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IDEA Mission

College Prep

Reading

Intervention

Plan

Revised

August 25, 2011

Table of Contents

IntroductiontoLexile Levles3Setting Lexile Growth Goals11Lexile Grade Correspondence11

Reading Intervention Plan Overview8

6th Grade Lesson ExamplesMetacognition14Reacting to the Text22Recognizing confusion28Asking Questions36Questions to Understand Why Understanding Is Breaking Down42Activating Schema Before Students Read51Text –To- SELF-CONNECTIONS58TEXT-TO-TEXT- Connections64Text-To-World-Connections68Visualization73Summarization78

Sentence Stems for Independent Reading Logs80

Introduction to Lexile®-to-Grade correspondence

There is no direct correspondence between a specific Lexile measure and a specific grade level. Within any classroom or grade, there will be a range of readers and a range of reading materials. For example, in a fifth-grade classroom there will be some readers who are ahead of the typical reader (about 250L above) and some readers who are behind the typical reader (about 250L below). To say that some books are "just right" for fifth graders assumes that all fifth graders are reading at the same level. The Lexile® Framework for Reading is intended to match readers with texts at whatever level the reader is reading.

MetaMetrics® has studied the ranges of Lexile reader measures and Lexile text measures at specific grades in an effort to describe the typical Lexile measures of texts and the typical Lexile measures of students of a given grade level. This information is for descriptive purposes only and should not be interpreted as a prescribed guide about what an appropriate reader measure or text measure should be for a given grade.

The tables below show the middle 50% of reader measures and text measures for each grade. The middle 50% is called the interquartile range (IQR). The lower number in each range marks the 25th percentile of readers or texts and the higher number in each range marks the 75th percentile of readers or texts. It is important to note that 25% of students and texts in the studies had measures below the lower number and 25% had measures above the higher number. Data for the reader measures came from a national sample of students.

Typical Reader Measures, by Grade

Grade

Reader Measures, Mid-Year

25th percentile to 75th percentile (IQR)

1

Up to 300L

2

140L to 500L

3

330L to 700L

4

445L to 810L

5

565L to 910L

6

665L to 1000L

7

735L to 1065L

8

805L to 1100L

9

855L to 1165L

10

905L to 1195L

11 and 12

940L to 1210L

Data for the first column of text measures came from a research study designed to examine collections of textbooks designated for specific grades (MetaMetrics, 2009). The "stretch" text measures (defined in 2010 through studies related to the development of the Common Core State Standards for English Language Arts) in the second column represent the demand of text that students should be reading to be college and career ready by the end of Grade 12.

Typical Text Measures, by Grade

Grade

Text Demand Study 2009 25th percentile to 75th percentile (IQR)

"Stretch" Text Measures 25th percentile to 75th percentile (IQR)

1

230L to 420L

220L to 500L

2

450L to 570L

450L to 620L

3

600L to 730L

550L to 790L

4

640L to780L

770L to 910L

5

730L to 850L

860L to 980L

6

860L to 920L

950L to 1040L

7

880L to 960L

1000L to 1090L

8

900L to 1010L

1040L to 1160L

9

960L to 1110L

1080L to 1230L

10

920L to 1120L

1110L to 1310L

11 and 12

1070L to 1220L

1210L to 1360L

Notice that there is considerable overlap between the grades. This is typical of student reading levels and texts published for each grade. In addition, the level of support provided during reading and reader motivation have an impact on the reading experience. Students who are interested in reading about a specific topic (and are therefore motivated) often are able to read text at a higher level than would be forecasted by the reader's Lexile measure.   Although a student may be an excellent reader, it is incorrect to assume that he or she will comprehend text typically found at (and intended for) a higher grade level. A high Lexile measure for a student in one grade indicates that the student can read grade-level-appropriate materials at a very high comprehension rate. The student may not have the background knowledge or maturity to understand material written for an older audience. It is always necessary to preview materials prior to selecting them for a student.   It is important to note that the Lexile measure of a book refers to its text difficulty only. A Lexile measure does not address the content or quality of the book. Lexile measures are based on two well-established predictors of how difficult a text is to comprehend: word frequency and sentence length. Many other factors affect the relationship between a reader and a book, including its content, the age and interests of the reader, and the design of the actual book. The Lexile measure is a good starting point in your book-selection process, but you should always consider these other factors when making a decision about which book to choose.   The real power of The Lexile Framework is in matching readers to text-no matter where the reader is in the development of his or her reading skills-and in examining reader growth. When teachers know Lexile reader measures and Lexile text measures, they can match their students with the texts that will maximize learning and growth.

Reading Intervention Plan Overview

Skills to be applied with Reading Level texts (Novels)

Overview

The following document should be used to structure reading intervention by teaching struggling readers how to think about their thinking while they read. This document includes 11 skills/lessons with a rubric to assess each skill. Students should be taught how to read the rubric so that they can monitor their own growth as a reader.

Tracking

Depending on student data (TAKD or NWEA) the teacher will choose a novel that meets the classes Lexile level. Students will be assessed on lesson objectives using a 4-point rubric. Teacher and students will monitor student progress for each object with the rubric. At the end of a 3-4 week intervention cycle the teacher can review the students progress to determine if they are ready to move up a Lexile level.

Skill and Rational

Assessments and Lesson Objectives

Metacognition

(Developing the inner voice while reading).

Lesson 1

SWBAT define “metacognition.”

SWBAT listen to the “voice in their head” as they read.

SWBAT “code the text” using sticky notes to remember their thoughts.

Metacognition= thinking about your thinking while you’re reading.

As students read their independent reading book, they will record their thoughts on sticky notes (don’t write in the book!). They should be prepared to share their brilliant ideas at the end of class.

They should use this rubric to rate themselves and the teacher should also give a rating for the child.

1

I did not begin reading right away. I made noises that distracted my classmates. I had trouble staying focused and read less than half the time.

2

I did not begin reading right away, and had some trouble staying silent. I was focused on my book for about half the time.

3

I began reading right away, but had a little trouble staying focused. I read for most of the time (about 80%).

4

I began reading right away, and was silent so that my classmates and I could focus. I kept my eyes on my book and read for the entire time.

Reacting to the text

(Students need to understand that great readers are constantly have a conversation in their head about what they are reading)

Lesson 2

SWBAT recognize positive and negative reactions to a text as they read.

SWBAT record their thoughts and reactions in reader response journals.

Great readers read ACTIVELY! (They think about their thinking while they read). This is like having a conversation in your head. This conversation helps us to get more meaning out of the books we read, and it also shows us that we are comprehending the text.

Great readers often REACT to the texts the read. Reactions can be

POSITIVE ( + ) or NEGATIVE ( - ).

Teachers can grade students positive and negative reactions to the text using the following rubric.

1

Made an attempt at reacting but it was not connected to the text.

2

Made a positive or negative reaction. No comment about the text connecting it to the reaction.

3

Made a positive or negative reaction to the text and commented on a general part of the text without explaining the reaction.

4

Made a positive or negative reaction to the text by commenting on a specific event or piece of information in the text. The reaction was clearly explained in the comment.

Recognizing Confusion

(Students don’t always understand that comprehension breaks down for all readers (even great readers) we need to teach them how to recognize this break down and how to address it)

Lesson 3

SWBAT identify cues that signal their understanding is breaking down.

SWBAT describe and employ at least 2 strategies they can use when they get stuck.

Not-so-great readers don’t know that they are confused and just keep going.

One strategy we can use is to re-read the text. Another strategy is to slow down and ask questions!

1

Did not recognize confusion just stated a fix-it strategy “I reread” or “I read slower.”

2

Recognized confusion and chose a fix-it strategy. Made an attempt at explaining how it helped them.

3

Recognized confusion and chose a fix-it strategy and explained how it helped them better understand the text.

4

Recognized confusion and chose a fix-it strategy and explained how the strategy helped them to better understand the confusing text. Explained the meaning of the confusing text.

