Indiana Reading – 4

Readers’ Magazine File: plastic holder per student for reading materials

Class library or bucket of books from school library

chart paper

markers

Readers’ Notebooks

(notebooks or small binders)

Management mini-lesson

Key Concepts

• We have specific ways to find and select books in our classroom.

• We read independently and do not chat so we can do our best thinking while reading.

• READING IS THINKING – We do our best thinking when there are limited distractions. If there is talking (conferencing) quiet voices/whispers will be used.

• Teach the mini-lesson (Part 1 and 2) and key concepts (FOUNTAS AND PINNELL, p.146).
• Allow students to choose a book from the classroom library or basket of library books
• Begin “Reading is Thinking” anchor chart with class (see Appendix #1)
• Allow time to read silently. Teacher circulates the room to assist students and ensure best strategies and use of time
• After 5 minutes of successful independent reading check in with whole class about:
  • Conditions for best reading – environmental, music on/music off/ best places in school/lighting
  • How did we do?
  • Where book was found in classroom
  • Old friend/new friend (is what they are reading a familiar book or something new?)

• Continue independent reading for the rest of the period. Teacher circulates room to assist students. Length of time will depend on how long most students are successful
• As a whole group (in whole group teaching area), share good reads and successes
• Share at end of period to evaluate how the reading went/ who is reading something great, etc.

• Hand out Readers’ Notebooks and Magazine File to each student to be filled with personal work as the First 20 Days continues

magazine file

Read Aloud Suggestions:

Goldisocks and the Three Libearians

Peter’s Chair

Big Sarah’s Little Boots (Bourgeious)

Strategies and Skills mini-lesson

• Books can be easy, just-right or challenging for a reader.

• Research shows that just-right books are best to move readers forward.

• Readers have criteria to judge whether a book is just right for independent reading.

Resources:

Fountas and Pinnell (p.146)

• Create an “EASY, JUST-RIGHT and CHALLENGING” anchor chart. (See Appendix #2 for example).
• Each child chooses 2 pieces of JUST RIGHT reading materials from the library (graphic novels, fiction, non-fiction, magazines etc.) These go in a special independent reading magazine file to be kept in the student’s desk for independent reading time.
• Sign-out books. (Depending on student skill level, this could be done independently or with teacher assistance)
• Use remainder of period to read independently practicing skills from previous mini-lesson. Teacher circulate the room to assist students and ensure best strategies and use of time.

chart paper

markers

Thought

Bubbles (Appendix #3)

Suggestions for Think Alouds (Appendix #4)

How to do a Think Aloud (Appendix #5)

sticky notes

Strategies and Skills mini-lesson

• Readers are always thinking about what they understand and how they feel about what they understood.

• Readers are aware of their thinking (inner voice). This is an IMPORTANT metacognitive piece.

• Readers remember their thinking in order to share it with other readers.

Readers talk with each other about their thinking.

• Do a Think Aloud with a favorite picture book (see Appendix #4 for suggestions on books and how to do this) or class read aloud

Strategies you might mention (just use 3-5 per book):

Personal connection

Prediction

Visualization

Comment on author’s language/style

Make connections to character

• After the teacher has pre-read a book or chapter of novel, the teacher will have prepared any thoughts on actual paper shaped like thought bubbles and will have them filled out and inserted in the text prior to reading to the class. (See Appendix #3 for the thought bubble.)

• Add any new concepts the teacher has used in the Think Aloud of the favorite picture book to the Reading is Thinking chart from Day 1. Stick bubbles right on the Reading is Thinking chart
• Give students stickies (bubble-shaped if possible) to mark two places in their books where they might share something they were thinking about as they read
• Allow students time to read independently, while adding their personal stickies. Teachers circulate the room to assist students and ensure best strategies and use of time
• As a whole group (in whole group teaching area), share student thinking. Add any more suggestions to your Reading is Thinking chart as a whole class
• Celebrate any successes

chart paper

markers

Management mini-lesson

• Readers choose books in many different ways.

• Students use several different kinds of information to help them choose books.

• Students think carefully about book choice.

·       Teacher and students create a classroom anchor chart “Ways We Choose Books” based on the methods they used on Day 2 and/or ways they might choose books in the future (see Appendix #6)

·       Put anchor chart on chart paper. There will be little check boxes across from each method and then each child will be able to keep track of what methods he/she is using to choose books

·       Students choose 2 more JUST RIGHT texts becoming aware of their method for choosing books

·       Sign the materials out and keep in magazine file

·       Read for remainder of period in the library. Teachers circulate the room to assist students and ensure best strategies and use of time

·       As a whole group (in whole group teaching area), share good reads and successes.   Refer back to anchor chart to see which methods were used

·       Challenge students to use a different method of choosing books next time they choose library books

Inner Voice Interactive (Appendix #7)

Readers’ Notebooks

copy of Thought Bubbles (Appendix #6)

or Sharing Your Thinking Part 2

Strategies and Skills mini-lesson

When readers read, they have an inner dialogue as they create meaning called their Inner Voice.

