Stories Matter: Understanding and Retelling Realistic...

Massachusetts Department of Elementary and Secondary Education, October 2012-- Work in Progress of 58

Stories Matter: Understanding and Retelling Realistic Fiction

English Language Arts and Literacy Grade 2

This is the third unit in the series, and builds upon the previous two units. It is a three-week unit on reading and responding to realistic fiction. Second grade students will listen to and read both picture books and chapter books to develop an understanding of narrative text elements. Students will

practice retelling stories using the comprehension strategies of predicting, questioning, and summarizing. They will continue to enhance their understanding through conversations with peers and teacher as they retell stories and write summaries. They will learn how to write a friendly letter by reading a letter from the teacher each day and by writing letters to the teacher. For the last week of the unit, students will apply their learning by reading

realistic fiction stories of their choice. As a final activity students will read a story by Andrew Clements, retell it to a friend, and write a summary in a letter to a pen pal.


Table of Contents

Unit Plan ……………………………………………………………………………………………..………………………………………………….…4

Lesson 1 …………………………………………………………………………………………………………………………..………….…………….11

Lesson 1 Resources …………………………………………………………………………...……………………………………….……..…….…17

Lesson 2 ………………………………………………………………………………………………………………………………..…….………….…18

Lesson 2 Resources ………………………………………………………………………………………………………………………..…….….…23

Lesson 3 ………………………………………………………………………………………………………………………………………………….…24

Lesson 3 Resources ……………………………………………………………………………………………………………………………………29

Lesson 4 ……………………………………………………………………………………………………………………………………………………30

Lesson 4 Resources …………………………………………………………………………………………………………………………………...35

Lesson 5 ……………………………………………………………………………………………………………………………………………………36


Lesson 6 …………………………………………………………………………………………………………………………………………………….42


Lesson 7 …………………………………………………………………………………………………………………………………………………….47



Lesson 8 ……………………………………………………………………………………………………………………………………………………52


CEPA Student Instructions …………………………………….……………………………………………………………..………………….…56

CEPA Resources (Story Retelling Analysis form) …………………………………………………………………………………………58


Stage 1 Desired Results ESTABLISHED GOALS G RF2.4 Read with sufficient accuracy and fluency to

support comprehension.

a. Read grade-level text with purpose and

understanding.

b. Read grade-level text orally with accuracy,

appropriate rate, and expression on successive

readings.

RL 2.5 Describe the overall structure of a story,

including describing how the beginning introduces

the story and the ending concludes the action.

RL 2.7 Use information gained from the illustrations

and words in a print or digital text to demonstrate

understanding of its characters, setting, or plot.

RL 2.10 By the end of the year, read and

comprehend literature, including stories and poetry,

in the grades 2–3 text complexity band proficiently,

with scaffolding as needed at the high end of the

range.

W2.3 Write narratives in which they recount a well-

elaborated event or short sequence of events,

include details to describe actions, thoughts, and

feelings, use temporal words to signal event order,

and provide a sense of closure.

Transfer

T

T1. Understand the power of words and images to transform lives and provide insight into the experiences

of other people, cultures, and historical periods

T2. Generate open-ended questions and seek answers through critical analysis of text, media, interviews,

and/or observations.

T3. Communicate ideas effectively in writing to suit a particular audience and purpose.

T4. Communicate ideas effectively in discourse and oral presentations to suit various audiences and purposes.

Meaning

UNDERSTANDINGS U Students will understand that… U1. Realistic fiction helps us understand our own

lives and the lives of others.

U2. Every story follows the same basic structure.

U3. Knowledge and use of story structure guides

readers’ understanding of a story.

U4. When readers make predictions and ask

questions as they are reading, comprehension is

increased.

U5. Writing about what you have read helps clarify

understanding.

ESSENTIAL QUESTIONS Q Q1. Why do we read stories?

Q2. How do story elements connect and help us to

remember and retell stories?

Q3. What do we learn by sharing what we’ve read

through retellings and writing summaries?


SL2.1 Participate in collaborative conversations with

diverse partners about grade 2 topics and texts with

peers and adults in small and larger groups.

b. Build on others’ talk in conversations by linking

their comments to the remarks of others.

c. Ask for clarification and further explanation as

needed about the topics and texts under discussion.

SL2.5 Create audio recordings of stories or poems;

add drawings or other visual displays to stories or

recounts of experiences when appropriate to clarify

ideas, thoughts, and feelings.

SL2.6 Produce complete sentences when

appropriate to task and situation in order to provide

requested detail or clarification. (See grade 2

Language standards 1 and 3 on pages 36–37 for

specific expectations.)

L2.1 Demonstrate command of the conventions of

standard English grammar and usage when writing

or speaking.

b. Form and use frequently occurring irregular plural

nouns (e.g., feet, children, teeth, mice, fish).

d. Form and use the past tense of frequently

occurring irregular verbs (e.g., sat, hid, told).

L2.2 Demonstrate command of the conventions of

standard English capitalization, punctuation, and

Acquisition

Students will know… K

K1. Story structure elements (setting, characters,

problem/goal, events, resolution).

K2. Comprehension strategies (summarizing,

asking questions, and predicting).

K3. Rules of discussion (gaining the floor in

respectful ways, listening to others with care,

speaking one at a time about the topics and texts

under discussion) when talking with a partner or in a

small group.

Students will be skilled at… S S1. Identifying story structure elements and using

them to retell a story.

S2. Using comprehension strategies (summarizing,

asking questions, clarifying, and predicting) as they

read.

S3. Discussing what they have read with a partner,

in small group, or with the whole class.

S4. Writing a summary of a story including the beginning, middle, and end.


spelling when writing.

a. Capitalize holidays, product names, and

geographic names.

b. Use commas in greetings and closings of letters.

c. Use an apostrophe to form contractions and

frequently occurring possessives.

L2.3 Use knowledge of language and its

conventions when writing, speaking, reading, or

listening.

L2.6 Use words and phrases acquired through

conversations, reading and being read to, and

responding to texts, including using adjectives and

adverbs to describe (e.g., When other kids are

happy that makes me happy).

W2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence

<type here> CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS) PT


PT1

Goal: To tell a friend about a realistic fiction book you have just read. (e.g. Tara and Tiree, Fearless

Friends)

Role: You are a second grader.

Audience: A kindergarten buddy. (Could be any age group, older or younger.)

Situation: You are going to meet with your kindergarten buddy and tell him or her about a book you read

(and possibly your buddy will tell you about a book he or she read).

Product Performance and Purpose: You are going to read a realistic fiction book (e.g. Tara and Tiree,

Fearless Friends) and then retell the story to your buddy. (You will listen to each student retell and fill out a

Story Retelling Analysis form to make sure the student is ready to give a full retelling to the buddy.)

Standards and Criteria for Success: Your retelling must be in complete sentences and include setting,

characters, problem or goal, events, and resolution in order. You must speak in complete sentences.

PT2

Goal: To write a letter to your pen pal to share a summary of a realistic fiction book you read.


Audience: Your pen pal. (It could be a class from another country, the class of a friend who teaches in

another community or state, or a class from another school in your district.)

Situation: Your pen pal has asked what you are reading and you are going to share a summary of a book.

Product Performance and Purpose: You need to read a realistic fiction book and then write a letter to your


pen pal telling them the beginning, middle, and end of the story.

Standards and Criteria for Success:

Your summary must include: o Important information from the beginning, middle, and end o Appropriate sequence.

Your letter needs to be in proper personal letter format o Date o Greeting (with a comma) o Body o Closing (with a comma) o Your signature. o Appropriate punctuation in your letter

<type here> OTHER EVIDENCE: OE OE1. Oral participation in small groups and whole class discussion

OE2. Writing in Reading Response Journals

Response to teacher-posed questions

Use of comprehension strategies while reading

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction

Pre-Assessments of Requisite Knowledge, Possible Pre- or Misconceptions

Good readers read fiction fast just to get the gist of the story; good readers do not reread.

Illustrations are not important; all information is conveyed by print.

Fiction is read for pleasure; there is no learning involved.