Asking questions

(This is a continuation to reacting to the text. Students need to understand that great readers are always asking questions so that they don’t get confused)

Lesson 4

SWBAT explain why good readers are always asking questions (even when they aren’t confused!)

Great readers are constantly asking questions. Seriously- ALL THE TIME.

Questions help us to interact with the text- they do not always mean that we are confused. Do explain that questions can sometimes indicate that we are confused, though.

Some common question starters are who, what, where, when, why, and how.

1

Asked mostly “who is this” and “what does this word mean?” did not make connections to the answers later in the text.

2

Asked mostly who and what questions and made connections to the answers found later in the text.

3

Asked many questions beyond the who and what and made connections to the answers found later in the text.

4

Asked a variety of questions and referenced back to them once they found the answer later in the text. Even tried to answer questions (make predictions /inferences) about the answers.

Using questions to figure out why understanding is breaking down.

(Student’s don’t realize that questions don’t = confusion all the time. We need to teach them the difference between confusion and digging deeper for meaning)

Lesson 5

SWBAT differentiate questions that indicate, “I’m thinking,” and questions that indicate, “I’m confused.”

SWBAT identify why their understanding is breaking down.

Great readers are constantly asking questions. Questions are one way that we interact with the text. They also help us to deepen our understanding of the text.

But some questions are red flags. Questions about who a character is or where an event is occurring might be clues that you’re getting confused.

1

Asked a general question. “Who is this?” “I don’t get this.”

2

Asked a question about a specific part of the text beyond “who” or “what.”

3

Asked a question about a specific part of the text. Stated whether the question showed confusion or trying to gain a deeper understanding of the text.

4

Asked a question about a specific part of the text. Stated whether the question showed confusion or trying to gain a deeper understanding of the text. Explained their strategy or purpose for reading after the question was asked.

Activating schema

(Students often see reading as a laborious task (something to just get done). When they start a book they often start reading without thinking about the title, the pictures on the front, what they already know. We need to teach them how to activate the knowledge they already have so that they can use this when them become confused later in the text)

Lesson 6

SWBAT define “schema.”

SWBAT activate prior knowledge before they read a text.

Good readers activate their schema. Some teachers might call this activating prior knowledge. It means: you use things you already know to help you understand a new text.

1

Made comments about the title did not make connections to prior knowledge.

2

Made general connections from the title of the text to their prior knowledge.

3

Connected ideas in the text’s title to prior knowledge. Tried to explain how their knowledge would help them if they got confused

4

Connected specific ideas in the text’s title to specific prior knowledge. Explained how their prior knowledge about these ideas would help them if they got confused while they read.

Text to Self Connections

Lesson 7

SWBAT describe at least one text-to-self connection they made while reading.

SWBAT explain how their connection increased their understanding of the text.

Text to self connections—connecting something that you read to your own life in a way that helps you better understand the text.

Whenever we share our connections, we’re going to use the following format:

The text says… This reminds me of…This helps me understand.

1

I do not make a this kind of connection to the text

2

I explain something that happens in the text. I connect that text to my own life. I do not adequately explain how the connection affected my understanding of the text.

3

I explain something that happens in the text. I connect that text to my own life. I explain what that connection helped me understand.

4

I explain something that happens in the text. I connect that text to my own life. I clearly and concisely explain how this connection affected my perspective on the text.

Text to Text Connections

Lesson 8

SWBAT make at least one text-to-text connection and explain how it deepens their understanding of the text.

Text to Text connections: When we connect what we’re reading now to something we’ve read or watched before.

Someone writes the words in movies, plays, and songs—these are all texts.

1


2

I explain something that happens in the text. I connect that text to another text. I do not adequately explain how the connection affected my understanding of the text.

3

I explain something that happens in the text. I connect that text to another text. I explain what that connection helped me understand.

4

I explain something that happens in the text. I connect that text to another text. I clearly and concisely explain how this connection affected my perspective on the text.

Text to World Connections

Lesson 9

SWBAT demonstrate their ability to make meaningful connections and activate schema on an assessment.

Text-to-world connections are: when we use specific knowledge about the topic or general world knowledge.

As with the other types of schema we’ve been talking about, text-to-world connections always deepen our understanding of the text.

1


2

I explain something that happens in the text. I connect that text to the world. I do not adequately explain how the connection affected my understanding of the text.

3

I explain something that happens in the text. I connect that text to the world. I explain what that connection helped me understand.

4

I explain something that happens in the text. I connect that text to the world. I clearly and concisely explain how this connection affected my perspective on the text.

Visualize

Lesson 10

SWBAT define visualization.

SWBAT explain that movies are someone else’s visualization of a novel.

SWBAT create a sketch that shows they are able to visualize a scene from their lit circles.

All good readers make movies in their minds as they read. The “official” term for making a movie in your mind is visualization.

This just means creating a vivid mental picture of what you’re reading—using both the actual text and your schema. (take this as an opportunity to review/reinforce activating schema!)

Creating these mental movies helps us to better understand what we’re reading (like activating our schema and making connections).

1

Creates a sketch. Maybe copies a picture of the title or of the chapter title.

2

Creates a sketch that shows some details from the text but also includes details that are illogical.

3

Creates a sketch that shows some details from a text.

4

Creates a sketch that shows specific details from the text. The sketch is a vivid representation of the text.

Summarize

Lesson 11

SWBAT summarize a text fiction text using the somebody wanted but so then strategy.

Summaries include only the most important details from the story. You concentrate on what is important and you leave out the minor details.

When we write summaries it is best to frame our sentences with the following structure:

Somebody wanted _______________________ but __________________so _________________ then_______________________

1

Tried so summarize the text but included either too many details or missing important information. Did not follow “somebody wanted but so then.”

2

Summarized the text trying to use the “somebody wanted but so then” strategy. Incomplete parts or incorrect information.

3

Summarized the text using the “somebody wanted but so then” strategy. May have forgotten one part.

4

Summarized the text using the “somebody wanted but so then” strategy. Included all parts of the strategy.

TEACHER VERSION

Lesson 1

Great readers think about their thinking as they read.

Great readers write their thoughts down to remember and share with others.

OBJECTIVES: By the end of today, here’s what students will be able to do.

SWBAT define “metacognition.”

SWBAT listen to the “voice in their head” as they read.

SWBAT “code the text” using sticky notes to remember their thoughts.

CFU: At the end of today, here’s how students will show mastery.

· Exit ticket (stickies!)

MATERIALS/LOOSE ENDS: What will I need?

· Mini-Lesson

· Powerpoint

· BFF props

· Notes

· 3 word journal pages per student

FIRST FIVE

Do Now:

1. What are our big goals as a class of readers for the year?

2. What is one way we are working toward those goals?

3. Pretend that I’m 5. Explain to me how I should treat a book I’ve borrowed from someone else.

CONNECTION: Today’s skill is connected to what we’ve been learning and is important to know.

Today we’re going to learn something else that great readers do.

DIRECT INSTRUCTION: Here’s how to do it…

Readers, I have someone VERY important I want you to meet today. He’s a REALLY close friend of mine. We’ve been friends since I was about 5, and we’ll probably be friends for the rest of my life. His name is Tucker. He lives inside my brain. [put funny hat on] Let “Tucker” introduce himself.

Explain that “Tucker” is the voice inside my head that helps me to read. Tell them they’re going to get a very rare (ok, not-so-rare in my class) look at what Tucker tells me as I’m reading a book.

MODEL with Bud, Not Buddy.

From Chapter 1 (original text is plain, think-aloud is bold)

We were all standing in line waiting for breakfast when one of the caseworkers came in and tap-tap-taped down the line. I’ve heard that before! Moms and teachers tapping their feet to let you know they’re WAITING. Uh-oh, this meant bad news, either they'd found a foster home for somebody or somebody was about to be paddled. Foster homes? I wonder where they are—maybe an orphanage; definitely not living with their parents. All the kids watched the woman as she moved along the line, her high-heeled shoes sounding like little firecrackers going off on the wooden floor.