• Teacher models another Think Aloud with a favorite picture book or included essay focusing on how to use the inner voice to track meaning
• The teacher focuses on modelling strategies he/she is using.   For example, questioning, rereading, slowing down to capture understanding, refocusing, stopping and thinking about what they know, thinking about what would make sense, handling challenging concepts or vocabulary and asking for help.
• Give students a sheet with the 3 thought bubbles (Appendix #6) to fill out as they do their independent reading today.         Teachers circulate the room to assist students and ensure best strategies and use of time is practiced. Sheets go in the Readers’ Notebook
• As a whole group (in whole group teaching area), share student completed bubbles
• Celebrate successes

Week 2:             Reading Workshop (continued)

Source:              Guiding Readers and Writers, by Fountas & Pinnell

Essential Question: What are the learners’ responsibilities for Independent Reading?

Markers

Article for shared reading

Management mini-lesson

• Students need the opportunity to talk about their reading.

• Following Turn-and-Talk guidelines allows groups to have effective discussions.

• Initiate discussion – “There is no better way to understand the information we read, hear or see than to talk to someone else. When we actively process information we almost always learn, remember and understand better.”
• Dynamic Duo Interactive – Ranking Turn-and-Talk Guidelines (Appendix #8)
• Round up another adult to model how you talk about a piece of text.
• Ask kids to notice what the two of you are doing.
• Read a piece of text silently (students read it also) and then model with your chosen adult. Demonstrate how you look each other in the eye, listen attentively, ask follow-up questions, disagree politely, share connections, and express reactions.
• Have the student report what they noticed about what you were doing.
• Suggest a kid-friendly topic and have them practice turn-and-talk
• Then have students regroup and have students discuss what the discussed and what they learned using the
• Follow up with self-assessment (Appendix #9)

chart paper

markers

My Reading Log sheets

Library books and book magazine files

Strategies and Skills

• There are many reasons readers abandon books.
• It is acceptable to abandon a book occasionally.

Book exchange today

• Address reasons for abandoning books

“What makes a book a poor fit?”

• Teacher role play the abandoning of a book using their own personal experiences
• Create a chart with the students on why books should and should not be abandoned (see Appendix #10) Make comparisons to last year to identify how they have grown as readers
• Using Turn-and-Talk guidelines (Appendix #8) have students take a moment to reflect on how they have changed as readers
• Students complete the reflection sheet Thinking About Myself as a Reader (Appendix #11). This sheet is intended to reflect on their past reading experiences. It is to be kept in their Readers’ Notebooks
• Students are given time for Independent Reading. Teachers circulate the room to assist students and ensure best strategies and use of time
• Have students sign out a new batch of independent reading books for their book magazine files

Reading Log sheets

Management mini-lesson

• Independent reading time is accountable reading time.

• Readers have “AHA!” moments and it is important to keep track of them.

• Teacher does whole group mini-

lesson about using Readers’ Notebook (given to students Day 1) and how to fill out “My Reading Log” (see next page)

• Discuss purpose of tracking reading through use of Reading Log

Overall Expectations

1- Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

2 – Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning

3 – Use knowledge of words and cueing systems to read fluently

4 – Reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during and after reading

• Use a volunteer from the class to share their reading material. Using this, the teacher will model how the Reading Log is to be completed
• Everyone practices this on their sheets and files it in the Readers’ Notebook
• Students are given time for Independent Reading.         Teachers circulate the room to assist students and to ensure reading log is completed.
• Students bring Readers’ Notebooks with Reading Logs to share with elbow partners in whole group area. Students turn-and-talk to check each other’s Reading Logs to be sure they have been completed correctly

markers

list or basket of familiar books

Extra:

Movie – The Pagemaster (with Macaulay Caulkin)

Skills and Strategies mini-lesson

• Fiction books fall into categories called genres.

·      Being aware of genre is important to our book selection process.

