29 Changing Predictions Thoughtful readers continue to make and revise predictions as they read based on schema and text evidence. 19.C, D 30 Resolution Thoughtful readers relate the story problem to its solution to aid in understanding and comprehension. 2.9 31 Test Talk- Story Elements (Problem, Predictions, & Resolution) Thoughtful readers interpret the unique language of formal assessments and respond to mulitple-choice and short-answer questions. 2.3 32 Context Clues Thoughtful readers will use context clues to decode unfamiliar words. 2.3C 33 Taking Endings off Longer, Tricky Words Thoughtful readers solve words by taking off the suffixes. 2.3C 34 Readers Retell their Story When They are Finished with a Book (Character’s Name) Thoughtful readers name the characters when they retell their book. 19 E 35 Retelling in Order so the Retelling Makes Sense Thoughtful readers retell their stories in order so the retelling makes sense. 19 E 36 Retelling after Finishing a Book (Main Events) Thoughtful readers include the main events in their retelling after they finish a book 19 E 37 Celebrating and Growing My Reading Life Thoughtful readers write to make sense of and reflect upon meaningful reading experiences that helped them grow new insights about themselves as readers and the world. 2.12 A
them with their retellings, as well as to help them share important parts with their partners. Minilesson: Test Talk- Story Elements (Problem, Predictions, & Resolution) L/F31 Objective(s): Thoughtful readers interpret the unique language of formal assessments and respond to mulitple-choice and short-answer questions. TEKS: 2.3 Please discuss how today they will focus on problem and prediction, but it will also be a review of all the story elements in a fictional story. Materials: Short fictional passage with story element questions. One for modeling and one for them to practice with partners or independent. Chart paper and markers for anchor chart. Connect: connect today’s work with ongoing work teaching point Readers, are sometimes written in language that is different from the way that we speak to one another. Today I will demonstrate how good readers and good test takers think about the language of tests to answer story element questions. . Teach: restate teaching point tell story related to teaching point & think aloud point out things students should notice Read a short fictional story. Share your thinking while reading the text. Display two questions that are not present in the students' independent practice-- one representing an example of a story element question and one representing a non-example. Do a couple problem, resolution, and prediction questions. EX: Where does the story take place? What does the word frenzy mean? Explain that good test takers must first recognize what the question is asking. Think aloud by differentiating between the two questions, pointing to key words and clues that help you recognize when a question is asking about things related to story elements. Active Engagement: ask partners to turn & talk listen, observe, & coach share example of what you heard or observed Have students turn and talk with their partners to come up with another story element type question. Create a Story Elements Test Talk anchor chart by recording the question stems on chart paper. Review with them the strategies they have learned about monitoring their own comprehension. Review the chunk, sum, and picture strategy and have them draw the lines under the paragraphs for the chunk part. Link: restate teaching point tell how learning can be used in future Today you will work on answering story element comprehension questions. Distribute copies of the independent practice. Allow students to work in pairs (or individually) to answer the questions. Let’s read each question and discuss the type of question it is.