Shoot! She stopped at me and said, "Are you Buddy Caldwell?"

I said, "It's Bud, not Buddy, ma'am." Ugh- I hate it when people mess my name up! I bet Bud hates it, too.

She put her hand on my shoulder and took me out of line. Then she pulled Jerry, one of the littler boys, over. "Aren't you Jerry Clark?" He nodded.

"Boys, good news! Now that the school year has ended, you both have been accepted in new temporary-care homes starting this afternoon!" Temporary care homes? I don’t know what that means. I’ll keep reading and see if I can figure it out.

Jerry asked me the same thing I was thinking. "Together?"

She said, "why, no. Jerry, you'll be in a family with three little girls--" he’s going to live with a family? Maybe temporary care homes are like foster homes.

Jerry looked like he'd just found out that they were going to dip him in a pot of boiling milk. Dip him in a pot of boiling milk? I’ve never heard that expression before, but it doesn’t sound fun! I guess he doesn’t want to go live with a bunch of girls.

"-- and Bud--" She looked at some papers she was holding. "Oh, yes, the Amos's, you'll be with Mr. and Mrs. Amos and their son, who's twelve years old, that makes him just two years older than you, doesn't it, Bud?"

"Yes, ma'am."

She said, "I'm sure you'll both be very happy." This woman doesn’t seem to have a clue what the kids are really thinking! Adults are like that sometimes.

Me and Jerry looked at each other. But Bud and Jerry seem to be on the same page. I bet they end of being really close friends.

Word study: metacognition. Description: Being aware of and thinking about what and how you’re thinking.

Discuss the importance of metacognition with students—being aware of our thinking helps us to become stronger readers.

(7)

GUIDED INSTRUCTION: Now let’s try an example together…

Tell students they ALSO have a “voice in their heads” and they can name him/her if they would like.

Continue reading from Bud, Not Buddy, and have students use the comment signal to share their own thoughts about the text. Accept all reasonable, related responses.

From Bud, Not Buddy

The woman said "Now, now, boys, no need to look so glum. I know you don't know what it means, but there is a depression going on all over this country. People can't find jobs and these are very, very difficult times for everybody. We've been lucky enough to find two wonderful families to open their doors for you. I think it's best that we show our new foster families that we're very--"

She dragged out the word very, waiting for us to finish the sentence.

Jerry said, "Cheerful, helpful and grateful." I moved my lips and mumbled.

She smiled and said, "Unfortunately you won't have time for breakfast. I'll have a couple of pieces of fruit put in a bag. In the meantime got to the sleep room and strip your beds and gather all of your things."

Here we go again. I felt that I as walking in my sleep as I followed Jerry back to the room where all of the boys' beds were jim-jammed together. This was the third foster home I was going to and I'm used to packing up and leaving, but it still surprises me that there are always a few seconds, right after they tell you you've got to go, when my nose gets all runny and my throat all choky and eyes get all stingy. But the tears coming out doesn't happen to me anymore. I don't know when it first happened, but it seems like my eyes don't cry no more.

(8)

LINK: Here’s how you will apply the strategy independently.

As they read today, I want them to carefully listen to their NEW best friend and write down what s/he says, like I did with Tucker.

Distribute post-it notes, explain that students can write down their thoughts about their own thinking (their metacognition!) on them. Remind students that we don’t write in our books

*Review Reading Etiquette.

INDEPENDENT PRACTICE: Now you will apply this strategy independently.

Students will red independently for 15 minutes. As they read, they should use post-it notes to write down their thoughts.

Teacher will circulate, noting 1) what students are reading, 2) what page they are on, and 3) whether or not they are using their stickies. If necessary, teacher will confer with students to ensure they are reading just right books (students missed the day before)

(15)

SHARE: Discuss what you learned.

Share 2 thoughts you had while reading with a partner. Be prepared to share something interesting that you heard with the whole class.

(3)

WORD STUDY: Building our vocabulary.

New terms:

Margins- the edge of the paper, the part not usually written or printed on

Clarify- to get rid of confusion, to make it so someone can understand

(5)

CLOSING: Review the key ideas from today’s lesson.

Million $ Question!

1. Share one brilliant insight you received from your BFF today.

2. In your own words, describe the meaning of the word essential.

3. What can great readers learn from Goldilocks?

As an exit ticket, students should turn in the most brilliant thought they had while reading and a brief explanation of what was happening in the text (so it will make sense to me!).

(5)

LIFEWORK: What will we do tonight?

Read independently for 30 mins & get log signed.

Complete the “gossip” homework assignment.

DIFFERENTIATION: How will you meet the learning profiles and interests of all learners?

*Think-aloud offers insight for struggling readers.

*Transparency helps visual learners (since everything else is oral).

*Independent reading books are at students’ independent level.

*Theatrical element of becoming Tucker may engage reluctant learners.

*Active reading strategy (coding).

STUDENT VERSION

Lesson 1

Great readers think about their thinking as they read.

Great readers write their thoughts down to remember and share with others.

Do Now: What should I do as soon as I walk in the room?

1. What are our big goals as a class of readers for the year?

2. What is one way we are working toward those goals?

3. Pretend that I’m 5. Explain to me how I should treat a book I’ve borrowed from someone else.


We’ve set goals for ourselves and chosen challenging books; so what else do all great readers do?

DIRECT INSTRUCTION: I’ll show you how to do it

All great readers ___________________ about their _________________ while they read.

I’ll show you. Follow along as I read the following excerpt from Bud, Not Buddy by Christopher Paul Curtis.

We were all standing in line waiting for breakfast when one of the caseworkers came in and tap-tap-taped down the line. Uh-oh, this meant bad news, either they'd found a foster home for somebody or somebody was about to be paddled.

All the kids watched the woman as she moved along the line, her high-heeled shoes sounding like little firecrackers going off on the wooden floor.

Shoot! She stopped at me and said, "Are you Buddy Caldwell?"

I said, "It's Bud, not Buddy, ma'am."

She put her hand on my shoulder and took me out of line. Then she pulled Jerry, one of the littler boys, over. "Aren't you Jerry Clark?" He nodded.

"Boys, good news! Now that the school year has ended, you both have been accepted in new temporary-care homes starting this afternoon!"

Jerry asked me the same thing I was thinking. "Together?"

She said, "why, no. Jerry, you'll be in a family with three little girls--"

Jerry looked like he'd just found out that they were going to dip him in a pot of boiling milk.

"-- and Bud--" She looked at some papers she was holding. "Oh, yes, the Amos's, you'll be with Mr. and Mrs. Amos and their son, who's twelve years old, that makes him just two years older than you, doesn't it, Bud?"

"Yes, ma'am."

She said, "I'm sure you'll both be very happy."

Me and Jerry looked at each other.

GUIDED PRACTICE: Let’s try one together:

The woman said "Now, now, boys, no need to look so glum. I know you don't know what it means, but there is a depression going on all over this country. People can't find jobs and these are very, very difficult times for everybody. We've been lucky enough to find two wonderful families to open their doors for you. I think it's best that we show our new foster families that we're very--"

She dragged out the word very, waiting for us to finish the sentence.

Jerry said, "Cheerful, helpful and grateful." I moved my lips and mumbled.

She smiled and said, "Unfortunately you won't have time for breakfast. I'll have a couple of pieces of fruit put in a bag. In the meantime got to the sleep room and strip your beds and gather all of your things."

Here we go again. I felt that I as walking in my sleep as I followed Jerry back to the room where all of the boys' beds were jim-jammed together. This was the third foster home I was going to and I'm used to packing up and leaving, but it still surprises me that there are always a few seconds, right after they tell you you've got to go, when my nose gets all runny and my throat all choky and eyes get all stingy. But the tears coming out doesn't happen to me anymore. I don't know when it first happened, but it seems like my eyes don't cry no more.