• Present a mini-lesson on the definition of Fiction Books.
• Present and define different types of Fictional Genres through game of Charades. For example, Adventure, Romance, Fantasy, Science Fiction, Historical Fiction, Realistic Fiction, Classics, Humor.         (See definitions in. Appendix #13.)
• Students select genre card and play game of Headbandz to guess their genre. Students then are sent to find a book in the library of that genre and to meet with other students of the same assigned genre to create a definition poster
• In the whole group discussion, ask selected students what books they are currently reading and what genre it is. Have each selected student physically walk to the area where their book is shelved
• Make the point that books are shelved/organized alphabetically by the author’s last name-not by Genre.
• Review and discuss which genres are in fact fictional? Will new genres need to be created (i.e. survival literature)? Discuss books that cross borders.

chart paper

book to model focused, engaged reading

BLM Guidelines for Reading Workshop

BLM for Key Comprehension Strategies

Management Mini lesson

• Reading Workshop is intended for accountable, focused, and enjoyable reading.

• Efficient reading behavior is observable.

• Teacher models what a focused engaged reader looks like. Teacher does this as a ‘Think Aloud’ also modelling the making of notes using sticky notes and/or journals demonstrating the chosen reading comprehension strategy
• With class, teacher creates anchor chart (Appendix #15) Guidelines for Reading Workshop)
• Students are given Independent Reading time.

The teacher will provide a focus for students when they are reading. Students record ideas on sticky notes to be placed in their books (diagnostic).

Suggestions:

• Determining a purpose for reading
• Activating prior knowledge
• Making connections
• Predicting
• Visualizing
• Questioning

If your students are very familiar with this first six strategies, move on to the following high-order thinking strategies:

• Drawing inferences
• Finding important information (especially important for non-fiction texts)
• Summarizing
• Synthesizing
• Monitoring Comprehension
• Evaluating

For the full list and teacher support ideas and Student Sentence Starters.

• Teachers circulate the room to assist students and ensure best strategies and use of time
• Students practice ‘Buzzing’ and share their thinking about the books

Week 3:             Reading Workshop (continued)

Source:              Guiding Readers and Writers, by Fountas & Pinnell

Essential Question: What are the learners’ responsibilities for Independent Reading?

Books for Book Talks

Strategies and Skills Mini-Lesson

• Choosing books for book bags is a thoughtful ongoing process.

BOOK EXCHANGE

At this point students will have up to 5 pieces of reading material in their magazine file

• Classroom teacher uses anchor charts –How to Choose Books and When to Abandoned Books for review and reference.
• Hold several age-appropriate Book Talks with whole class
• Review procedures for independent book sign out
• Assist students in choosing ‘Just Right Books’ for their book magazine files using ‘The Ways We Choose Books’ anchor chart
• Students are given Independent Reading if time permits
• Save time for a big share (10 mins.). Time needs to be given to talking about reading as means to understanding and enjoyment.

sticky notes

Annotation (Appendix #16)

Management Mini-Lesson

·      The use of text codes will help students become aware of their thoughts when reading… Metacognition-‘Thinking about Thinking

• Classroom teacher will read aloud a picture book or read aloud book and will model stopping and making annotations and/or notes (on sticky notes) about their thinking on the pages that prompted the thoughts
• Teacher will point out that these notes can be used for information when students are writing their Reading Response letters (to be covered in detail on Day 14)
• The marked places can help students remember the parts that they want to write about in their Reading Response Letters
• Practice the use of sticky notes in their books during Independent Reading based on modelled lesson above
• As a whole group (in whole group teaching area), students share where they put their sticky notes and why

overhead/

projector/as needed

sticky notes

prepared anchor chart Topics for your…

Appendix #21

Strategies and Skills Mini Lesson

·       Writing about reading allows students to explore meaning and deepen understanding

·       A good response includes a date, salutation, a paragraph responding to the teacher’s comments, a brief summary of what has been read so far, connection, evidence from the text, a sentence starter, (the number will increase as the year progresses) and evidence from the text, and conclusion.

• Teacher models a reading response letter to be shared with whole group. The letter should be based on the teacher’s own sticky note lesson from Day 12. This can be done on chart paper, overhead, Google docs, to be used later as an anchor chart or photocopied as an example to be included in the student’s Reading Response Journal
• See Appendix #22 for Sample Reading Response Letter
• Teacher has prepared the beginning of an anchor chart about Topics for your Reading Response Journal which includes topics from the Reading Response letter above
• As a whole group (in whole group teaching area), teacher and students create a chart of topics that can be used when writing in Reading Response Journals.   This chart is a work in progress. Students, with teacher assistance, will add topics as they progress through their reading
• Create a checklist and success criteria for a response letter
• Students are given time for Independent Reading if time permits

Reading Response Journals (RRJ)

Weekly schedule for submitting RRJ

Sample response letter form (Appendix #24)

Management Mini-lesson

• Writing about reading allows students to explore meaning and deepen understanding.

• Students transfer and elaborate on their thoughts (from sticky notes) into their reading response letters.

