I can describe the connection between two individuals, events, ideas, or pieces of information in a text.

Transcription

1 I can describe the connection between two individuals, events, ideas, or pieces of information in a text. K.RI.1.3- With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text Monday, January 23, 2017 Unit 3, Session 10 Mini-Lesson Today I want to teach you that when readers try to read tricky words, they need super strong sound power. They look closely at the beginning and the ending to solve the word. Chart paper with marker, SMART Board, or large whiteboard with dry erase marker Sticky notes C or D leveled text with a repeating pattern, strong picture support, and opportunities to problem solve using the picture with the ends of several words covered with the sticky notes We Will Go poem on chart paper with the endings of several words covered We Are Super Readers! chart Tell a story about a time when you misread a word to excite the children about looking to the ends of these words. Model reading to the end of every word. Model being stuck and then rallying for the challenge. Invite students to use not only the initial but also the final letters to read a covered word. Remind readers to use all of their strategies as they read. Tuesday, January 24, 2017 Unit 3, Session 11 So today I want to remind you that yes, when reading some words (words that aren t snap words), readers bring out their magnifying glasses and look closely at the letters.

2 But when they come to a snap word, they put the magnifying glass away! They don t need to slow down or read closely. They just look at the word and they know it in a snap. C or D leveled text with a familiar high frequency words Readers Read with a Partner chart Remind readers that when they know a word, they shouldn t slow down to solve it. They should read it in a snap. Demonstrate for children how scanning the pages of a book to locate known words can help them read the book and read words they know in a snap. Recap the work you just did with the class and provide another opportunity for practice. Channel readers to continue without support from you, with partners reading the upcoming text to each other. Recap the reading work the children did in a way that is transferable to other books on other days. Remind children that they can read the word wall as a warm-up before reading their books and, for fun, can take on different voices to read the words. Wednesday, January 25, 2017 Early Release Day No mini-lesson due to shortened day Thursday, January 26, 2017 Unit 3, Session 12 Today I want to teach you that just like writers check over their writing, so, too, readers check over their reading. After readers work hard to read the words on the page, they stop and ask, Does it make sense? Does it sound right? Does it look right? If things seem off, readers reread to fix it up. Check You Reading! Chart Sticky notes C or D leveled text with planned miscues. Cover two words to demonstrate strategy

3 We Are Super Readers! chart Celebrate how children work hard to check their writing so it is easy for readers to read. Compare this to the work that readers do after they solve words. Demonstrate how you check your reading and fix up parts that don t make sense, sound right, or look right. Demonstrate using several strategies to correct the miscue before continuing to read. Channel children to check and fix their reading. Remind children that they are the kind of readers who work hard to read and understand their books, and they always check their reading. Friday, January 27, 2017 Review this week's sessions. Take time to go back over anything that you feel your class needs additional supports on that were covered in the week's sessions. Read Aloud 2 easy reader non-fiction text on two different modes of transportation (ex: one about planes and one about cars) graphic organizer (chart paper/markers or SMART Board) primary lined paper with blank space for illustrations, enough for class Monday, January 23, 2017 To introduce lesson, ask students how people get from one place to another. List responses on a graphic organizer. Introduce the term transportation and define for the students. Introduce the non-fiction text you will be reading. Display the front cover and possibly a couple pictures from the book. Ask students to predict the main idea for the story. Read a non-fiction text on a type of transportation. Ask students to recall the details from the book. Create a graphic organizer charting student responses to reference later in the week.

4 Tuesday, January 17, 2017 Ask students to recall the term transportation and define it for you. Display the graphic organizer made yesterday with various types of transportation. Recall the book read yesterday, the main idea, and the details. Introduce the second non-fiction text you will be reading. Display the front cover and possibly a couple pictures from the book. Ask students to predict the main idea for the story. Read the non-fiction text on a different type of transportation. Ask students to recall the details from the book. Create a graphic organizer charting student responses to reference later in the week. Wednesday, January 18, 2017 Display books for this week. Ask students about the main ideas and a few details from each one (displaying the lists made earlier in the week if necessary). Remind students about the comparison chart we made last week comparing the past and the present. Explain that today we will be doing something similar and making connections between the two texts. Have the students lead a discussion about the connections between the different types of transportation. Chart students insights on a T-chart like last week s to display and refer to during classwork assignment tomorrow. Thursday, January 19, 2017 Display the texts for this week and quickly review the main ideas and a few details to activate their prior learning this week. Display a blank Venn diagram. Using something your students know a lot about such as dogs and horses or a male student and a female student, demonstrate how the Venn diagram works, it purpose and how to complete it. Now display the T-chart from yesterday and explain that we will use the details the students recalled from the texts to complete a Venn diagram about the two types of transportation we learned about to help us see the connections better. Complete the Venn diagram with students and discuss the resulting graphic organizer. Friday, January 20, 2017 Classwork Grade Using two passages read aloud, students will complete an assessment making connections between them.

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