INDEPENDENT PRACTICE: Here’s how you will apply this independently.

As you read your independent reading book, record your thoughts on sticky notes (don’t write in the book!). Be prepared to share your brilliant ideas at the end of class.

1


2


3


4


Exit Ticket: Metacognition

1. In your own words, what is metacognition?

2. Write down the most brilliant thought you had during independent reading today.

My BFF- The Voice in my Head

First things first—What are you reading?

Title: __________________________________Author: _________________

Now for the gossip . . .

Sentence I read:

What I heard from my BFF:

Sentence I read:


Sentence I read:


Has your BFF improved your understanding? If so, how? If not, what’s giving you a hard time?

***Bonus: How can metacognition help you to clarify your reading?

TEACHER VERSION

Lesson 2

Great readers react to the text.

Great readers share their brilliant ideas with other readers.


SWBAT recognize positive and negative reactions to a text as they read.

SWBAT record their thoughts and reactions in reader response journals.


· Exit ticket


· Mini-Lesson

· Text

· Notebook section for reader responses

FIRST FIVE

[Guide students through warm-up steps 1 – 5.]

Do Now:

1. Name one thing that all great readers do.

2. Use the word “clarify” in a sentence.


*Remind students that their descriptions of these vocabulary words should be in the “word journal” section of their binder.


Yesterday, you met my BFF and we began talking about metacognition. We’re going to continue discussing active reading strategies today.


Great readers are always reading actively. That means we are constantly having a conversation (in our heads, not out loud!) with our BFF and the book. This conversation helps us to get more meaning out of the books we read, and it also shows us that we are comprehending the text.

Because we’re so involved, we’re going to react to what we’re reading. When you laugh at something funny or cry because something is sad, you are reacting to a text (even if that text is a movie!). We’ve all done this- it’s something that people do naturally!

Let’s look back together at a passage from Esperanza Rising.

“Where’s Papa?” she cried.

Miguel hung his head. Alfonso didn’t say a word but the tears running down his round cheeks confirmed the worst.

Mama fainted.

Abuelita and Hortensia ran to her side.

Esperanza felt her heart drop. A noise came from her mouth and slowly, her first breath of grief grew into a tormented cry. She fell to her knees and sank into a dark hole of despair and disbelief.

Model my reaction to this brief passage. I can’t imagine what it must feel like to realize that your father is dead, gone. Her whole life and world will change. That seems so unfair. Model coding the text with a “-“ to indicate a negative reaction. Ask students if they reacted to this part of the text when they read it the first time?


Now let’s try one together. We’re going to look at another passage from Esperanza Rising together. Use the “comment” signal when you have a reaction that you would like to share.

“Ramona,” said the lawyer. “Your husband, Sixto Ortega, left this house and all of its contents to you and your daughter. You will also receive the yearly income from the grapes. As you know, it is not customary to leave land to women and since Luis was the banker on the loan, Sixto left the land to him.”

“Which makes things rather awkward,” said Tio Luis. “I am the bank president and would like to live accordingly. Now that I own this beautiful land, I would like to purchase the house from you for this amount.” He handed Mama a piece of paper.

Mama looked at it and said, “This is hour home. My husband meant for us to live here. And the house . . . it is worth twenty times this much! So no, I will not sell. Besides, where would we live?”

“I predicted that you would say no, Ramona,” said Tio Luis. “And I Have a solution to your living arrangements. A proposal actually. One of marriage.”

Who is he talking about? Thought Esperanza. Who would marry him?

Have students share reactions.

(7)


You don’t need me to tell you what you’re thinking and feeling about a text! As you read the following passage, feel free to code the text on the page. With your independent reading book, you should use sticky notes.


Now, I’m going to give you another excerpt from Esperanza Rising to read independently. As you read, please code your positive and negative reactions. When you are done, you should take out your independent reading books.

“Luis, I have considered your proposal and in the interest of the servants and Esperanza, I will marry you in due time. But you must begin replanting and rebuilding everything immediately, as the servants need their jobs.

Esperanza was quiet and stared at the dirt, hiding the smirk on her face.

Tio Luis could not contain his grin. He sat up straighter. “I knew you would come to your senses, Ramona. I will announce the engagement at once.”

Mama nodded, almost bowing. “One more thing,” she said. “We will need a wagon to visit Abuelita. She is at the convent in La Purisima. I must see to her every few weeks.”

“I will send one over this afternoon,” said Tio Luis, smiling. “A new one. And those clothes, Ramona! They are not fitting for a woman of yoru stature, and Esperanza looks like a waif. I will send a dressmaker next week with new fabrics.”

In the nicest way possible, Esperanza looked up and said, “Thank you, Tio Luis. I am happy that you will be taking care of us.

“Yes, of course,” he said, not even glancing at her.

Esperanza smiled at him, anyway, because she knew she would never spend a night in the same house with him and he would never be her stepfather. She almost wished she would be able to see his face when he realized that they had escaped. He wouldn’t be grinning like a proud rooster then.

(15)



Million dollar question!

1. Share a reaction that you had while reading your independent reading book.

2. In your own words, define the word “clarify.”

3. Complete the following analogy (what is the relationship?) triangle: 3 :: square: four

(5)

HOMEWORK: What will we do tonight?

Analogies practice + vocabulary review


STUDENT VERSION

Lesson 2

Great readers react to the text.

Great readers share their brilliant ideas with other readers.


1. Name one thing that all great readers do.

2. Use the word “clarify” in a sentence.



Yesterday, we learned about our BFF- the voice in our head that helps us read. Today, we’ll be learning about a specific conversation we might have with that BFF.


Great readers read ________________________ (they ____________ about their _____________ !)

This helps us to create ___________________ while we read.

It also signals that we are _____________________ the _________________.

Great readers often __________________ to the texts the read.

Reactions can be ___________________ ( _____ ) or ___________________ ( _____ ).

Let’s look back together at a passage from Esperanza Rising

“Where’s Papa?” she cried.

Miguel hung his head. Alfonso didn’t say a word but the tears running down his round cheeks confirmed the worst.

Mama fainted.

Abuelita and Hortensia ran to her side.

Esperanza felt her heart drop. A noise came from her mouth and slowly, her first breath of grief grew into a tormented cry. She fell to her knees and sank into a dark hole of despair and disbelief.


“Ramona,” said the lawyer. “Your husband, Sixto Ortega, left this house and all of its contents to you and your daughter. You will also receive the yearly income from the grapes. As you know, it is not customary to leave land to women and since Luis was the banker on the loan, Sixto left the land to him.”

“Which makes things rather awkward,” said Tio Luis. “I am the bank president and would like to live accordingly. Now that I own this beautiful land, I would like to purchase the house from you for this amount.” He handed Mama a piece of paper.

Mama looked at it and said, “This is hour home. My husband meant for us to live here. And the house . . . it is worth twenty times this much! So no, I will not sell. Besides, where would we live?”

“I predicted that you would say no, Ramona,” said Tio Luis. “And I Have a solution to your living arrangements. A proposal actually. One of marriage.”—pp. 30-31


“Luis, I have considered your proposal and in the interest of the servants and Esperanza, I will marry you in due time. But you must begin replanting and rebuilding everything immediately, as the servants need their jobs.

Esperanza was quiet and stared at the dirt, hiding the smirk on her face.

Tio Luis could not contain his grin. He sat up straighter. “I knew you would come to your senses, Ramona. I will announce the engagement at once.”

Mama nodded, almost bowing. “One more thing,” she said. “We will need a wagon to visit Abuelita. She is at the convent in La Purisima. I must see to her every few weeks.”

“I will send one over this afternoon,” said Tio Luis, smiling. “A new one. And those clothes, Ramona! They are not fitting for a woman of yoru stature, and Esperanza looks like a waif. I will send a dressmaker next week with new fabrics.”