Learning Events

Retelling Stories

1. Introduction to realistic fiction: Explain focus of unit—to read realistic fiction using story structure as a guide. Students listen to you read aloud and identify


elements of story structure (setting, characters, problem/goal, events, solution) (1 Day) 2. Students use story structure elements as a guide to retell a story in good sequence. Class participates in a class retelling with one student coming to the

front of the room and telling the characters, another student telling the setting, another student telling the problem, one student for each event, and one student for the solution. Each student participating in the retelling holds a card with the story structure element on it. (1 Day)

Comprehension Strategies

3. Making Predictions. Focus on predictions and how good readers make predictions and then continue to revise those predictions as they read new information in the story. Model making predictions during a read aloud of Dahlia by Barbara McClintock. Then students make predictions as they read a realistic fiction story. They base those predictions on the title, illustrations, and what is happening in the story (2 Days)

4. Summarizing. Discuss how to write a summary including what happened in the beginning, middle and end of the story. Discuss which story structure elements will be included in the beginning, middle and end. Explain that good readers summarize after reading a section or chapter. This helps them know if there is anything that they need to clarify before continuing to read. (3 Days)

5. Asking Questions. Explain that good readers ask questions as they read. List possible questions that good readers might ask that cause them to think about the characters and events and help them clarify any information that they are reading. (2 Days)

What Can We Learn from Stories?

6. What can you learn from realistic fiction? Have students reflect on what they can learn from a realistic fiction book. Readers learn something about their own lives and the lives of others from reading books. Ask students what they learned from reading various books in this unit. Have them consider if the characters learned anything that they might also learn. Students begin the final projects of retelling and writing a letter to their pen pal summarizing a book they read. (1 Day)

Putting It All Together

7. Final Project: Review the performance tasks and the criteria by which students will be graded. Have students read Tara and Tiree, Fearless Friends by Andrew Clements. When they are finished, listen as they retell it and mark it for good sequence, inclusion of all of the story structure elements, and speaking in complete sentences that are grammatically correct. Then they will write a letter to their pen pal giving a summary of the story. (4 Days)

8. Celebrating what we have learned. Students meet with a buddy (another class at same grade level or different grade level) and retell the story, Tara and Tiree, Fearless Friends. The other class may share something as well.

Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission July 2012


Stories Matter: Understanding and Retelling Realistic Fiction English Language Arts and Literacy – Grade 2

Lesson 1

Brief Overview: As a class, students review a letter from the teacher, listen to a read-aloud, and respond in writing to

the elements of story structure, particularly events that characterize the beginning and end to a story.

Prior Knowledge Required: Students can listen to a story and understand the major ideas, can contribute to class

discussions, and can read independently when their work is finished.

Estimated Time: 90 minutes

Resources for Lesson: Ira Sleeps Over, by Bernard Waber; Ronald Morgan Goes to Bat, by Patricia Reilly Giff (or

comparable books of realistic fiction); chart paper, Reading Response Journals


Content Area/Course: English Language Arts and Literacy – Grade 2

Unit: Stories Matter: Understanding and Retelling Realistic Fiction

Time (minutes): 90 minutes

Lesson #: Lesson 1: Understanding Story Structure

Overview: As a class, students review a letter from the teacher, listen to a read-

aloud, and respond in writing to the elements of story structure, particularly events

that characterize the beginning and end to a story.

By the end of this lesson students will know and be able to:

Identify story structure elements

Identify which story elements come at the beginning of a story and which

come at the end.

Identify characteristics of realistic fiction.

Essential Question addressed in this lesson:

How do story elements connect and help us to remember and retell stories?

Standard(s)/Unit Goal(s) to be addressed in this lesson (type each

standard/goal exactly as written in the framework):

RL 2.5 Describe the overall structure of a story, including describing how the

beginning introduces the story and the ending concludes the action.

RL 2.10 by the end of the year, read and comprehend literature, including stories and

poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed

at the high end of the range.

Instructional Resources/Tools (list all materials needed for this lesson)

Write the Essential Questions for the unit on the board or chart paper for a

reference throughout the unit.

Every day during this unit write a short letter to your students telling them

what they are going to learn that day. Every letter needs to include the date,

the greeting with a comma, the body, the closing with a comma and your

signature. This is part of the performance task at the end of the unit.

Group students heterogeneously for Before Reading and After Reading and

homogeneously for Reading. Identify students who can read by themselves,

students who can read with a partner, and students who need the support of

the teacher.

Assign students homogeneous partners and assign partners to a

heterogeneous group of four. These groupings continue for the entire unit so

you can get students into partners and into smalls groups with the least

amount of transition time.

Choose a read aloud text (suggested: Ira Sleeps Over by Bernard Waber)

Choose a whole class text at early second grade level with a clear story

structure (e.g., Ronald Morgan Goes to Bat, by Patricia Reilly Giff).

Provide a Reading Response Journal for each student for all of their writing

for the unit (can be a “blue book” or any other commercial type of journal or

a teacher-made journal of 20-25 pieces of paper stapled together)

Give students time to choose a self-selected realistic fiction book at the “just

right” level to read when their work is finished.

Prepare chart paper

Anticipated Student Preconceptions/Misconceptions

Realistic fiction is the same as fiction.

Characters are different than we are – they have different problems and

goals.


Instructional Tips/Strategies/Suggestions:

Specific accommodations for students with disabilities and ELLs o Explain the meaning of the words that label the parts of a personal letter

(e.g., greeting, body, closing, and signature) o Explain the meaning of the words “characters”, “setting,” and

“resolution.” o Explain that the word “real” is within the word “realistic.” o If reading grade-level text, work with these students in a small group.

Some of the following ideas will make the text easier for them to read: Tell them the characters, setting, and problem before having

them read. Read the beginning to them setting up the setting, characters,

and problem before asking them to read on their own. Guide them through sections at a time previewing difficult

vocabulary and giving them guiding questions. Read some of the text to them and read some chorally with the

whole group.

Specific accommodations for advanced students o Make sure they have a challenging book to read independently and

challenge them to keep track of the story structure elements as they read.

Family Engagement Activities: Send home a flyer about a family book club. Have children choose a title from a select group of books. Then the family members read the book together or the child reads it to the family. At the end of the unit, families come to school at night to discuss the book.

Pre-Assessment

Class discussion: What is fiction? What is realistic fiction? What are the

elements of fiction? What elements come at the beginning of a story? The

Middle? The end?

Choral reading of letter on board

Retelling

Writing in Reading Response Journal

Running records taken by you

What students need to know and are able to do coming into this lesson (including

language needs):

Students can listen to a story and understand the major ideas in a story.

Students can contribute to class discussions.

Students can read independently when their work is finished.

Lesson Sequence

Before Reading (50 min.)

Tell students that they will be starting a new unit. Every day during this unit, they will see a letter on the board that tells them what they are going to learn that day. At the end of the unit, they will write a letter to their pen pal telling them about a book they read.

Read the letter you wrote to them that morning. (15 min.) o You might write something like this (in correct personal letter format

including the date, greeting, body, closing, and signature): (Date). Dear boys and girls, Today we are beginning a unit on realistic fiction. Think about what you know about fiction. What is realistic fiction? Your friend, _______

o Read it aloud chorally as you point to each word. (You may want to reread it with the class one more time to work on fluency.)

o Tell students to notice the five different parts of a letter. Label your letter in colored chalk with the name of each part next to it.

o Show students that there are two commas in the letter outside of the body of the letter. There is always a comma after the Greeting (mark it with red chalk) and there is always a comma after the Closing (mark it with red chalk).

Write “Realistic Fiction” on the board. Tell students that they will work on this unit on Realistic Fiction over the next 3 weeks. (15 min.)


o Remind students that they have just finished a unit on nonfiction. All books are either fiction or nonfiction. Nonfiction is facts—things that are true. Ask two to three students what fiction is (a story that is not true).

o Ask students what realistic fiction is (setting that can be real, characters that can be real, and real problems and solutions).

Are stories about talking animals realistic fiction? Why not? (They are just fiction.)

How about stories where people can fly? Etc. o Ask students what are some things they find in all stories. Start listing

elements of fiction (characters, setting, problem or goal, events, solution) on the chart paper. Label it “Story Map” and explain that knowing the things that are in all stories is like following a map as we read—it helps you find your way through a book. (Save this for use during the unit.)

Discuss setting, which includes time and place. Discuss problem or goal. (what a character wants) What comes at the beginning of every story? (character(s),

setting, problem or goal) What comes at the end of every story? (solution) What comes in the middle? (events)

Tell students that you’re going to read a book to them and as you read it, you want them to listen for the different parts of the story. Point to the story elements that you have listed on the board. (20 min.)

o Ask what they expect to hear at the beginning of the story. Middle. End. o Read aloud Ira Sleeps Over by Bernard Waber or any other book that

follows good story structure. After the first page that mentions the character, setting, or

problem, ask what part of the story they learned about so far. (e.g., for Ira Sleeps Over after p. 3 they would know about two characters—Reggie and “I.” Ask students who they think “I” is. Students should be able to predict from the title. They also would know something about the setting—Ira’s house, Reggie’s house.)