Teacher Homework Night: Review class letters to choose examples of successful letters and to identify students who may possibly need a Guided session.

• Teacher reviews letter from previous mini-lesson
• Students’ letters will be written in their Reading Response Journals
• Response Journals are handed out
• Depending on student needs, sample letter is examined as a class, and/or used as student worksheet
• Teacher reviews schedule for handing in Response Journals and discusses procedure/expectations for missed days
• A weekly schedule for the handing in of Reading Response Journals is clearly posted in classroom.
• For the first letter writing experience, student will all be writing on the same day. Please remember writing letters includes using assistive technology, a sample letter format, and/or scribing for IEP students.

** May use writing workshop time for initial reading responses for students you know need support in writing to help them build confidence with the format. You may have the format outlined on chart paper or in digital format that you can record on during the conference to guide the discussion.

• Please note letter writing will progress to the weekly schedule (Appendix #25)

markers

Sample anchor chart on Proofreading Your Letter

(Appendix #26)

Reading Response Journals

Strategies and Skills Mini-Lesson

• Response letters need to make sense. Students must understand that proofreading is important when writing for an audience.
• Students must be sure to respond to teacher feedback.

• Together with students, teacher creates an anchor chart for how to proofread response letters to ensure they are the best they can be.
• Teacher may say, “I looked over your letters last night. You are asking good questions, sharing what surprises you and writing about how your book reminds you of something in your life or of other books. Today we are going to talk briefly about how you are going to proofread your letter to ensure it is your best work. What do you think you need to check for? We will build upon the Learning Goals and Success Criteria we have already begun. We may find that we need to add or revise this list as our learning progresses this year.”

• See appendix #26 for sample anchor chart on Success Criteria for Proofreading Your Letter
• Teacher directs students to reread their letters aloud. (Whisper phones may be used)

• Teacher reminds students to be sure to respond to what their teacher has written in their Reading Response Journals
• Make sure there is a date, opening and closing

Link this to revising and editing strategies you are using in your Writer’s Workshop

Week 4:             Reading Workshop (continued)

Source:              Guiding Readers and Writers, by Fountas & Pinnell

Essential Question: What are the learners’ responsibilities for Independent Reading?

Books I Plan To Read

(Appendix #27)

Independent Reading Folders

Management Mini-Lesson

• Keeping track of our reading interests allows us to be more efficient when choosing books.

• It also allows us to become aware of the importance of variety when choosing books.

• Fill in BLM ‘Books I Plan To Read’.         To be kept in students Independent Reading Folders

• Teacher introduces “My Reading Interests” (Appendix #27) and models how to fill in the sheet using personal thoughts.
• Students are given the opportunity to do a Library Walk to collect ideas and begin filling in their Reading Interest sheet.
• As a whole group (in whole group teaching area), students share what they have written on their sheets and may add other areas or ideas of interest based on the group discussion.
• Teacher introduces Books I Plan to Read (Appendix #28) table, and models how to correctly fill all columns in.
• The ‘Notes’ column might include: Who it was recommended by; Where you read or heard about it; Add to wish list;
• These are some websites that students might use to find reviews of books or for suggestions to help them find books of interest

Pre-made anchor chart of T.A.C.S. (Appendix #29)

Strategies and Skills Mini-Lesson

• Book talks are a key element to creating and sustaining student engagement in independent reading.
• Helps create a culture of reading and gives value to reading in the classroom.
• Book talks demonstrate student accountability

• Teacher shares the grade appropriate framework (see outline in Appendix and checklist in Appendix #29) with students prior to modelling an effective book talk/recommendation
• Post anchor charts of frameworks

Introduce the LIVING WALL (Appendix #30)

·      Students share books that they have enjoyed by posting them on the Living Wall

·      Students complete biographical information on sticky notes and post them in the correct genre spot on the wall

·      This will become a go-to spot for book selection

• Finish the week by using the reading workshop time for independent reading
• Require students to practice the strategies learned up to this point

Whole Group

10 minutes

Small Groups

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

Mini Lesson: Intro vocabulary   pp T14-T15

·    B: Vocabulary Reader Check Out the Library – p T62

·    O: Leveled Reader- Vocabulary Reader Check Out the Library – p T62

·    A: Vocabulary Reader Check Out the Library – p T63

·    Technology

·    Independent Reading

·    Vocabulary activity-pT50 and T52

Short assessment of skills learned today

·   Exit ticket

·   Thumbs up/down

·   Formative quiz

·   Etc.