In the nicest way possible, Esperanza looked up and said, “Thank you, Tio Luis. I am happy that you will be taking care of us.

“Yes, of course,” he said, not even glancing at her.

Esperanza smiled at him, anyway, because she knew she would never spend a night in the same house with him and he would never be her stepfather. She almost wished she would be able to see his face when he realized that they had escaped. He wouldn’t be grinning like a proud rooster then.

Exit Ticket: Positive and Negative Reactions

1. Write down your best reaction from today’s classwork.

Rate yourself! How did you do with your independent reading today?

1


2


3


4


Exit Ticket: Positive and Negative Reactions

1. Write down your best reaction from today’s classwork.

Rate yourself! How did you do with your independent reading today?

1


2


3


4


TEACHER VERSION

Lesson 3

Good readers slow down and re-read when they hear their inner voice say, “HUH?”


SWBAT identify cues that signal their understanding is breaking down.

SWBAT describe and employ at least 2 strategies they can use when they get stuck.


· Exit ticket


· Mini-Lesson

· Text

· Power point

· Reading Alarms & Fix-it strategies poster (incomplete & covered)

FIRST FIVE


We’ve spent the last 2 days of class talking about our “BFF” and how s/he can help us better understand the books we’re reading. Today, we’ll talk about another important conversations that all great readers have with their inner voice.


True or False? Great readers never get confused while they’re reading. Answer: FALSE

Lots of people think that being a great reader means you always understand everything that you read the first time, and never feel confused when they read. That’s not true! Great readers push themselves to read challenging texts, and that means that we sometimes get confused!

What’s the difference between a great reader and a not-so-great reader? Great readers recognize when they are confused and use strategies to fix it!

Not-so-great readers don’t know that they are confused and just keep going.

One strategy we can use is to re-read the text.

Another strategy is to slow down!

Model this process for students using the following passage. Model connections, reactions, etc., before going into flat affect. Point out to kids that I am no longer actively reading—I’m just reciting words on the page.

From The Mixed-Up Files of Mrs. Basil E. Frankwiler

"I've decided to run away from home, and I've chosen you to accompany me."

"Why pick on me? Why not pick on Steve?" he asked. + reaction haha- she’s acting like it’s an honor, and he’s so annoyed!

Claudia sighed, "I don't want Steve. Steve is one of the things in my life that I'm running away from. I want you." Why is she running away from Steve?

Begin flat affect here- this paragraph is kind of weird. Despite himself, Jamie felt flattered. (Flattery is as important a machine as the lever, isn't it, Saxonberg? Give it a proper place to rest, and it can move the world.) It moved Jamie. He stopped thinking, "Why pick on me?" and started thinking, "I am chosen." He sat up in his seat, unzipped his jacket, put one foot up on the seat, placed his hands over his bent knee and said out of the corner of his mouth, "O.K., Claude, when do we bust out of here? And how?" Point out the “flat affect” to students—show them that I stopped having a conversation with my BFF & the text. That’s how I know I’m confused. Re-read it, slowly, asking deliberate questions like “Who is Saxonberg?” Notice that Jamie is changing his mind. Act out his actions to visually demonstrate that I am beginning to understand what I am reading.

Claudia stifled the urge to correct his grammar again. "On Wednesday. Here's the plan. Listen carefully."

Jamie squinted his eyes and said, "Make it complicated, Claude. I like complications."

(7)


Let’s continue reading together—as we read, we’re going to stop frequently to make sure that we’re still having a conversation with our inner voice. When you have thoughts or reactions, use a comment signal so that you can share with the class. Read slowly, allowing students time to share thoughts.

Claudia laughed. "It's got to be simple to work. We'll go on Wednesday because Wednesday is music lesson day. I'm taking my violin out of its case and am packing it full of clothes. You do the same with your trumpet case. Take as much clean underwear as possible and socks and at least one other shirt with you."

"All in a trumpet case? I should have taken up the bass fiddle."

"You can use some of the room in my case. Also use your book bag. Take your transistor radio."

"Can I wear sneakers?" Jamie asked.

Claudia answered, "Of course. Wearing shoes all the time is one of the tyrannies you'll escape by coming with me."

Jamie smiled, and Claudia knew that now was the correct time to ask. She almost managed to sound casual. "And bring all your money." She cleared her throat. "By the way, how much money do you have?"

(8)


As you’re reading, you should be thinking about what you’re reading and what thoughts you’re having. It’s not enough to just read words on the page- you should interact with them! And if you’re never getting confused, we might need to find a more challenging book for you!


Students will read their independent reading books. As they read, they will be using stickies to write down thoughts about their reading. They will also be recording specific places where they are getting confused, and how they are fixing it.

Teacher will circulate, making sure that all students are reading actively and conferring with students as necessary.

(20)


Whole class: Who recognized that they were confused during independent reading today? How did you fix it?

(5)


POP QUIZ! (with built-in exit ticket)


M$Q:

1. True or false: great readers never get confused while reading.

2. What is one strategy that great readers can use when they get confused?

3. Tell me about a positive reaction you had during independent reading today.

(5)


30 mins of independent reading + “HUH?” homework assignment.


Independent reading books are differentiated by interest and reading level.

Active reading strategies.

STUDENT VERSION

Lesson 3

Good readers slow down and re-read when they hear their inner voice say, “HUH?”



Today, we’ll talk about another important conversation that all great readers have with their inner voice.


What’s the difference between a great reader and a not-so-great reader? Great readers ___________________ when they are ___________________ and use strategies to ________ ______!

Not-so-great readers _____________ ___________ that they are _________________ and just ___________ ________________.

One strategy we can use is to ______________________ the ____________________.

Another strategy is to _________________ __________________!

From The Mixed-Up Files of Mrs. Basil E. Frankwiler

"I've decided to run away from home, and I've chosen you to accompany me."

"Why pick on me? Why not pick on Steve?" he asked.

Claudia sighed, "I don't want Steve. Steve is one of the things in my life that I'm running away from. I want you."

Despite himself, Jamie felt flattered. (Flattery is as important a machine as the lever, isn't it, Saxonberg? Give it a proper place to rest, and it can move the world.) It moved Jamie. He stopped thinking, "Why pick on me?" and started thinking, "I am chosen." He sat up in his seat, unzipped his jacket, put one foot up on the seat, placed his hands over his bent knee and said out of the corner of his mouth, "O.K., Claude, when do we bust out of here? And how?"

Claudia stifled the urge to correct his grammar again. "On Wednesday. Here's the plan. Listen carefully."

Jamie squinted his eyes and said, "Make it complicated, Claude. I like complications."


Claudia laughed. "It's got to be simple to work. We'll go on Wednesday because Wednesday is music lesson day. I'm taking my violin out of its case and am packing it full of clothes. You do the same with your trumpet case. Take as much clean underwear as possible and socks and at least one other shirt with you."

"All in a trumpet case? I should have taken up the bass fiddle."

"You can use some of the room in my case. Also use your book bag. Take your transistor radio."

"Can I wear sneakers?" Jamie asked.

Claudia answered, "Of course. Wearing shoes all the time is one of the tyrannies you'll escape by coming with me."

Jamie smiled, and Claudia knew that now was the correct time to ask. She almost managed to sound casual. "And bring all your money." She cleared her throat. "By the way, how much money do you have?"


Read your independent reading book (if it’s really at your just-right level, and you’re paying close attention, you should hear your inner voice say, “HUH?” at least once today!

Write down the sentence (or sentences) that confused you, and what you did to fix it!

Confusing sentence: ____________________________________________________________________________________________________________________________________________

How I fixed it: ___________________________________________________________________

_______________________________________________________________________________


How I fixed it: ___________________________________________________________________

_______________________________________________________________________________


How I fixed it: ___________________________________________________________________

_______________________________________________________________________________

Pop Quiz! Vocabulary Challenge #1

1. In your own words, what does metacognition mean?

2. Use the word clarify in a sentences that shows your understanding of the word.

3. Use the word margins in a sentence that shows your understanding of the word.

4. In your own words, what does essential mean?

**Extra Credit** How do you think you did? If each question is worth 20 points, predict your score. +2 points (extra credit) if you’re within 5 points of your actual score!