Continue asking what part of the story they learned about whenever a new element is mentioned. (e.g., for Ira Sleeps Over after p. 5, ask students what they think Ira’s problem is. Continue reading and after p. 11, ask students what they think Ira’s problem is.)

After identifying the problem, tell the students that they will be listening to find out how Ira solves his problem. Tell students that the middle of the story will be all of the events or the ways that he tries to solve his problem and toward the end of the story they will find the solution to the problem.

After reading the solution, ask students to identify the solution. Write “Story Map” on the board and list the story structure

elements with the students. Then fill in the information with the students. What was the setting? Etc.

Setting – Reggie’s house and Ira’s house

Characters – Ira, Reggie, and Ira’s mother, father, and sister

Problem – Ira can’t decide whether or not to take his teddy bear to Ira’s house for a sleepover

Events o Ira and Reggie play. o Ira tries to ask Reggie if he has a teddy bear

but Reggie doesn’t answer. o Ira decides not to take his teddy bear. o Reggie is telling a ghost story and they both

get scared. o Reggie gets his teddy bear.

Solution – Since Reggie has a teddy bear that he sleeps with, Ira goes and gets his teddy bear.

Reading (30 min.)

Tell students that they all are going to read ______________ (e.g. Ronald Morgan Goes to Bat by Patricia Reilly Giff). Pass out the books.


Ask where they are going to start and if they can skip around the way they do with nonfiction.

Ask students how they get ready to read a book. (read the title and the blurb on the back if there is one—if there are chapters, read the chapter headings—predict what the story will be about)

Pass out a Reading Response Journal to each student and explain that the writing for the unit that each of them will do will be kept in this journal. Have students write “Reading Response Journal” on the cover along with their name. Have them copy the title from the board on the first page and remind them to underline it. Then have students write the important parts of the story.

Model for students how to begin. o Have students open to the first page of their book. o Students read the page(s) to themselves. (Have students read

several pages if necessary to find the characters and setting and possible problem.)

o Have class read the page(s) together chorally. o Ask students what information they expect to find at the beginning

of the book. After reading, ask what they found. o Tell students that they are going to complete a story map in their

Reading Response Journals. Have them write “Setting,” “Characters,” and “Problem” on the first page of their journal with several blank lines between them. Fill them in together.

Tell students that you will write on the board what they need to do so they can work independently while you work with other students.

1. Read (title—underlined) __________, pages ___________. 2. Write what happens in the story and then write the solution. You do

not need to write in complete sentences. Refer to the model on the board with the read-aloud book.

3. Read your independent reading book.

Grouping for reading. o Students who are able to read on their own and write on their own

should do so. When finished, they read their independent reading book.

o Those who need a moderate amount of support will read with a partner. Each student reads a page aloud, taking turns after each page. Then students discuss the characters, setting, and problem, and then write in their journal. When finished, they read their independent reading book.

o Those students needing significant support read with you or another teacher (no more than three to five students in the group). Direct reading so that students read chorally, in partners, or silently, depending on the amount of support needed. Help students write.

After Reading (10 min.)

Bring students back together in a whole group.

Have two to three students share their writing. (Keep track of who shares each day so that different students have a chance.)

Make sure all students have the characters, setting, problem, and solution filled in.

After students complete their work, they read self-selected realistic fiction book and think about the characters, setting, and problem. Review outcomes of this lesson:

Today we learned that the author tells us certain information at the beginning, middle,

and end of the story. What can we expect at the beginning? Middle? End?

Preview outcomes for the next lesson: Tomorrow we are going to reread ____________ (Ira Sleeps Over) and practice retelling the story in our own words


Resources for Lesson 1

Ira Sleeps Over, by Bernard Waber (or comparable book of realistic fiction) Ronald Morgan Goes to Bat, by Patricia Reilly Giff (or comparable book of realistic fiction) Chart paper Reading Response Journals



Lesson 2

Brief Overview: Students retell parts of a read-aloud book corresponding to story elements; retell a story to a partner,

and write in their Reading Response Journals as well as become familiar with the parts of a letter. Speaking and listening

are practiced in the retelling of stories or parts of stories.

Prior Knowledge Required: Students need to organize thinking to do a retelling, contribute to class discussions, read

independently when their work is finished, and be able to work with an assigned partner to complete a task.


Resources for Lesson: Ira Sleeps Over, by Bernard Waber; Ronald Morgan Goes to Bat, by Patricia Reilly Giff (or similar

books selected for Lesson 1); Reading Response Journals, five+ 5x8 index cards with a different story element written on

each.




Time (minutes): 80 minutes

Lesson #: Lesson 2: Retelling Stories

Overview: Students retell parts of a read-aloud book corresponding to story

elements; retell a story to a partner, and write in their Reading Response Journals.


Retell a story including all of the story structure elements, with teacher

support as necessary.







SL 2.6 Produce complete sentences when appropriate to the task and situation in

order to provide requested detail or clarification.

L 2.1 Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.


Every day during the unit write a short letter to your students telling them

what they are going to learn that day. Every letter needs to include the date,

the greeting with a comma, the body, the closing with a comma and your

signature. This is part of the performance task at the end of the unit.

Students are grouped heterogeneously for Before Reading and After

Reading and homogeneously for Reading: Identify students who can read by

themselves, students who can read with a partner, and students who need

the support of the teacher.

Read aloud text (e.g., Ira Sleeps Over, by Bernard Waber)

Whole class text at early second grade level with a clear story structure and

dialogue (e.g., Ronald Morgan Goes to Bat, by Patricia Reilly Giff).

Reading Response Journals

Five or more 5x8 index cards. Write one story element on each: setting,

characters, problem or goal, events (you will need several events cards),

solution


Retelling is just “busy work”; it does not help the reader comprehend.

Retellings can be done in any order.


Specific accommodations for students with disabilities or ELLs o You may need to scaffold retellings by asking questions for each story

structure element, such as “Who are the characters?”, “What is the setting?” etc.

o Have students retell characters and problem rather than a complete retelling

o You can show students pictures to help them remember story structure elements.

Massachusetts Department of Elementary and Secondary Education, October, 2012-- Work in Progress of 58

o You can have students reread specific parts in order to remind them of what they need to include in a retelling.

o Do not ask ELLs or students with learning disabilities to retell in the large group if you think they will have difficulty with the language or with the task.

Family Engagement Activities: Have students ask family members about their favorite

story. Have family members retell the story to the students and students recount the

story to the class.

Pre-Assessment

Class discussion: Let’s review the elements of fiction. What comes at the

beginning? Middle? End?

Choral reading of the letter on the board

Retelling

Writing in Reading Response Journal

Running records


language needs):

Students can organize thinking to do a retelling.

Students can contribute to class discussions

Students can read independently when the work is finished

Students can work with their assigned partner to complete a task.

Lesson Sequence


Begin by telling students they will read the letter you wrote to them this morning. (10 min.)

o You might write something like this (in correct personal letter format including the date, greeting, body, closing, and signature): (Date). Dear boys and girls, Yesterday we began a unit on realistic fiction. What is realistic fiction? Today we are going to learn how to retell a story. Your friend, _______

o Read it aloud chorally as you point to each word. o Remind students about the five different parts of a letter. Label your

letter with the name of each part next to it. o Remind students that there are two commas in the letter outside of the

body of the letter. There is always a comma after the Greeting (mark it with red chalk) and there is always a comma after the Closing (mark it with red chalk).

Remind students that yesterday they started a new unit on Realistic Fiction. (5 min.)

o Ask students what realistic fiction is (setting that can be real, characters that can be real, and real problems and solutions).

o Tell students that you will be reviewing the elements in all fiction books Characters. Setting: Discuss setting, which includes time and place (this

may be a new concept for students). Problem/Goal: Discuss problem or goal (what a character

wants). Ask students which story elements come at the beginning,

middle, and end of the book.

Remind students that yesterday they read Ira Sleeps Over. (20 min.) o Review the story map that is on the board or chart paper from

yesterday. Setting – Reggie’s house and Ira’s house Characters – Ira, Reggie, and Ira’s mother, father, and sister Problem – Ira can’t decide whether or not to take his teddy

bear to Ira’s house for a sleepover Events

Ira tries to ask Reggie if he has a teddy bear but Reggie doesn’t answer.