·

Mini-Lesson: Analyze the Text

·       Story structure – p T16

·    B: Story Structure & Summarize – p T64

·    O: Story Structure & Summarize – p T64

·    A: Story Structure & Summarize – p T65

·      Technology

·      Independent Reading

·      WB-pp 4-11

·      Comprehension-Fluency Practice-p T8

·  Exit ticket

·  Thumbs up/down

·  Formative quiz

·  Etc.

·

Mini-Lesson: Analyze the Text

·       Point of View – p T21, T31

·    B: Leveled Reader-Parker’s Problem – p T66

·    O: Leveled Reader-The Mystery on Maple Street – pT67

·    A: Leveled Reader-Trading Talents – pT68

·      Technology

·      Independent Reading

·       Partner re-read

·      Analyzing Text practice

Short assessment of skills learned today

·  Exit ticket

·  Thumbs up/down

·  Formative quiz

·      Etc.

Mini Lesson: Intro vocabulary   pp T58-T59

·    B: continue from yesterday

·    O: continue from yesterday

·    A: continue from yesterday

·    Technology

·    Independent Reading

·    Vocabulary

·    WB-pp 11A and 11B

Short assessment of skills learned today

·  Exit ticket

·  Thumbs up/down

·  Formative quiz

·      Etc.

Mini Lesson: Connecting to the text-p T57

·    B: Options for Reteaching – pp T72-T73

·    O: Options for Reteaching – pp T72-T73

·    A: Options for Reteaching – pp T72-T73

·    Technology

·    Independent Reading

·    Connecting to the Text

·     Partner re-read

Short assessment of skills learned today

·  Exit ticket

·  Thumbs up/down

·  Formative quiz

·  Etc.

·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Story Map

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

Leveled Readers –

TE P. 142-144

B: Sharing a Dream

O: A Voice for Equality

A: A Leader for All

·       Vocabulary Practice

·       Technology

·       Write-In Reader 12-21

·       Word Work

·       Reader’s Notebook 13-14

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

Introduce supporting skill using anchor chart or visual aid.

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

·       Graphic Organizer – Inference Map

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Author’s Purpose –

*Thank you Mr. Falker by Patricia Polacco

*The Ant Bully by John Nickle

*Fly Away Home by Eve Bunting

*Two Bad Ants by Chris Van Allsburg

*The Dairy of a Worm by Doreen Cronin

*The Lorax by Dr. Seuss

https://www.youtube.com/watch?v=5JNStUErk3s

Leveled Readers –

TE P. 220-222

B: Kids Can Save the Planet

O: Habitat for Humanity

A: Volunteer

·       Vocabulary Practice

·       Technology

·       Write-In Reader 22-31

·       Word Work

·       Reader’s Notebook 25-26

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

·       Think,Pair,Share

·       Exit ticket

·       Thumbs Up/Down

·       Think,Pair,Share

Idea to Book.

Introduce supporting skill using anchor chart or visual aid.

·       Exit ticket

·       Thumbs Up/Down

·       Think,Pair,Share

·       Kahoot

·       Think,Pair,Share

·       Class Wrap-Up

·       Graphic Organizer – T-Map

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

Supplemental Books:

Cause and Effect –

*A Chair for my Mother by Vera Williams

*A Day’s Work by Eve Bunting

*Cloudy with a Chance of Meatballs by Judi Barrett

*Fireflies by Julie Brickloe

*Rabbit Stew by Donna Kosow

*Napping House by Audrey Wood

https://www.readworks.org/find-content#!s0:1,45/q:/g:19,20,21/t:/s:/k:45/cid:/f:0/pt:A/features:/staff_picks:/sel:/

Leveled Readers –

TE P. 294-296

B: Struggling Readers

O: A Friendly Field Trip

A: A.L.L. to the Rescue

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

·       Think,Pair,Share

·       Exit ticket

·       Thumbs Up/Down

·       Think,Pair,Share

Introduce supporting skill using anchor chart or visual aid.

·       Exit ticket

·       Thumbs Up/Down

·       Think,Pair,Share

·       Kahoot

·       Think,Pair,Share

·       Class Wrap-Up

·       Graphic Organizer – Inference Map

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Theme –

*Salt in His Shoes: Michael Jordan in Pursuit of a Dream by Deloris Jordan

*More Than Anything Else by Marie Bradby

*Those Shoes by Maribeth Boelts

*The Invisible Boy by Trudy Ludwig

*The Hungry Coat by Demi

*The Empty Pot by Demi

*One Green Apple by Eve Bunting

*Mr. Peabody’s Apples by Madonna

*A Day’s Work by Eve Bunting

Theme in songs:

https://www.youtube.com/watch?v=T3PJkPsW8_M

Theme in Disney-Pixar

https://www.tes.com/lessons/VTgiIHcPJzWJAQ/theme-pixar-short-films

Leveled Readers –

TE P. 376-378

B: Mississippi Marvis Barnes

O: Balina

A: Whisper

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

·       Think,Pair,Share

·       Exit ticket

·       Thumbs Up/Down

·       Think,Pair,Share

Introduce supporting skill using anchor chart or visual aid

·       Exit ticket

·       Thumbs Up/Down

·       Think,Pair,Share

·       Kahoot

·       Think,Pair,Share

·       Class Wrap-Up

·       Graphic Organizer – Column Chart

·       Graphic Organizer Character traits

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

Supplemental Books:

Understanding Characters/Character Traits –

*Because of Winn Dixie by Kate DiCamilio

*Wonder by RJ Palacio

*A Day’s Work by Eve Bunting

*Amazing Grace by Mary Hoffman

*Alexander and the Terrible Horrible, No Good, Very Bad Day by Judith Virost

*Amelia Bedelia by Peggy Paris

*My Rotten, Redheaded Older Brother by Patricia Polacco

*Romona Forever by Beverly Cleary

Inference –

*The Mysteries of Harris Burdick by Chris Van Allsburg

https://teachingmadepractical.com/wp-content/uploads/2015/10/free-character-trait-graphic-organizers.pdf

List of Character Traits

https://www.cusd200.org/cms/lib7/IL01001538/Centricity/Domain/1193/Character%20Traits%20Definition%20Sheet.pdf

Leveled Readers –

TE P. 166-168

B: The Zeebo Encounter

O: Time Tag

A: Be Afraid

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Introduce supporting skill using anchor chart or visual aid.

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·       Graphic Organizer – Story Map

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Story Structure –

*Thunder Cake by Patricia Polacco

*Freedom Song by Sally M. Walker

*Probuditi! by Chris Van Allsburg

*New Shoes by Susan Lynn Meyer

Inference –

*The Mysteries of Harris Burdick by Chris Van Allsburg

*Babushka’s Doll by Patricia Polacco

*Going Home by Eve Bunting

*How Many Days to America by Eve Bunting

*Is Your Mama A Llama by Deborah Guarino

*Millions of Cats by Wanda Gag

*The Wump World by Bill Peet

https://www.youtube.com/watch?v=Xs0K4ApWl4g

Story Structure Flowcabulary video

https://safeyoutube.net/w/uTX

Written Response question foldable

https://www.teacherspayteachers.com/Product/Invasions-from-Mars-DOK-Trifold-1478909

Leveled Readers –

TE P. 140-142

B: Now Showing in Your Living Room

O: The Magic of Movies

A: Critics in Hollywood

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Introduce supporting skill using anchor chart or visual aid.

·       Exit ticket

·       Thumbs Up/Down

·       Think,Pair,Share

·       Kahoot

·       Think,Pair,Share

·       Class Wrap-Up

·       Graphic Organizer – T-Map, Fact and Opinion, Summarizing

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Summarize –

*Thunder Cake by Patricia Polacco

*Enemy Pie by Derek Munson

*Going Home by Eve Bunting

*Koala Lou by Mem Fox

*A Chair for my Mother by Vera Williams

*The Snowy Day by Erza Jack Keats

*Water Dance by Thomas Locker

*Someday a Tree by Eve Bunting

Fact and Opinion –

* A Place Called Freedom by Scott Russel Sanders

*My Rotten, Redheaded Older Brother by Patricia Polacco

*Lightning by Stephen Kramer

*The Reasons for The Seasons by Gail Gibbons

https://www.readworks.org/find-content#!s0:1,9/q:/g:19,20,21/t:/s:/k:9/cid:/f:0/pt:A/features:/staff_picks:/sel:/

Fact and Opinion activities and organizers

http://www.sps186.org/downloads/basic/297496/Reading%20WS.pdf

Leveled Readers –

TE P. 216-218

B: Recipe for Learning

O: Gramps’ Favorite Gift

A: Stuck At Camp

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Introduce supporting skill using anchor chart or visual aid.