20

Uh-oh . . .

40

Still not good

60

Not there yet

80

You hit our goal!

100

Reading Rockstar

**Extra Credit** Finish the following sentence:

The first extra credit was an exercise in _____________________. (+3 points)

Homework: HUH?

Today we learned that the great readers recognize when their understanding starts to break down. They stop and use strategies (like slowing down and re-reading) to fix the problem.

As you read tonight, pay close attention to your inner voice. Write down places where you found yourself getting confused, and what you did to fix it.

1. Confusing sentence:

How I fixed it:

What it means:


How I fixed it:

What it means:


How I fixed it:

What it means:

TEACHER VERSION

Lesson 4

Great readers are always asking questions.


SWBAT explain why good readers are always asking questions (even when they aren’t confused!)

SWBAT code for positive and negative reactions to a text.


· Exit ticket


· Mini-Lesson

· Text

· Who/what/where/when/why/how poster

· Dice

· Students’ names on popsicle sticks

· 4 word journal pages per student

FIRST FIVE


Do Now:

1. True or false: Great readers never get confused.

2. What is one strategy that you can use when you get confused?

3. What is a positive reaction?


We’re learning something else that all great readers do!


Opener: True or false. We only ask questions when we don’t understand something. Answer: FALSE.

Great readers are constantly asking questions. Seriously- ALL THE TIME.

Questions help us to interact with the text- they do not always mean that we are confused. Do explain that questions can sometimes indicate that we are confused, though.

Some common question starters are who, what, where, when, why, and how.

Model this with another passage from Esperanza Rising.

“When I get to California, I’m going to work for the railroad,” said Miguel, looking anxiously toward the horizon. Why would Miguel want to work for the railroad? That seems like hard work to me. They had spread pieces of brown paper in their laps and were eating pepinos, cucumbers sprinkled with salt and ground chiles. Is that good? Is it common in Mexico?

“I’m thirsty. Are they selling juice in the other car?” asked Experanza. Why is Esperanza asking about juice when Miguel is talking about working for the railroad?

“I would have worked at the railroad in Mexico,” continued Miguel, as if Esperanza had not tried to change the subject. Oh- Esperanza was trying to change the subject on purpose. I wonder why? “But it is not easy to get a job in Mexico. You need una palanca, a lever, to get a job at the railroads. I had no connections but your father did. Since I was a small boy, he gave me his word that he would help me. And he would have kept his promise. He . . . he always kept his promises to me.” Maybe Esperanza knew this conversation would lead to her father, and that’s why she was trying to change the subject. I wonder how talking about her father makes Esperanza feel?

At the mention of Papa, Esperanza felt that sinking feeling again. Is that sinking feeling the same as the feeling I have when I remember something really unpleasant? She looked at Miguel. He quickly turned his head away from her and looked hard out the window, but she saw that his eyes were damp. She had never thought about how much her papa must have meant to Miguel. Esperanza doesn’t seem to think about other people’s feelings too much. Why is that? Is it because she’s always been so rich and never had to worry about anything before?

(7)


Now we’re going to play a little game. As we’re reading, I’ll pause every so often. Someone will roll a die and someone else will draw a stick from the cup. The student whose name is drawn will ask a question that begins with the question starter associated with the number rolled. (1- who, 2- what, 3- where, 4- when, 5- why, 6-how). Pause at *s in the text.

From Esperanza Rising

All week, they prepared for Mama’s homecoming. Hortensia and Josefina scrubbed the little cabin until it was almost antiseptic.* Esperanza washed all the blankets and propped the pillows in the bed. Juan and Alfonso cushioned a chair and several crates under the shade trees so that Mama could recline outside during the hot afternoons.*

On Saturday, as soon as Esperanza helped Mama from the truck, she wanted a quick tour of Papa’s roses and she got weepy when she saw the blooms. Visitors came all afternoon, but Hortensia would only let people stay a few minutes, then she shooed them away for fear Mama wouldn’t get her rest.*

That night, Isabel showed Mama the doll and how she was taking care of it and Mama told her that she thought Isabell and the doll belonged together.* When it was time for bed, Esperanza carefully lay down next to Mama, hoping she wouldn’t disturb her, but Mama moved closer and put her arms around Esperanza, and held her tightly.*

“Mama, Miguel is gone,” she whispered.

“I know, mija. Hortensia told me.”

“But Mama, it was my fault. I got angry and told him he was still a peasant and then he left.”*

“It could not have been all your fault. I’m sure he knows you didn’t mean it. He’ll come back soon.* He couldn’t be away from his family for long.”

They were quiet.

“Mama, we’ve been away from Abuelita for almost a year,” said Esperanza. *

“I know,” said Mama quietly. “It does not seem possible.”

“But I’ve saved money. We can bring her soon. Do you want to see how much?” Before Mama could answer, Esperanza turned on the light, checking to make sure she hadn’t woken Isabel.* She tiptoed to the closet and took out her valise. She grinned at Mama, knowing how proud she would be of all the money orders. She opened the bag and her mouth dropped open.* She couldn’t believe what she saw. She tipped the valise upside down and shook it hard.

It was empty. The money orders were gone.*

(8)


As you read independently today, continue to practice listening to your “inner voice” and write down any questions that you find yourself asking. Continue writing down other thoughts (like your reactions) as well.


Students will read for 20 minutes & continue writing down the questions they ask.


Think-pair-share: Share one question that you asked (with a little context!)


schema—everything you know about a topic, the way your brain organizes information (my schema for school includes having a teacher, students, people using desks, lots of books, etc. If someone says, “I’m going to school,” I can picture all of these things.)

plot—what happens in a story, the action or events

characters—the people or animals in a story (book, movie, etc.)

setting—when and where a story takes place.


1. What is metacognition & why is it important for great reading?

2. What is one strategy great readers use?

3. Why is it important to read?


Peanut Allergies reading with questions (non-fiction!)




Game to engage reluctant learners.

STUDENT VERSION

Lesson 4

Great readers are always asking questions.


1. True or false: Great readers never get confused.

2. What is one strategy that you can use when you get confused?

3. What is a positive reaction?


We’re going to talk about something else that great readers do!


Great readers are ____________________ asking questions. Seriously- ALL THE TIME.

Questions help us to ___________________ with the text.

They do ______________________ always mean that we are confused.

Some common question starters (can you guess ‘em?) are . . .

W____________ W____________ W____________ W____________ W____________

And . . . H____________.

From Esperanza Rising.

“When I get to California, I’m going to work for the railroad,” said Miguel, looking anxiously toward the horizon. They had spread pieces of brown paper in their laps and were eating pepinos, cucumbers sprinkled with salt and ground chiles.

“I’m thirsty. Are they selling juice in the other car?” asked Experanza.

“I would have worked at the railroad in Mexico,” continued Miguel, as if Esperanza had not tried to change the subject. “But it is not easy to get a job in Mexico. You need una palanca, a lever, to get a job at the railroads. I had no connections but your father did. Since I was a small boy, he gave me his word that he would help me. And he would have kept his promise. He . . . he always kept his promises to me.”

At the mention of Papa, Esperanza felt that sinking feeling again. She looked at Miguel. He quickly turned his head away from her and looked hard out the window, but she saw that his eyes were damp. She had never thought about how much her papa must have meant to Miguel.


All week, they prepared for Mama’s homecoming. Hortensia and Josefina scrubbed the little cabin until it was almost antiseptic. Esperanza washed all the blankets and propped the pillows in the bed. Juan and Alfonso cushioned a chair and several crates under the shade trees so that Mama could recline outside during the hot afternoons.