Ira’s sister tells him he’ll be embarrassed to take his teddy bear.

Ira decides not to take his teddy bear.

Reggie is telling a ghost story and they both get scared.

Reggie gets his teddy bear. Solution – Since Reggie has a teddy bear that he sleeps with,

Ira goes and gets his teddy bear. o Ask students why we retell stories (help us remember the important

parts, help us understand the story). o Begin a class retelling.

Put 5x8 cards with story structure elements on them on the ledge of the chalkboard.

Ask students what comes at the beginning of the story (setting)

Hand the student the 5x8 card with that element on it and have him/her stand at the front facing the class so that the students can see the 5x8 card.

Student retells that part while holding the 5x8 card toward the class. Prompt to get a complete retelling.

Continue with each of the story elements having a student hold the 5x8 card and retell that element. You will probably need to help with Events in order to get a complete retelling in correct order. You can refer to the book by showing pictures or rereading a section in order to remind students of the Events (or any other element).

Throughout the retelling, make sure students talk in complete sentences. If not, model for them a correct complete sentence and have them repeat it.

After students have retold once, ask them to again retell, each student retelling a separate story structure element in correct order. You may need to continue to model for students. Be sure students are speaking loudly and clearly.

Reading (30 min.)

Tell students that today they all are going to reread ______________ (e.g. Ronald Morgan Goes to Bat by Patricia Reilly Giff). Tell them to read carefully so they can do a retelling after they read.

Write on the board what they need to do. 4. Read (title--underlined)__________. 5. When you and your partner are both finished reading, take turns

retelling the story to each other. 6. Read your independent reading book.

Grouping for reading o Those students who are able to work on their own should do so. Since

this is a rereading most of your students should be able to read it alone. When finished, students read their independent reading book until their partner is finished and they can retell to each other.

o Those students needing support read with you. o Rotate around the room and “listen in” as individuals read. Take a short

running record on several students noting fluency. Keep track of running records so you are able to hear each of your students read at least once during this unit. You will want to listen to your struggling students read at least once a week. You will also want to listen to students as they retell the story.


Bring students back together in whole group.

Have students retell Ronald Morgan Goes to Bat using the 5x8 cards just as they retold Ira Sleeps Over yesterday.

Students can read a self-selected realistic fiction book when they are finished with their work. Extended Learning/Practice/Homework


Read self-selected realistic fiction book. Review the outcomes of this lesson: Today we learned how to retell a story including all of the story structure elements.

We also learned that retelling helps us understand and remember what we read.

Preview outcomes for the next lesson:

Tomorrow we are going to talk about some strategies that good readers use to help

them understand what they read.



Ira Sleeps Over, by Bernard Waber Ronald Morgan Goes to Bat, by Patricia Reilly Giff (or similar books selected for Lesson 1); Reading Response Journals Five+ 5x8 index cards with a different story element written on each.



Lesson 3

Brief Overview: The lesson’s focus on is on students making predictions before, during, and after they read a story.

They base these predictions on what they know about characters, their problems, and what they want as well as on the

illustrations, the chapter titles, and the blurb on the back of the book.

Prior Knowledge Required: Students can think about what they are reading as they read; and can focus on a topic

when writing.

Estimated Time: 80 minutes on each of 2 days

Resources for Lesson: Dahlia, by Barbara McClintock; One Dark Night by Hazel Hutchins; Story Retelling Analysis form

(see CEPA Resources section at the end of the unit for this form)




Time (minutes): 80 minutes on each of 2 Days November

Lesson #: Lesson 3: Reading for Understanding: Making Predictions as You

Read (2 days)

Overview: The lesson’s focus on is on students making predictions before, during,

and after they read a story. They base these predictions on what they know about

characters, their problems, and what they want as well as on the illustrations, the

chapter titles, and the blurb on the back of the book.


Think about what they are reading and make predictions about what will

happen in the story.

Use the title and illustrations to make predictions.


How doe story elements connect and help us to remember and retell stories?



RF 2.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding


beginning introduces the story and the ending concludes the story.

RL 2.7 Use information gained from illustrations and words in a print or digital text to

demonstrate understanding of its characters, setting, or plot.

W 2.5 With guidance and support from adults and peers, focus on a topic and

strengthen writing as needed by revising and editing.


Have the Essential Questions for the unit on the board or on chart paper for a

reference.

Write a short letter to your students on the board telling them what they are going

to learn that day. Be sure to include the date, the greeting with a comma, the

body, the closing with a comma, and your signature.

Grouping for Reading

o Identify students who can read by themselves.

o Identify students who can read with a partner.

o Identify students who need the support of a teacher.

Choose a teacher read-aloud book to model making predictions (e.g., Dahlia, by

Barbara McClintock)

Choose a whole class text (e.g., One Dark Night by Hazel Hutchins)

Write on board what students need to do during Reading time

Provide paper for the summary writing. Students will not write in their Response

Journals because this is a pre-assessment.

Story Retelling Analysis form (see CEPA Resources section for this form)


Good readers read fast.

Making predictions is something we do in school but not in real reading.


Good readers understand everything they read the first time they read it.

They read fast and always understand what they read.

Good readers already know how to do a Story Retelling Analysis.

Pre-Assessment

Class participation in making predictions

Reading Response Journal writing

You will listen to several students read and take a running record

Written summary


language needs):

Students can think about what they are reading as they read.

Students can focus on a topic when writing.

Lesson Sequence


Ask students to read the letter you wrote on the board this morning. (5 min.) o You might write something like this (in correct personal letter format

including the date, greeting, body, closing, and signature): (Date). Dear boys and girls, For the next few days we are going to talk about what good readers do as they read. Today we are going to learn about how good readers make predictions about what they think will happen in the story. They base those predictions on what they know about the characters and how they interact with each other. Happy reading! Your friend, _______

o Read the letter aloud chorally as you point to each word.

o Remind students about the various parts of a letter. o Point out that there is always a comma after the Greeting and another

one after the Closing (mark punctuation with red chalk if you think students need more reminders).

Good readers make predictions before, during, and after they read a story. They guess what each character is going to do, how the character will act, and what the character will say to other characters. They base these predictions on what they know about the characters, their problems, and what they want. They also base their predictions on the illustrations, the chapter titles, and the blurb on the back of the book.

During the read aloud of Dahlia by Barbara McClintock, make predictions as you read.

o Begin by reading the title and looking at the picture on the front and back

Ask students if they know what a dahlia is. (a kind of flower) Look at the picture on the front cover and ask what they think

the book might be about. Put a post-it note on the cover with a prediction.

o Read the cover flaps and back of the book if there is writing there. Tell students that a good reader always reads the cover flaps and the back of the book to get ready to read. Ask how this helps them understand the story (think about characters, setting, and possible problems or goals—and then you read on to see if you are correct—you are like a detective trying to figure out what is happening).

o Continue reading and modeling thinking aloud and making predictions. Put each prediction on a post-it note. You may have multiple

predictions for each stopping point. Make sure to have some incorrect predictions and then revise

them as you read on. Point out to students that good readers continually revise their

predictions as they read further in the story. You should have three to four predictions. Some good points

for predictions are:


After the page that ends, “Dahlia raised her chin slightly, ready for the challenge.”

After the page that reads, “Up they went, Bruno in one pocket, Dahlia in the other, higher than they really should have gone.”

After the page that ends, “Aunt Edme studied the doll... then... “

Reading (30 min.)

Tell students that they are going to read the book ______________ (e.g., One Dark Night by Hazel Hutchins). Pass out several post-it notes to each student.

o Have students read the title and look at the picture on the cover and the first page to make some predictions.

Who do you think the characters are? What is the setting? What might be the problem?

o Ask students to jot down a prediction they have of what they think might happen in the story. They should make three to four predictions as they read.

Write on the board what they need to do during Reading. 7. Read _______________ (e.g., One Dark Night by Hazel Hutchins). 8. On a post-it, write down three to four predictions you have as you

read. Notice when you change your predictions. 9. Write a summary including what happens in the beginning, middle,

and end. (Use this as a pre-assessment for summary writing.) 10. Reread _______________ (e.g., One Dark Night). 11. Read independent reading book.

Vocabulary: Go over any difficult vocabulary that is crucial for understanding the story.

Set a Purpose for Reading (e.g., Read to find out what stray cat is doing and why.)

