Making Good Book Choices Easy Just-Right Challenging fun to read relaxing favorite picture book effortless You can read “Easy” books easily and understand them well. Understand well and enjoy read smoothly and only a few places where you need to slow down to figure out a word or think more about the meaning these are the books that help you become a better reader each time you read You should read books most of the time. difficult to read have trouble with many of the words and don’t understand most of what you are reading too difficult for you to enjoy right now There are times when you would choose a challenging book, such as when you needed to find some facts on a particular topic, but most of the time, you would save Challenging books until they are “Just Right”
Block 1: Fiction Lesson TEKS & Objective/Product Procedure 4 TEKS: Fig 19 A-C, 3.8, 3.2B, 3.2C Obj: We will establish purpose, ask questions, and monitor comprehension when reading. Product: I will establish purpose, ask questions, and monitor comprehension when reading a realistic fiction text. Focus: Realistic Fiction Genre Immersion & Reading is Thinking: Sticky Notes Text: Destiny’s Gift (Journeys Unit 1 Lesson 3) Approach: Interactive Read Aloud (IRA) and Minilesson Resources/Materials: Sticky Notes Reading is Thinking Anchor Chart 5 TEKS: Fig 19 A-C, 3.8, 3.2B, 3.2C Obj: We will establish purpose, ask questions, and monitor comprehension when reading. Product: I will establish purpose, ask questions, and monitor comprehension when reading a realistic fiction text. Focus: Realistic Fiction Genre Immersion & How to Turn & Talk Text: The Extra Good Sunday (Journeys Unit 3 Lesson 15) Approach: IRA and Minilesson Resources/Materials: Turn and Talk Anchor Chart 6 TEKS: Fig 19 A-C, 3.8, 3.2B, 3.2C Obj: We will read independently for sustained period of time and produce evidence of reading. Product: I will establish purpose, ask questions, and monitor comprehension when reading a realistic fiction text. Focus: Realistic Fiction Genre Immersion & Keeping a Record of Reading Text: Max’s Words (Journeys Unit 2 Lesson 6) Approach: IRA and Minilesson Resources/Materials: Reading Notebook 7 TEKS: Fig 19 A-C, 3.8, 3.2B, 3.2C Obj: We will establish purpose, ask questions, and monitor comprehension when reading. Product: I will establish purpose, ask questions, and monitor comprehension when reading a realistic fiction text. Focus: Realistic Fiction Genre Immersion & Guidelines for Reading Workshop Text: The Science Fair (Journey Unit 3 Lesson 12) Approach: IRA and Minilesson Resources/Materials: Guidelines for Reading Workshop Anchor Chart Reading Notebook
Lesson TEKS & Objective/Product Procedure 13 TEKS: 3.8A/Fig 19E Obj: We will summarize the plot’s main events in logical order. Product: I will summarize the plot’s main events in logical order by writing a story summary. Focus: Summarizing Realistic Fiction Text: Max’s Words Approach: Minilesson Resources/Materials: Reading Notebook Summarizing Fiction Anchor Chart 14 TEKS: 3.8A/Fig 19E Obj: We will summarize information in text, maintaining meaning and logical order. Product: I will summarize information in text, maintaining meaning and logical order by Focus: Connecting sequence & summarizing to the testing genre Text: The Extra Good Sunday Approach: Minilesson Resources/Materials: Bridging Stems Handout Sentence Strips or Colored Paper 15 TEKS: Fig 19 D Obj: We will make inferences about text and use textual evidence to support understanding. Product: I will make inferences about text and use textual evidence to support understanding by completing an inference chart. Focus: Inferencing Text: Max’s Words Approach: Minilesson Resources/Materials: Read Notebook Inferring Anchor Chart 16 TEKS: 3.2B, 3.8B/Fig 19D Obj: We will describe the interaction of characters including their relationships and the changes they undergo. Product: I will describe the interaction of characters including their relationships and the changes they undergo by completing a character chart. Focus: Understanding Characters Text: Max’s Words Approach: Minilesson Resources/Materials: Reading Notebook Understanding Characters Anchor Chart 17 TEKS: 3.2B, 3.8B/Figb19D Obj: We will describe the interaction of characters including their relationships and the changes they undergo. Product: I will describe the interaction of characters including their relationships and the changes they undergo by completing how characters change chart. Focus: How Characters Change Text: Max’s Words Approach: Minilesson Resources/Materials: Reading Notebook How Characters Change Anchor
Lesson TEKS & Objective/Product Procedure 33 TEKS: 3.8C Obj: We will identify whether the narrator or speaker of a story is first or third person. Product: I will identify whether the narrator or speaker of a story is first or third person by completing the Point of View Chart. Focus: Point of View Text: The Legend of the Bluebonnet and The Science Fair Approach: Minilesson Resources/Materials: Reading Notebook Point of View Anchor Chart 34 TEKS: Obj: Product: Focus: Text: Approach: Resources/Materials: 35 TEKS: Obj: Product: Focus: Text: Approach: Resources/Materials: 36 TEKS: Obj: Product: Focus: Text: Approach: Resources/Materials: 37 TEKS: Obj: Product: Focus: Text: Approach: Resources/Materials:
Say-“The important sequenced events from the story that should be included on a plotline are: the character’s conflict, events leading to a resolution for the character’s conflict, and the resolution or the result of the character’s conflict being resolved.” Fill in the Plot Line Anchor Chart with your students using The Extra Good Sunday. Be sure to facilitate the discussion to ensure that the most important events that contribute to the movement of the plot are the only ones included on the sequencing diagram.(This will help later for summarizing) Independent Practice: Students will read Destiny’s Gift and complete a Plot Line in their Reading Notebook using the handout provided. Say – “As you read pay attention to the the character’s conflict, events that move towards the resolution, and the resolution to the character’s conflict. You will fill in the Plotline just as I modeled and we did together.” Reading Workshop: Each day as students complete the Independent Practice, they should read their Independent Book, record their thinking on sticky notes and paste them in their Reading Notebook in the Reading Response section, and continue to keep a record of their reading. Plot Line Title:_________________________
Bridging 3.8A & 3.8/Fig. 19E Why is it important to the story that _______________________________ ? (fill in the blank with the event that leads to the conflict in the plot or the event that leads to the resolution) Which event belongs in the empty box of the diagram? (make a diagram of boxes filled with events from the story, leave 1 box empty) What is the best summary of the story?