On Saturday, as soon as Esperanza helped Mama from the truck, she wanted a quick tour of Papa’s roses and she got weepy when she saw the blooms. Visitors came all afternoon, but Hortensia would only let people stay a few minutes, then she shooed them away for fear Mama wouldn’t get her rest.

That night, Isabel showed Mama the doll and how she was taking care of it and Mama told her that she thought Isabell and the doll belonge together. When it was time for bed, Esperanza carefully lay down next to Mama, hoping she wouldn’t disturb her, but Mama moved closer and put her arms around Esperanza, and held her tightly.

“Mama, Miguel is gone,” she whispered.

“I know, mija. Hortensia told me.”

“But Mama, it was my fault. I got angry and told him he was still a peasant and then he left.”

“It could not have been all your fault. I’m sure he knows you didn’t mean it. He’ll come back soon. He couldn’t be away from his family for long.”

They were quiet.

“Mama, we’ve been away from Abuelita for almost a year,” said Esperanza.

“I know,” said Mama quietly. “It does not seem possible.”

“But I’ve saved money. We can bring her soon. Do you want to see how much?” Before Mama could answer, Esperanza turned on the light, checking to make sure she hadn’t woken Isabel. She tiptoed to the closet and took out her valise. She grinned at Mama, knowing how proud she would be of all the money orders. She opened the bag and her mouth dropped open. She couldn’t belive what she saw. She tipped the valise upside down and shook it hard.

It was empty. The money orders were gone.


As you read independently during class, write down the questions you find yourself asking.

WHY DO PEANUTS MAKE SOME PEOPLE SICK?

Many people who are allergic to peanuts or other nuts, such as pecans or walnuts. Eating even a small amount of peanuts can make them vomit. Vomiting is the body’s way of getting rid of something poisonous that you’ve eaten. So, if someone is allergic to nuts, their body reacts as if the nuts are poisonous.

Avoiding nuts

Some people are allergic to just one or two foods. Other people are allergic to many. Avoiding certain foods, such as nuts, is not as easy as it sounds. Many kinds of foods, including many cereals, contain small amounts of nuts. Some people are extremely sensitive to even tiny amounts of a particular food. The fact that a machine in a factory previously processed nuts is enough to trigger the allergy. That is why many products say “may contain traces of nuts” on the label.

Other symptoms of food allergy

If you eat something that you are allergic to, your mouth may tingle and your lips, tongue, and throat may swell up and go numb. It may also give you stomach ache and diarrhea. Some people are so allergic to nuts or other food, their bodies can go into extreme shock if they eat them. People who are likely to react like this usually carry medicine that will help them to recover quickly.

Skin reaction

Food allergies do not affect only the digestive system. The most common sign of a food allergy is an itchy rash. Many people who are allergic to strawberries, shellfish, and nuts break out in a rash or in red blotches when they eat them. A food allergy can also make it difficult for some people to breathe.

Instant reaction

Many people react very quickly to a food they are allergic to. Within minutes their skin breaks out in a rash, or they feel sick, or their mouth swells up. If this happens, it is fairly easy to tell what has caused the reaction. Other people take longer to react. If you are sick three days after eating something, you may not realize the cause.

Food can affect other conditions

A food allergy may trigger eczema, an asthma attack, or other conditions, like migraines. A migrane is a bad headache that may cause people to vomit or feel dizzy. They may see wiggly lines or dots in front of their eyes. Different things cause migraines in different people, but many migraine sufferers find that eating cheese, or chocolate, or a chemical called monosodium glutamate (MSG) triggers a migraine attack.

Three interesting pieces of Three questions I still have after

Information from the text reading the text

1.

2.

3.

Why do great readers ask questions while they read?

TEACHER VERSION

Lesson 5

Good readers use their questions to figure out why their understanding is breaking down.


SWBAT differentiate questions that indicate, “I’m thinking,” and questions that indicate, “I’m confused.”

SWBAT identify why their understanding is breaking down.


· Exit ticket


· Mini-Lesson

· Text

· Exit Ticket

· Powerpoint

FIRST FIVE


Do Now:

Read the following paragraph and code the text. Be prepared to share your thoughts with your classmates.

I hope you don't mind my telling you a great deal about Roberta. The more I observe her, the more I notice all sorts of things about her. For instance, she seems oddly anxious to make other people happy. Also, she has the power of silent sympathy. That sounds rather dull, I know, but it's not so dull as it sounds. It just means that she is able to know that you are unhappy, and to love you extra on that account, without bothering you by telling you all the time how sorry she is for you.adapted from The Railway Children by E. Nesbit


Yesterday, we talked about using questions to deepen our understanding. Today, we’re going to talk about how some questions can help us figure out why our understanding is breaking down.


Great readers are constantly asking questions. Questions are one way that we interact with the text. They also help us to deepen our understanding of the text.

But some questions are red flags. Questions about who a character is or where an event is occurring might be clues that you’re getting confused.

As we’re reading today, listen for other questions that sound like, “HUH?” When you realize what’s confusing you, it’s much easier to fix it!

When Mary Lennox was sent to live with her uncle, everybody said she was the most ugly child ever seen. It was true, too. She had a little thin face and a little thin body, thin light hair and a sour face. Her hair was yellow, and her face was yellow. She had been born in India and had always been ill in one way or another. Her father had held a job under the English Government and had always been busy and ill himself. Her mother had been a great beauty who cared only to go to parties and amuse herself with happy people. She had not wanted a little girl at all. When Mary was born she handed her over to the care of an Ayah. Huh? An Ayah? Start flat affect here- I’m lost! The child was kept out of sight as much as possible. So when she was a sickly, fretful, ugly little baby she was kept out of the way, and when she became a sickly, fretful, toddling thing she was kept out of the way also. She never remembered seeing anything but the dark faces of her Ayah and the other native servants. They always obeyed her and gave her own way in everything. By the time she was six years old she was as mean and selfish a little pig as ever lived. adapted from http://www.authorama.com/secret-garden-1.html

What I read (context)

My question . . .

This tells me . . .

When Mary was born she handed her over to the care of an Ayah.

Who or what is an Ayah?

I need to read carefully to try and infer the meaning of this word- or find some additional background information.

She never remembered seeing anything but the dark faces of her Ayah and the other native servants.

Who/what are native servants? That doesn’t sound like something we’d say here- where do they live?

I don’t understand the setting of this passage.

They always obeyed her and gave her own way in everything. By the time she was six years old she was as mean and selfish a little pig as ever lived.

Why would they give her everything she wanted? Of course she’s spoiled at mean!

I’m reacting to the text and connecting it to my own life—those are signs that I understand the text, and am creating meaning.

(7)


Read the following passage together, as a class. Pause frequently to allow for questions. Analyze to determine if those are questions that indicate we’re thinking or questions that indicate we’re confused.

In Thailand, Police Colonel Pongpat Chayapan was tired of his police officers breaking the law. He was annoyed that they did not take warnings seriously. Thai police officers were littering and parking in banned areas. They were also showing up to work late quite often. After dealing with these problems for far too long, Chayapan found a solution: make them wear Hello Kitty armbands. Now, any Thai officer that breaks the law will be required to wear an armband that has Hello Kitty sitting on top of two hearts. The officers will also have to stay in the office all day long. They will not be allowed to discuss which law they broke. Officers that break the law will also have the same penalties and fines that the rest of the public has. Chayapan said about the armbands, "Simple warnings no longer work. This new twist is expected to make them feel guilt and shame and prevent them from repeating the offense. This is to help build discipline. We should not let small offenses go unnoticed."


My question . . .

This tells me . . .

In Thailand, Police Colonel . . .

Where is Thailand?

I don’t know much about the setting-but might be able to make sense of the article, anyway.

Now, any Thai officer that breaks the law will be required to wear an armband that has Hello Kitty sitting on top of two hearts.

I wonder if wearing a “Hello Kitty” armband would keep 6th grade students from breaking rules?

I’m connecting the text to my own life; I’m doing ok.