Grouping: Tell students how they are going to be grouped for reading (read independently, with a partner, or with you). After working for ten to fifteen

minutes with the struggling readers, walk around the room and talk with students about what predictions they are making and how making predictions is helping them understand what they are reading.


Bring students back together in a whole group.

Ask three to four students to share their predictions. Ask them how the strategy helped them to understand the story.

Go over vocabulary and any other literary devices the author uses (e.g., similes such as “soft as whispers, gray as dawn”).

Collect students’ summaries. You can analyze these to determine what students need to learn about writing a summary.

Introduce the Story Retelling Analysis and have one student retell the story. With a document camera or overhead projector, mark the Story Retelling Analysis form (see CEPA Resources at the end of this unit for this form) as the student is retelling the story so all the students can see. (Cover up the Interventions and show only the initial retelling column and discuss how you number the various elements of story in the order in which they are retold. A good retelling includes all of the story structure elements retold in correct order.) Always prompt so that students give a complete retelling.

Extended learning and practice:

Students read self-selected realistic fiction books and make predictions as they read.

Have students write down two to three predictions and how they were helpful in

understanding the story

Review outcomes of this lesson:

Today we learned how to make predictions as we read and how that helps us

understand the story.



Tomorrow we are going to read another story and you will practice making predictions

as you read. We will also talk about how to summarize as we are reading, why this is

important, and when we do it.

.



Dahlia, by Barbara McClintock One Dark Night by Hazel Hutchins Paper for summary writing



Lesson 4

Brief Overview: After a read-aloud, students read different stories and practice making predictions before, during, and

after reading. They will also learn how to write a summary of the story.

Prior Knowledge Required: Students have a basic command of English grammar, at least in speaking, and use

conventional spelling for some words. They focus on a topic when writing, with guidance from adults.

Estimated Time: 90 minutes 3 days

Resources for Lesson: The Three Billy Goats Gruff; enough Junie B. Jones books or Judy Moody books for advanced

readers, Iris and Walter books for above grade level, Henry and Mudge books for grade-level readers, and Biscuit books

by Alyssa Satin Capucilli for struggling readers; Story Retelling Analysis form (see CEPA Resources at the end of the unit

for this form).




Time (minutes): 90 minutes for each of 3 days November

Lesson #: Lesson 4: Summarizing Stories (3 days)

Overview: Students read different stories and to practice making predictions before,

during, and after reading. They will also learn how to write a summary of the story.


Retell stories including the key elements with less teacher intervention

Write a summary including the beginning, middle, and end of a story or

chapter using a template with Beginning, Middle, and End







L 2.2 Demonstrate command of the conventions of English capitalization,

punctuation, and spelling when writing.

a. Capitalize holidays, product names, and geographical names


c. Use an apostrophe to form contractions and frequently occurring

possessives.


Have the Essential Questions for the unit on the board or on chart paper for a reference.

Write a short letter to your students on the board telling them what they are going to learn that day. Be sure to include the date, the greeting with a comma, the body, the closing with a comma, and your signature.

Grouping for Reading o Divide students into three reading groups based on reading levels. This

will not be exact; however, it is too difficult to manage more than three groups. If there is a special education teacher in the room, you could have four groups.

o Choose sets of books for each guided reading group (e.g., Junie B. Jones books or Judy Moody books for advanced readers, Iris and Walter books for above grade level, Henry and Mudge books for on grade level, and Biscuit books by Alyssa Satin Capucilli for struggling readers).

One copy of The Three Billy Goats Gruff.

Chart paper. Write Beginning on the top, Middle in the middle, and End on the bottom.

Summary writing paper divided into thirds. Top third says Beginning, middle third says Middle, and bottom third says End. (http://www.teachervision.fen.com/tv/resources/PDF/GOOD_TV_K_2_pdf_s/62176_InRCd_80.pdf)

Three post-its per student for predictions during reading.

Write on the board what students need to do during Reading time.

You may want to have students practice writing letters by using the online interactive letter generator (http://www.readwritethink.org/classroom-resources/student-interactives/letter-generator-30005.html).

http://www.teachervision.fen.com/tv/resources/PDF/GOOD_TV_K_2_pdf_s/62176_InRCd_80.pdf


http://www.readwritethink.org/classroom-resources/student-interactives/letter-generator-30005.html



Letter-writing template (http://trcabcwww.s3.amazonaws.com/wp-content/uploads/FriendlyLetterTemplate.pdf)

Story Retelling Analysis form (see CEPA Resources section at the end of the unit for this form).

Document camera or overhead projector.

Student writing.


Retell stories including the key elements with less teacher intervention

Write a summary including the beginning, middle, and end of a story or

chapter using a template with Beginning, Middle, and End on it.


Specific accommodations for students with disabilities, ELLs o Students may need more graphic representation for beginning,

middle, and end, such as a hamburger where the top bun is the beginning, the middle is the burger with tomato, bacon, lettuce, etc., and the end is the bottom of the bun.

o Students may need some story frames to begin with, such as “In the beginning ______. Next _______. And then _______. After that ______. Finally _______. At the end ________.”

o Allow students to retell before they write a summary. o Students may need to tell you each sentence, one by one, before

writing it. o Students may need a template for writing the letter.

Specific accommodations for advanced students. o Advanced students will be reading at their instructional level and

can write much more detailed summaries. Family Engagement Activities: Have students take home the self-selected realistic

fiction book they are reading in class. Have students read it to a family member and

ask the family member to make predictions during the reading.

Pre-Assessment

Class participation in making predictions and summarizing


Listen to several students read and take a running record


language needs):

Print all upper- and lowercase letters

Use singular and plural nouns with matching verbs in basic sentences

Use verbs to convey a sense of past, present, and future.

Use frequently occurring adjectives.

Use frequently occurring conjunctions (e.g., and, but, or, so, because).

Use end punctuation for sentences

Use conventional spelling for words with common spelling patterns and for

frequently occurring irregular verbs.

Spell untaught words phonetically.

When writing, focus on a topic with guidance from adults.

Lesson Sequence


Read the letter you wrote to students on the board chorally. (5 min.) o You might write something like this (in correct personal letter format

including the date, greeting, body, closing, and signature): (Date). Dear boys and girls, Yesterday we talked about how good readers make

http://trcabcwww.s3.amazonaws.com/wp-content/uploads/FriendlyLetterTemplate.pdf



predictions as they read. Today we are going to read different stories and you are going to practice making predictions before, during, and after you read. You will also learn how to write a summary. Your friend, _______

o Remind students about the various parts of a letter. o Remind them about the commas after the Greeting and the Closing.

Tell students you are going to talk about writing summaries. Ask them when they might write a summary of a book (e.g., for a book review, in a letter or email to a friend).

o Discuss that a summary includes what happens in the beginning, middle, and end.

o Read The Three Billy Goats Gruff to the class. Ask a student to retell the story. Make sure that all of the elements are included. Now tell students that you are going to write a summary together and you need to include information from the beginning, middle, and end of the story. Write a short summary on chart paper together. (Top of the chart paper says Beginning, middle of chart paper says Middle, and bottom of chart paper says End).

o On the second and third day, take several students’ writing and put it on a transparency or document camera and revise with the whole class to add details and make the writing clear. Then edit for capitalization, punctuation, and spelling.

Grouping: Divide students into three groups according to reading level. Pass out books to each group and ask them to look through the book and make some predictions based on the title and illustrations.

Show students what you wrote on the board for them to do during Reading.

Read your book. (Write all three books and page numbers to be read in another place.)

On a post-it, write down two to three predictions you have as you read. Notice when you change your predictions.

Write a summary including what happens in the beginning, middle, and end on the summary paper.

Read independent reading book.

Reading (30 min.)

Work with struggling readers to get them started on the task. You do not need to work with that group as intensely since they are reading more closely to their reading level.

Walk around the room and check in with students about what predictions they are making and how making predictions is helping them understand what they are reading. You can also ask them what happened in the beginning of the book. Then meet with one additional group. Each day of guided reading, you should meet with two guided reading groups.

