead? T & Sts work through the questions. T models how to determine what is working well and what changes to the work plan need to be made.
Independent: Sts use their individual work plan applying this same process. T moves among Sts to support them as needed.
Research Unit – 4th
Grade – Unit 10, Weeks 33 – 35
Humble ISD 2011-2012 4th Grade Unit 10, Weeks 33-35
3/12 124
Integration: Improve the focus of research as a result of consulting expert sources (e.g. reference librarians and local experts on the topic);Take simple notes and sort evidence into provided categories or an organizer; Differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable resources; Draw conclusions through a brief, written explanation and create a works cited page from notes, including the author, title publisher, and publication year for each source used
Improve the focus of research as a result of consulting expert sources: Sts need to understand that people can be experts on topics. Using experts, reference librarians, student initiated surveys, and on-site inspections can helps Sts to improve the focus of their research and add some “expert” information to the data they gather.
Model: T and Sts co-construct anchor chart of possible interview questions. (How did you develop your expertise?, What knowledge do you have in this topic from personal experience? etc… T & Sts also develop questions specific to the topic…) T models interview process with an expert. T and Sts co-construct interview guidelines anchor chart once Sts observe an interview. T can also model how to conduct a survey to gather data if pertinent to Sts research topics.
Guided: Sts observe T and take notes about information learned. After interview T and Sts co-construct an anchor chart on interview guidelines (listen carefully to expert; ask open-ended questions; ask follow-up questions; jot key points; record important information as soon as interview is over Independent: Sts interview own local experts on their chosen topic/questions.
Importance of citing valid and reliable resources: Sts need to determine what materials are accurate, fair and reliable. They must weed out the information that is inaccurate, biased or untruthful.
Model: T uses information gathered from own research or some gathered by Sts. T shares 3-4 like pieces of information and shows Sts how to determine if the information is accurate and reliable (for modeling purposes some infor-mation needs to be inaccurate information). Together they co-create anchor chart with questions that help determine if a source is accurate and reliable (Does this information come from a respected source? Is it confirmed in another source? Is information up to date?)
Guided: Sts try this with 3-4 like pieces of information, working with their own data as T confers with Sts to monitor and support. Independent: Sts work with their own information gathered to determine if it is accurate and reliable. This work is on-going throughout rest of research unit.
Draw conclusions about the research topic and its questions: After Sts have worked to organize data gathered and determine how it will be categorized, they will use the organized information to synthesize and draw conclusions about their research. *It may take Sts 2+ days to draw conclusions and create a brief, written explanation.
Model: T models how to take organized data and draw conclusions about it. T models how to create a brief, written explanation of the findings using the modeled topic. T may model with more than one question and show Sts how to organize each brief explanation for publication.
Guided: Sts observe and participate with T as she models how to create the brief, written explanation of the data gathered. Sts practiced this strategy in Unit 8 Week 26 (synthesizing information) Independent: Sts work on their own to create brief explanations of each question researched and how to organize it for publication.
Research Unit – 4th
Grade – Unit 10, Weeks 33 – 35
Humble ISD 2011-2012 4th Grade Unit 10, Weeks 33-35
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Publication: Share with others conclusions drawn from research topic; Explain the positive and negative impacts of advertisement used in various genres of media to impact consumer behavior
Share with others conclusions drawn from research topic: Sts love learning something new and they find it exciting to share this new learning even more. It is important for Sts to synthesize information and draw conclusions about it and then share with others through various forms of presentation (posters, display boards, poetry, video, PowerPoint, book, etc…) *It may take Sts a day or two to publish, but this should not be the focus of the research unit.
Model: T models various publication options reminding Sts of publication options from their Unit of Study in Expository (Explanatory)Writing. T may organize a presentation of research day(s) in order for Sts to share the conclusions they have drawn about their research topic questions. Nonfiction Matters by Harvey, Ch. 13
Guided: Sts observe options for publication Independent: Sts determine a method for publication and presentation to an audience. Sts publish their findings in fashion decided upon. Sts practice sharing their information prior to research presentations (optional)
Note: T and Sts can spend time after publication looking at TEK 14A (Explain the positive and negative impacts of advertisement used in various genres of media to impact consumer behavior) using different forms of media.