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

·       Graphic Organizer – Column Chart, Theme, Character traits

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Understanding Characters/Character Traits –

*Because of Winn Dixie by Kate DiCamilio

*Wonder by RJ Palacio

*A Day’s Work by Eve Bunting

*Amazing Grace by Mary Hoffman

*Alexander and the Terrible Horrible, No Good, Very Bad Day by Judith Virost

*Amelia Bedelia by Peggy Paris

*My Rotten, Redheaded Older Brother by Patricia Polacco

*Romona Forever by Beverly Cleary

*Don’t Say Aint by Irene Smalls

*The Sweetest Fig by Chris Van Allsburg

*Emmanuel’s Dream by Laurie Ann Thompson

*New Shoes by Susan Lynn Meyer

*The Can Man by Laura E. Williams

*Hey, Al by Arthur Yorinks

https://www.readworks.org/find-content#!s0:1,40/q:/g:19,20,21/t:/s:/k:40/cid:/f:0/pt:A/features:/staff_picks:/sel:/

Theme Task Cards

https://www.teacherspayteachers.com/Product/Theme-Reading-Passage-and-Task-Cards-FREE-2449018

Leveled Readers –

TE P. 290-292

B: Painting the Ocean

O: Soccer Sisters

A: Think Before You Speak

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

Introduce supporting skill using anchor chart or visual aid.

·       Exit ticket

·       Thumbs Up/Down

·       Think,Pair,Share

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

·       Graphic Organizer – Idea-Support Map

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Understanding Characters/Character Traits –

*Don’t Say Aint by Irene Smalls

*The Sweetest Fig by Chris Van Allsburg

*Emmanuel’s Dream by Laurie Ann Thompson

*New Shoes by Susan Lynn Meyer

*The Can Man by Laura E. Williams

*Hey, Al by Arthur Yorinks

https://www.flocabulary.com/unit/inferencing/

Making Inferences using Pixar Partly Cloudy

https://www.youtube.com/watch?v=rCmTlK_rb0U

Inferencing practice

https://www.k12reader.com/subject/reading-skills/inference/

Leveled Readers –

TE P. 368-370

B: Isadora Duncan

O: Jackson Pollock in Action

A: Luciano Pavarotti

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

Introduce supporting skill using anchor chart or visual aid.

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

·       Graphic Organizer – Inference Map, Author’s Purpose

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Author’s Purpose –

*Thank you Mr. Falker by Patricia Polacco

*The Ant Bully by John Nickle

*Fly Away Home by Eve Bunting

*Two Bad Ants by Chris Van Allsburg

*The Dairy of a Worm by Doreen Cronin

*The Lorax by Dr. Seuss

https://www.readworks.org/find-content#!s0:1,2/q:/g:19,20,21/t:/s:/k:2/cid:/f:0/pt:A/features:/staff_picks:/sel:/

Author’s Purpose extension Video

https://www.youtube.com/watch?v=F0XziDwFE-g&list=PL_GI0EJQOYtc55dnSvBrfqMCMuuqVJDse

Leveled Readers –

TE P. 66-68

B: Volcanoes

O: Tsunami

A: Nature Destroys, Nature Renews

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Introduce supporting skill using anchor chart or visual aid.

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

·       Graphic Organizer – Column Chart, text features organizer

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

https://www.teacherspayteachers.com/Product/Non-Fiction-Text-Features-Posters-219255

Text Feature video

https://www.youtube.com/watch?v=3mAl9QMJJTo

Text features scavenger hunt- Use with any NF book or classroom newspaper.

https://teachingmadepractical.com/wp-content/uploads/2015/09/free-scavenger-hunt.pdf

Text structure using videos

http://www.imthatteacher.com/text-structure-videos/

Leveled Readers –

TE P. 140-142

B: Sailing to Safety

O: Little Hare and the Thundering Earth

A: Two Against the Mississippi

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

Introduce supporting skill using anchor chart or visual aid.

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

·       Graphic Organizer – Flow Chart

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Sequence of Events –

*Alexander and the Terrible Horrible, No Good, Very Bad Day by Judith Virost

*Patchwork Quilt by Valerie Flourney

*The Paperboy by David Pilkney

*Napping House by Audrey Wood

*Stone Soup by Marcia Brown

*Grandfather’s Journey by Allen Say

https://www.teacherspayteachers.com/Product/Sequence-of-Events-Graphic-Organizer-2458133

Sequencing organizer with transition words

https://www.teacherspayteachers.com/Product/Graphic-Organizer-Sequence-Order-of-Events-346800

Sequencing transition words anchor chart

https://www.teacherspayteachers.com/Product/Sequence-Keywords-657946

Leveled Readers –

TE P. 220-222

B: Amazing Birds of Antarctica

O: An Icy Adventure

A: Heroes of the Antarctic

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

Introduce supporting skill using anchor chart or visual aid.