Take notes on how well students are reading, making predictions, and writing summaries. These will guide your mini-lessons for the next several days while groups finish reading their books. Some possible mini-lessons might be:

o Do another read aloud (e.g., A House for Hermit Crab or The Very Hungry Caterpillar by Eric Carle) and model/write with the class a summary of the story.

o Delineate what comes in the beginning (characters, setting, problem), middle (events), and end (solution) of a summary. This could be added to your summary chart.

o Practice retelling and then writing a summary. A summary will be much shorter than a retelling.

o Model how to use a completed story map to write a summary. o Use a student summary and model how the student included

information from the beginning, middle, and end of the story to write a good summary.

o Use a student summary to make revisions with the class. o On the next to last day, do a mini lesson on writing a letter. Review the

components of a letter and pass out a letter-writing template for the written response. Students should write a letter to you telling you how they liked the book they read. They should give at least three examples from the story of what they liked or did not like. They should also write in good letter-writing format including the date, greeting, body, closing, and signature.


o Use a student letter on the overhead or document camera as the basis for a lesson on revision and editing.


Bring students back together in the whole group.

Ask one student from each group to share one prediction and how that helped them to understand the story.

Ask one student from each group to retell what they read. Mark the Story Retelling Analysis as the student retells.

Ask another student from each group to read their summary.


Today we practiced making predictions as we read and wrote a summary including

the beginning, middle, and end of a story.


Tomorrow we are going to talk about how good readers ask questions as they read.


Resources for Lesson 4 The Three Billy Goats Gruff Enough Junie B. Jones books or Judy Moody books for advanced readers Enough Iris and Walter books for above grade level readers Enough Henry and Mudge books for grade-level readers Enough Biscuit books by Alyssa Satin Capucilli for struggling readers. Chart paper: Write Beginning on the top, Middle in the middle, and End on the bottom. Summary writing paper divided into thirds. Top third says Beginning, middle third says Middle, and bottom third says End. (http://www.teachervision.fen.com/tv/resources/PDF/GOOD_TV_K_2_pdf_s/62176_InRCd_80.pdf)

Students may practice writing letters by using the online interactive letter generator (http://www.readwritethink.org/classroom-resources/student-interactives/letter-generator-30005.html). Letter-writing template (http://trcabcwww.s3.amazonaws.com/wp-content/uploads/FriendlyLetterTemplate.pdf) 3 post-its per student Story Retelling Analysis form (see CEPA Resources section at the end of the unit for this form) Document camera or overhead projector. Student writing.






Lesson 5

Brief Overview: Starting with a class read-aloud, this lesson focuses on asking and writing questions to clarify the

elements of a realistic fiction story.

Prior Knowledge Required: Students are able to read with sufficient accuracy and fluency to support comprehension,

and write narratives that recount two or more sequential events, including some details.

Estimated Time: 90 minutes for each of 2 days

Resources for Lesson: A Chair for my Mother, by Vera B. Williams; enough Junie B. Jones books or Judy Moody books for

advanced readers, Iris and Walter books for above grade level, Henry and Mudge books for grade-level readers, and

Biscuit books by Alyssa Satin Capucilli for struggling readers; Story Reanalysis form (see CEPA Resources at the end of

the unit for this form)




Time (minutes): 90 minutes for each of 2 days November

Lesson #: Lesson 5: Asking Questions (2 days)

Overview: Starting with a class read-aloud, this lesson focuses on asking and writing

questions to clarify the elements of a realistic fiction story.


Ask questions while reading to clarify ideas and better understand the story.






a. Read grade-level text with purpose and understanding

b. Read grade-level text orally with accuracy, appropriate rate, and expression

on successive readings

RL 2.7 Use information gained from illustrations and words in a print or digital text to

demonstrate understanding of its characters, setting, or plot.

W 2.3 Write narratives in which they recount a well-elaborated event or short

sequence of events, include details to describe actions, thoughts, and feelings, use

temporal words to signal event order, and provide a sense of closure.

L 2.2 Demonstrate command of the conventions of standard English capitalization,


a. Capitalize holidays, product names, and geographic names.



possessives.


Have the Essential Questions for the unit on the board or on chart paper for a reference.

Write a short letter to your students on the board telling them what they are going to learn that day. Be sure to include the date, the greeting with a comma, the body, the closing with a comma, and your signature.

Have students work in the same guided-reading groups as for the past several days, reading the same books. When the group finishes one book, they read another one together. (All of the suggested authors have written multiple books at the same reading level.)

Teacher read-aloud (e.g., A Chair for My Mother by Vera B. Williams).

Post-it notes.

Story Retelling Analysis form (see CEPA Resources at the end of this unit).

Reading Response Journals.

Chart paper for questions to ask while reading (e.g., http://www.teachervision.fen.com/tv/printables/prodev/PAS_Questions-Reading.pdf). It’s always better to co-construct a chart with students but this resource will give you some ideas for questions)

Letter-writing template (http://trcabcwww.s3.amazonaws.com/wp-content/uploads/FriendlyLetterTemplate.pdf).

Document camera or overhead transparency to show the letter template and Story Retelling Analysis form (see CEPA Resources section at the end of this unit for this form)


http://www.teachervision.fen.com/tv/printables/prodev/PAS_Questions-Reading.pdf





Successful reading means to read all of the words correctly

Only poor readers ask questions about their reading.

Asking questions is something the teacher does.


Specific accommodations for students with disabilities and ELLs o Students may need to write together with you. o Students may only be able to write one letter over two days.

Specific accommodations for advanced students o Letters should include main ideas supported by details or summaries

that are three paragraphs (one each for beginning, middle, and end).

Pre-Assessment

Class participation in reading dialogue


Listen to several students read and take a running record


language needs):

Ask questions while reading to clarify ideas and better understand the story.

Lesson Sequence


Read the letter on the board with the class (5 min.) o You might write something like this (in correct personal letter format

including the date, greeting, body, closing, and signature): (Date). Dear boys and girls, Today we are going to learn that good readers ask questions before they read, while they are reading, and after they read.

We are also going to talk about how to write a letter and you are going to write a letter to me telling me about the book you are reading. Your friend, _______

o Review various parts of a letter. Show students the letter template and how to fill it out.

Tell students that good readers ask questions before, during, and after they read. (15 min.)

o Good readers read a story with questions in their minds before starting to read and have new questions as they read. Write some questions on the board that a reader might ask before reading.

What is this story about? Who are the characters? What does the main character want? Will she get it? How will

she get it? o Good readers continue to ask questions after they read. Write some

questions on the board that a reader might ask during and after reading. What does the story mean? Why did the character act that way? Why did the author end the paragraph (or chapter, or book) in

this way? Why did the author write this? What did the character learn? What can I learn?

Read aloud to model asking questions as you read (e.g., A Chair for My Mother by Vera B. Williams). You will also make predictions so students know that they use a variety of comprehension strategies as they read. (20 min.)

o Refer to the chart of questions. o Read and ask questions as you read.

Consider the title. Make a prediction. Read the first several pages. Some possible questions might

be.

What clue does the title give me about what the story is about?

Is the girl in the story old enough to get paid for her work?


Why are they putting money in the jar? What are they saving for?

Why would mama only have a little change to put in the jar? Why would she be worried?

How did their house catch on fire? Continue reading and asking questions. Students may want to

make predictions to answer those questions.

What do I understand from what we just read?

What is the problem or goal in the story?

How do I think the character(s) will get what she/they want(s)?

After reading, ask some follow-up questions.

Which of my predictions were right?

What was the problem and solution?

Which questions were not answered in the text?

Write on the board what students need to do so they can work independently.

Read your book (titles and page numbers written for all the books in another place on the board)

Write two to three questions and at least one prediction on post-it notes as you read.

Write a letter to me __________ (students could write a summary of the book they are reading, tell you some of the questions they had while reading and if any of them were answered in the reading, tell if they liked the book or not, etc.). Use the letter-writing template.

Read independent reading book.

Grouping for reading: Students continue reading in guided reading groups. Have them make predictions and ask questions as they read.

Reading (40 min.)

Continue meeting with two guided reading groups each day to “listen in” to their reading and look at their writing. Dialogue with them about how making

predictions and asking questions help them understand what they are reading. Give feedback into letter writing—both content and structure.

Ask questions and facilitate discussions to make sure students understand what they are reading.


Bring students back together in a whole group. Discuss how asking questions as they read is helping them understand the story. Ask for examples.

Have one to two students retell what they have been reading and mark the Story Retelling Analysis form (on the overhead or with the document camera, if possible).

Extended learning/homework:

Write a letter to a classmate telling them what you like to do after school. Use correct

friendly letter format.


Review the comprehension strategies of making predictions and asking questions

and why these strategies help us be better readers.