(8)


Keep doing what you’re doin’ . .


Read the following excerpt from “Through the Looking Glass” by Lewis Carroll. Carroll’s stories are mostly nonsensical, and he wrote in British (rather than American) English, which can make them confusing. As you read, pay attention to the questions you are asking when your understanding breaks down. When you finish, silently begin reading your independent reading book.

Through the Looking Glassby Lewis Carroll

One thing was sure, that the WHITE kitten had had nothing to do with it. It was the black kitten's fault entirely. For the white kitten had been having its face washed by the old cat for the last quarter of an hour. You see that it COULDN'T have had any hand in the mischief. But the black kitten had been finished with earlier in the afternoon. So, while Alice was sitting curled up in a corner of the great arm-chair, the kitten had been having a grand game of romps with the ball of yarn Alice had been trying to wind up. He had been rolling it up and down till it had all come undone again. There it was, spread over the hearth-rug, all knots and tangles, with the kitten running after its own tail in the middle. "Oh, you wicked little thing!" cried Alice, catching up the kitten, and giving it a little kiss to make it understand that it was in disgrace. 'Really, Dinah ought to have taught you better manners! ' She added, looking at the old cat, and speaking in as cross a voice as she could manage. Then she scrambled back into the arm-chair, taking the kitten and the yarn with her, and began winding up the ball again. But she didn't get on very fast, as she was talking all the time, sometimes to the kitten, and sometimes to herself. Kitty sat on her knee, pretending to watch the progress of the winding, and now and then putting out one paw and gently touching the ball, as if it would be glad to help.

Teacher will circulate, conferring with individual students. Students who are not having any difficulty with their independent reading books should be pushed to read more challenging books. Teacher should also be making notes about passages that are confusing to students and the strategies they are using to fix them to be used in future mini-lessons.

(20)


Discuss what was confusing about this passage. What questions did students have? Did their questions help them to “fix” their confusion?

(5)


Million $ Question:

1. Why do great readers ask questions?

2. What is one question you had today (that we haven’t already discussed!) that helped you to figure out where your understanding was breaking down?

3. What schema would you have for a basketball game?

(5)

HOMEWORK: What will we do tonight?

Read “Independence Day in Brazil.” Practice coding the text. On the back, write 6 questions that you had and what these questions told you about your understanding. (same graphic organizer used in the lesson)




STUDENT VERSION

Lesson 5

Good readers use their questions to figure out why their understanding is breaking down.


Read the following paragraph and code the text. Be prepared to share your thoughts with your classmates.

I hope you don't mind my telling you a great deal about Roberta. The more I observe her, the more I notice all sorts of things about her. For instance, she seems oddly anxious to make other people happy. Also, she has the power of silent sympathy. That sounds rather dull, I know, but it's not so dull as it sounds. It just means that she is able to know that you are unhappy, and to love you extra on that account, without bothering you by telling you all the time how sorry she is for you.adapted from The Railway Children by E. Nesbit


Yesterday, we talked about using questions to deepen our understanding. Today, we’re going to talk about how some questions can help us figure out why our understanding is breaking down.


Great readers are constantly asking ____________________.

Questions are one way that we _________________ with the text. They also help us to ______________ ______________ _____________________ of the text.

But some questions are ______________ _______________. Questions about _______________ a character is or _____________________ an event is occurring might be clues that you’re getting ____________________.

I’ll show you what I mean:

From The Secret Garden by Frances Hodgson Burnett

When Mary Lennox was sent to live with her uncle, everybody said she was the most ugly child ever seen. It was true, too. She had a little thin face and a little thin body, thin light hair and a sour face. Her hair was yellow, and her face was yellow. She had been born in India and had always been ill in one way or another. Her father had held a job under the English Government and had always been busy and ill himself. Her mother had been a great beauty who cared only to go to parties and amuse herself with happy people. She had not wanted a little girl at all. When Mary was born she handed her over to the care of an Ayah. The child was kept out of sight as much as possible. So when she was a sickly, fretful, ugly little baby she was kept out of the way, and when she became a sickly, fretful, toddling thing she was kept out of the way also. She never remembered seeing anything but the dark faces of her Ayah and the other native servants. They always obeyed her and gave her own way in everything. By the time she was six years old she was as mean and selfish a little pig as ever lived. adapted from http://www.authorama.com/secret-garden-1.html


My question . . .

This tells me . . .


In Thailand, Police Colonel Pongpat Chayapan was tired of his police officers breaking the law. He was annoyed that they did not take warnings seriously. Thai police officers were littering and parking in banned areas. They were also showing up to work late quite often. After dealing with these problems for far too long, Chayapan found a solution: make them wear Hello Kitty armbands. Now, any Thai officer that breaks the law will be required to wear an armband that has Hello Kitty sitting on top of two hearts. The officers will also have to stay in the office all day long. They will not be allowed to discuss which law they broke. Officers that break the law will also have the same penalties and fines that the rest of the public has. Chayapan said about the armbands, "Simple warnings no longer work. This new twist is expected to make them feel guilt and shame and prevent them from repeating the offense. This is to help build discipline. We should not let small offenses go unnoticed."


My question . . .

This tells me . . .


Through the Looking Glassby Lewis Carroll

One thing was sure, that the WHITE kitten had had nothing to do with it. It was the black kitten's fault entirely. For the white kitten had been having its face washed by the old cat for the last quarter of an hour. You see that it COULDN'T have had any hand in the mischief. But the black kitten had been finished with earlier in the afternoon. So, while Alice was sitting curled up in a corner of the great arm-chair, the kitten had been having a grand game of romps with the ball of yarn Alice had been trying to wind up. He had been rolling it up and down till it had all come undone again. There it was, spread over the hearth-rug, all knots and tangles, with the kitten running after its own tail in the middle. "Oh, you wicked little thing!" cried Alice, catching up the kitten, and giving it a little kiss to make it understand that it was in disgrace. 'Really, Dinah ought to have taught you better manners! ' She added, looking at the old cat, and speaking in as cross a voice as she could manage. Then she scrambled back into the arm-chair, taking the kitten and the yarn with her, and began winding up the ball again. But she didn't get on very fast, as she was talking all the time, sometimes to the kitten, and sometimes to herself. Kitty sat on her knee, pretending to watch the progress of the winding, and now and then putting out one paw and gently touching the ball, as if it would be glad to help.

Record your questions in the graphic organizer below.


My question . . .

This tells me . . .

Homework: ALARMS!

Directions: Read the following passage. Code the text- write your questions and reactions in the margins. Then, complete the graphic organizer on the back (it’s just like the one we used in class!). To receive full credit, you must demonstrate that you actively read the text (front) and complete the entire graphic organizer (back).

Independence Day in Brazil By Ekaterina Zhdanova-Redman

1 Have you ever had to make a difficult choice between right and wrong? Many people face such choices - whether big or small - everyday. Maybe you've had to make a choice like this today. Now imagine making a choice between right and wrong that would forever change two entire countries! There was a man in Brazil who had to make such a choice, and his name was Dom Pedro. 2 Many years ago, the European country of Portugal ruled Brazil. In the 18th century, Europe was in the middle of war. The French, under the leadership of Napoleon Bonaparte, threatened Portugal. The Portuguese royal family decided they needed somewhere to hide, so they took off for Brazil. They arrived in Brazil in 1807. Brazil's capital city of Rio de Janeiro became both countries' capital city. 3 At the time, Brazil was used to being ruled from afar. At first, rulers and businesspeople in Brazil liked having the attention of the Portuguese royal family. But having the royal family so close meant Brazilians had to behave. The Portuguese opened Brazilian trade with the British, and the trade paid for many improvements in Brazil. 4 Brazilians eventually got tired of the royal family and started to rebel. King Joao tried his best to settle things down, but failed. Finally, on April 25, 1821, the royal family loaded their ships with all kinds of money and goods and headed back for Portugal. Their departure came after years of fighting all aroun

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