Students work in the same guided-reading groups as for the past several days, reading the same books. When the

group finishes one book, they read another one together. (All of the suggested authors have written multiple books at

the same reading level -- Junie B. Jones books or Judy Moody books for advanced readers, Iris and Walter books for

above grade level, Henry and Mudge books for grade-level readers, and Biscuit books by Alyssa Satin Capucilli for

struggling readers.)

Teacher read-aloud (e.g., A Chair for My Mother by Vera B. Williams).

Post-it notes.

Story Retelling Analysis form (see CEPA Resources at the end of this unit for the form).

Reading Response Journals.

Chart paper for questions to ask while reading (e.g.,

http://www.teachervision.fen.com/tv/printables/prodev/PAS_Questions-Reading.pdf). It’s always better to co-

construct a chart with students but this resource will give you some ideas for questions)

Letter-writing template (http://trcabcwww.s3.amazonaws.com/wp-content/uploads/FriendlyLetterTemplate.pdf).

Document camera or overhead transparency to show the letter template and Story Retelling Analysis form





Lesson 6

Brief Overview: As a class, students discuss what can be learned about a story of realistic fiction. Students then read a

book and retell the story as a curriculum-embedded performance assessment as well as reading individually chosen

books.

Prior Knowledge Required: Student should read with sufficient accuracy and fluency to support comprehension.


Resources for Lesson: Tara and Tiree, Fearless Friends, by Andrew Clements (6-8 copies); Story Retelling Analysis form

(see CEPA Resources section at the end of this unit to find this form)




Time (minutes): 90 minutes November

Lesson #: Lesson 6: What can you learn from a story?

Overview: As a class, students discuss what can be learned about a story of

realistic fiction. Students then read a book and retell the story as a curriculum-

embedded performance assessment as well as reading individually chosen books.


Think about and express some of the things they learned from the various

books they have read.


Why do we read stories?




RF 2.4 Read with sufficient accuracy and fluency to support comprehension

a. Read grade-level text with purpose and understanding.


on successive readings.


Collect realistic fiction books from your classroom library, school library, and possibly public library at many different levels to match the instructional levels of your students.

Story Retelling Analysis form (see CEPA Resources at the end of these lessons for form).

Document camera or transparency of Story Retelling Analysis form.

Write on board what students need to do during Reading.

Divide class into four groups and have one group begin the assessment today, and one group begin the assessment on each successive day so that you can listen to students retell the story for the next five days. You may want your advanced students to begin the first day so you could begin listening to retellings on the first day or you may want heterogeneous groups so that students are ready for retellings at different times. Fill out a Story Retelling Analysis on each student for PT1.

Six to eight copies of an assessment text (e.g. Tara and Tiree, Fearless Friends by Andrew Clements)


Since stories are not true, there is nothing we can learn from them.


Specific accommodations for students with disabilities, ELLs o Make sure students have chosen books they can read. o You may want to take Running Records first on your struggling

readers. o You can either make the grade-level text (Tara and Tiree, Fearless

Friends) easier by first reading it to them, reading it with them, echo reading etc. or choose a different text for assessment that is on their instructional level.

Family Engagement Activities: Students and their families can go to the library and get a children’s story book or books on tape. Then, as a family,


they can listen to the story, discuss it, ask each other any questions they have about it, and talk about what it means.

Pre-Assessment

Review of definition of realistic fiction

Students’ insights into what they could learn from the various books they

have read together.


language needs):

Read with sufficient accuracy and fluency to support comprehension.

Lesson Sequence


Review what realistic fiction is (a story about people similar to people in the real world, their problems, and their challenges).

Ask students what we can learn from a story that is not real. List on the board. o About our own lives

How people get along with different kinds of people How people live in a family How people work out their differences What people do when they are afraid How people celebrate How people solve their problems Remember things that have happened to you because they

are happening to a character

o About lives of different people and different cultures—learn about someone across the world

Tell students that when good readers finish reading a story, they think about what they learned from the story. They continue to ask themselves questions such as:

o Did I like the way that character acted? The choices the character made?

o Would I make the same choices or different choices? o Would I like to do something similar to what the character did?

Review some of the stories that you read together with the students in the past several days and ask them what they may have learned from the story.

Begin setting students up for the final project. Tell them that they are going to read several books over the next week. One story that everyone will read is Tara and Tiree, Fearless Friends by Andrew Clements. They will retell the story to a classmate or to you and then write a summary to their pen pal. The rest of the week they will be reading books of their choice. Remind them to stop after every chapter and think about what new information they have learned and where it fits in the story. Have them do a short retelling to themselves.

Review what is on the board for students to do during Reading when they are reading the books they choose. 1. Read the book of your choice. 2. Think about the different parts of a story. Stop after each chapter and retell

in your head. 3. When you finish reading, write a summary including the beginning, middle,

and end.

Reading (40 min.)

Give students time to choose a book from the collection of books you have gathered. Make sure that every student has a book he or she can read. In addition, make sure some of the students begin with Tara and Tiree, Fearless Friends.


Have students read individual books while you circulate around the room taking running records of students’ reading.

When students have finished reading the assessment book, ask them to retell the story to you and mark the Story Retelling Analysis form.


Refer to the chart developed during Before Reading on what we can learn from realistic fiction and discuss what students may have learned so far in the books they are reading.

If a student has finished an individually chosen book, have that student do a retelling to the whole class. This may interest other students in reading it. You may want the students to retell the beginning and part of the middle and skip the ending so others can read to find out how the story ended. Mark the Story Retelling Analysis as the student retells.

Extended Learning/Practice: Continue reading realistic fiction books. Review outcomes of this lesson:

Let’s review some of the things you can learn from reading a realistic fiction book.


For the rest of the week we will continue reading our own realistic fiction books and

we will do some interesting project based on your stories.



Tara and Tiree, Fearless Friends, by Andrew Clements Story Retelling Analysis form (see CEPA Resources at the end of this unit for the form) Document camera or transparency of Story Retelling Analysis form



Lesson 7

Brief Overview: During this lesson, students read and retell the assessment text to the teacher, and write a letter to a

pen pal giving them a summary of the story. They also complete a choice of several possible projects to retell their story.

Prior Knowledge Required: Students read with sufficient accuracy and fluency to support comprehension, know the

difference between realistic fiction and informational text, and write narratives in which they recount two or more

appropriately sequenced events.

Estimated Time: 90 minutes on each of 4 days

Resources for Lesson: A collection of realistic fiction at different reading levels from the classroom or school library; Story Retelling Analysis form; Tara and Tiree, Fearless Friends, by Andrew Clements (6-8 copies); supplies for projects including poster boards, paper, markers, crayons, glue sticks, rulers, etc.




Time (minutes): 90 minutes on each of 4 days November

Lesson #: Lesson 7: Reading and Remembering Stories

Overview: During this lesson, students read and retell the assessment text to the

teacher in preparation to telling it to a classmate, and write a letter to a pen pal giving

them a summary of the story. They also complete a choice of several possible

projects to retell their story.


Read a realistic fiction book, retell the story, and write a summary of the story in a

letter using a personal letter format.


Why do we read stories?


What do we learn by sharing what we’ve read through retellings and writing

summaries?




a. Read grade-level text with purpose and understanding.


on successive readings.



RL 2.7 Use information gained from the illustrations and words in a print or digital text

to demonstrate understanding of its characters, setting, or plot.

L2.1 Demonstrate command of the conventions of standard English grammar and


b. Form and use frequently occurring irregular plural nouns (e.g., feet, children,

teeth, mice, fish).

d. Form and use the past tense of frequently occurring irregular verbs (e.g.,

sat, hid, told).

L 2.2 Demonstrate command of the conventions of standard English capitalization,


a. Capitalize holidays, product names, and geographic names.

b. Use commas in greetings and closings of letters


possessives.

W 2.5 With guidance and support from adults and peers, focus on a topic and

strengthen writing as needed by revising and editing.


Collect realistic fiction books from your classroom library, school library, and possibly public library at many different levels to match the instructional levels of your students.


Write on board what students should do during reading time. You can use the same directions as yesterday.

Story Retelling Analysis forms, one for each student.

Document camera or transparency of Story Retelling Analysis form.

Divide students into four groups (heterogeneous or homogeneous).

Write on the board what students need to do during Reading when reading a book of their choice.

Write on the board what students need to do during Reading when reading the assessment book (e.g., Tara and Tiree, Fearless Friends by Andrew Clements).

Six to eight copies of an assessment text (e.g., Tara and Tiree, Fearless Friends)

Supplies for projects including poster boards, paper, markers, crayons, glue sticks, rulers, etc.


Specific accommodations for students with disabilities, ELLs o Make sure students have chosen books they can read. o For the assessment:

If you have them read Tara and Tiree, Fearless Friends, make the reading easier by:

Giving a summary of the story before reading.

Reading the story to them first before they read it.

Reading part of it to them. OR give students an easier text at their instructional level and

have them retell that story and write a summary of that story

Family Engagement Activities: Set a date for the family book club. Have families come to school at night to discuss the book they have read together. If you have several books that students have chosen, try to get an adult to facilitate each group. You also may want to invite a storyteller to come to tell a story to everyone or you could read an engaging picture book (e.g., Fly Away Home by Eve Bunting) to everyone and have groups of parents and students discuss what you read.

Pre-Assessment

Summaries of books students have read.


language needs):

Read with sufficient accuracy and fluency to support comprehension

Know the difference between realistic fiction and an informational text.

Write narratives in which they recount two or more appropriately sequenced

events, including some details.

Lesson Sequence


Each day for the next four days, remind students that they are reading realistic fiction books of their choice and doing a project that tells about the story.

Tell students that at some point in the week you will ask them to read a specific book and then retell the story to you in preparation for retelling it to a classmate. After that, they will write a letter to their pen pal giving them a summary of the story.

Review with students what they need to do during Reading. There will be two groups of students, one group that is doing the assessment and the rest of the class who will be reading books of their choice. As one group finishes the assessment, have another group start it. The goal is to listen to all of your students retell the story and to complete a Story Retelling Analysis during this week as your PT1. In addition, students will be writing a letter to their pen pal giving a summary of the assessment book they read (PT2).

o Class Directions: 1. Read a realistic fiction book. 2. Do a project on the book. Choose one of the following projects:


a. Write a summary including the beginning, middle, and end.

b. Draw three pictures, one for what happened in the beginning, one for what happened in the middle, and one for the end. Use this to retell the story to the class.

c. Make a poster explaining what happened in the story. Use words and pictures.

d. Tell about how this story was similar to your life and how it was different.

o Assessment Group Directions: Explain the CEPA for PT1 and PT2 and write instructions on the board for Tara and Tiree, Fearless Friends.

Read Tara and Tiree, Fearless Friends.

Retell the story to the teacher as a practice for retelling it to a kindergarten buddy.

Write a letter to your pen pal giving him/her a summary of the story. Be sure to include what happened at the beginning, middle, and end.

Possible mini-lessons o Frequently occurring irregular plural nouns (e.g., feet, children, teeth,

mice, fish) o Frequently occurring irregular verbs (e.g., sat, hid, told). o Use of apostrophes in contractions and possessives.

Reading (40 min.)

Choose a group to begin the assessment. You may want to begin with the strongest readers so they will read quickly and you can listen to retellings as soon as possible. Or you may want all of the groups to be heterogeneous so no one group requires more assistance than others.

All students read independently and work on their written work independently. Take a few minutes between retellings to circulate around the room and answer any pressing questions. Also, make sure that students are not spending most of

their time on the project. Projects can be started in class after finishing a book but should be completed at home.


When students finish a book, have them do a retelling to the whole class. Mark the Story Retelling Analysis as the student retells for an added assessment.

Have students share and explain their finished projects.

Extended Learning/Homework:

Continue working on projects at home. Students can work on any of the projects at

home including the posters since they can glue any work done at home onto the

poster board when they bring it back to school.

Review outcomes of this lesson: Have a discussion on all of the Essential Questions.


Tell students that they will meet with their kindergarten buddy (or other class buddy)

tomorrow to share their project and to retell the story of Tara and Tiree, Fearless

Friends.



A collection of realistic fiction at different reading levels from the classroom or school library Story Retelling Analysis form, with document camera or transparency of form Tara and Tiree, Fearless Friends, by Andrew Clements (6-8 copies) Copies of Fly Away Home, by Eve Bunting (for family engagement activity) Supplies for projects including poster boards, paper, markers, crayons, glue sticks, rulers, etc.



Lesson 8

Brief Overview: Students prepare for and present their individual projects to a kindergarten buddy (or a

buddy/partner from some other class). This is the second curriculum embedded performance task.

Prior Knowledge Required: Students can print up upper-and lower-case letters, use singular and plural nouns with

matching verbs and other grammatical knowledge that can be conveyed in writing.


Resources for Lesson: Student projects; kindergarten (or other class) buddies




Time (minutes): 70 minutes November

Lesson #: Lesson 8: Culminating Activity: Sharing Our Stories

Overview: Students prepare for and present their projects to a kindergarten buddy

(or a buddy/partner from some other class). This is the second curriculum embedded

performance task.


Retell a story to another person.


What do we learn by sharing what we’ve read through retellings and writing

summaries?





b. Form and use frequently occurring irregular plural nouns (e.g., feet, children,

teeth, mice, fish).

d. Form and use the past tense of frequently occurring irregular verbs (e.g.,

sat, hid, told).


Students’ projects (if students have completed more than one project, they can

choose which one they would like to share with their kindergarten buddy)


Specific accommodations for students with disabilities and ELLs o Make sure that students are prepared for this interaction. You may want

to partner two second graders with two buddies if your ELLs and students with disabilities have difficulty with the activity.


language needs):

Print all upper- and lower-case letters.

Use singular and plural nouns with matching verbs.

Use personal, possessive, and indefinite pronouns.

Use verbs to convey a sense of present, past, and future.

Use frequently occurring adjectives.

Use frequently occurring conjunctions (e.g., and, but, or, so, because).

Lesson Sequence

Preparation for Presentation to Kindergarten Buddy (25 min.)

Tell students that they are going to meet with their kindergarten buddy to share their projects.

Review with them how to speak to their buddy. o Show your buddy your project and tell him/her all about the story based

on the project you chose. o Speak clearly and slowly and loudly.


o Ask your buddy if he or she has any questions about the project. o Answer any questions your buddy may have.

Have students practice talking about their project with a partner in the class.

Presentation (30 min.)

Students meet with buddies and share their projects and tell them about the book they read.

Students then retell the assessment story to their buddy.

If it is set up for the other group to share as well, do so.

Evaluation (15 min)

How do you think it went?

Did your buddy enjoy what you shared with him or her? Were you able to answer the questions?

How could we make this activity better if we did this again?


Review what they learned in this unit on realistic fiction.



Student projects


CEPA Student Instructions:

PT 1

Goal: To tell a friend about a realistic fiction book you have just read. (e.g. Tara and Tiree, Fearless Friends)


Audience: A kindergarten buddy (could be any age group, older or younger.)

Situation: You are going to meet with your kindergarten buddy and tell him or her about a book you read (and possibly

your buddy will tell you about a book he or she read).

Product Performance and Purpose: You are going to read a realistic fiction book (e.g. Tara and Tiree, Fearless Friends) and

then retell the story to your buddy. (You will listen to each student retell and fill out a Story Retelling Analysis form to

make sure the student is ready to give a full retelling to the buddy.)

Standards and Criteria for Success: Your retelling must be in complete sentences and include setting, characters, problem

or goal, events, and resolution in order. You must speak in complete sentences.

PT 2 Goal: To write a letter to your pen pal to share a summary of a realistic fiction book you read.


Audience: Your pen pal. (It could be a class from another country, the class of a friend who teaches in another community

or state, or a class from another school in your district.)


Situation: Your pen pal has asked what you are reading and you are going to share a summary of a book.

Product Performance and Purpose: You need to read a realistic fiction book and then write a letter to your pen pal telling

them the beginning, middle, and end of the story.

Standards and Criteria for Success:

Your summary must include: o Important information from the beginning, middle, and end o Appropriate sequence.

Your letter needs to be in proper personal letter format o Date o Greeting (with a comma) o Body o Closing (with a comma) o Your signature. o Appropriate punctuation in your letter


CEPA documents and other resources needed:

Story Retelling Analysis form (attached)


Story Retelling Analysis

Student Name: __________________________________________________ Date: ___________________________

Title of Book: ____________________________________________________

Story Element Original

Retelling

Generic Prompt:

Can you tell me

more?

Story Structure Element

Prompt: Can you tell me the

_______________ (any

missing story structure

element)?

Point to a picture or section of

text that contains information

about the missing element and

reread.

Read a section of the

text that contains

information about the

missing element to the

student.

Setting

Characters


Problem

Events

Solution

Stories Matter: Understanding and Retelling Realistic...

Documents

Transcript of Stories Matter: Understanding and Retelling Realistic...