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

·       Graphic Organizer – Flow Chart

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Sequence of Events –

*Alexander and the Terrible Horrible, No Good, Very Bad Day by Judith Virost

*Patchwork Quilt by Valerie Flourney

*The Paperboy by David Pilkney

*Napping House by Audrey Wood

*Stone Soup by Marcia Brown

*Grandfather’s Journey by Allen Say

Summarize –

*Thunder Cake by Patricia Polacco

*Enemy Pie by Derek Munson

*Going Home by Eve Bunting

*Koala Lou by Mem Fox

*A Chair for my Mother by Vera Williams

*The Snowy Day by Erza Jack Keats

*Water Dance by Thomas Locker

*Someday a Tree by Eve Bunting

https://www.teacherspayteachers.com/Product/Wildfires-Sequencing-Nonfiction-Passage-2650030

sequencing articles and question set

https://www.readworks.org/find-content#!s0:1,51/q:/g:19,20,21/t:/s:/k:51/cid:/f:0/pt:A/features:/staff_picks:/sel:/

Summary Organizers

https://www.nbss.ie/sites/default/files/publications/summarising_maps_-_comprehension_strategy_handout__copy_2.pdf

Leveled Readers –

TE P. 296-298

B: The Lives of Social Insects

O: Arthropods Rule!

A: Love Those Bugs!

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

Introduce supporting skill using anchor chart or visual aid.

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

·       Graphic Organizer – Column Chart, text features, author’s purpose organizers

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

https://www.teacherspayteachers.com/Product/Authors-Purpose-Graphic-Organizer-1826182

https://www.teacherspayteachers.com/Product/Authors-Purpose-Mini-Anchor-Chart-Graphic-Organizer-669066

Nonfiction text features review activity

https://www.teacherspayteachers.com/Product/FREEBIE-Non-Fiction-Text-Features-Pre-or-Post-Assessment-1508121

Leveled Readers –

TE P. 374-376

B: The Seal Who Wanted to Live

O: Dad’s Garden

A: The Princess and the Manatee

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Introduce supporting skill using anchor chart or visual aid.

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

·       Graphic Organizer – Web

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Main Ideas and Details –

*Exploring the Titanic by Robert Ballard

*Leah’s Pony by Elizabeth Friedrich

*The Important Book by Margaret Wise Brown

*The Paperboy by Dav Pilkey

*Swimmy by Leo Lionni

https://www.k12reader.com/resource/main-idea-graphic-organizer/

Nonfiction organizers

https://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_2.pdf

Leveled Readers –

TE P. 66-68

B: Elizabeth’s Stormy Ride

O: Perilous Passage

A: Come to Nicodemus

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

·       Think ,Pair ,Share

·       Exit ticket

·       Thumbs Up/Down

Think ,Pair ,Share

Introduce supporting skill using anchor chart or visual aid.

·       Exit ticket

·       Thumbs Up/Down

Think ,Pair ,Share

·       Kahoot

·       Think, Pair, Share Class Wrap-Up

·       Graphic Organizer – Venn Diagram

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Compare and Contrast –

*Thank you Mr. Falker by Patricia Polacco

*More Than Anything Else by Marie Bradby

*Grandfather’s Journey by Allen Say

*My Freedom Trip by Frances Park

*I  was Dreaming to Come to America by Veronica Lawlor

*Journey to Ellis Island by Carol Bierman

NOTE: Fairy Tales and Folktales are wonderful to use especially the newer versions comparing different points of views from characters.

https://www.risd.k12.nm.us/assessment_evaluation/Character%20Analysis.pdf

Personification and historical fiction

https://www.teacherspayteachers.com/Product/Journeys-Lesson-16-Riding-Freedom-chart-personification-metaphors-historical-1807254

Leveled Readers –

TE P. 140-142

B: Animal Doctors

O: A Rural Veterinarian

A: Helping with Wild Animals

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Introduce supporting skill using anchor chart or visual aid.

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

·       Kahoot

·       Think, Pair, Share Class Wrap-Up

·       Graphic Organizer – Flow Chart, main idea and details.

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Sequence of Events –

*Alexander and the Terrible Horrible, No Good, Very Bad Day by Judith Virost

*Patchwork Quilt by Valerie Flourney

*The Paperboy by David Pilkey

*Napping House by Audrey Wood

*Stone Soup by Marica Brown

*Grandfather’s Journey by Allen Say

Summarize –

*Going Home by Eve Bunting

*Koala Lou by Mem Fox

*A Chair for my Mother by Vera Williams

*The Snowy Day by Ezra Jack Keats

*Water Dance by Thomas Locker

*Someday a Tree by Eve Bunting

Main Idea and Details –

*Exploring the Titanic by Robert Ballard

*Leah’s Pony by Elizabeth Friedrich

*The Important Book by Margaret Wise Brown

*The Paperboy by Dav Pilkey

*Swimmy by Leo Lionni

http://www.kingofalltechnology.com/mainidealessons.pdf

https://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_2.pdf

Main idea passages and question sets

https://www.readworks.org/find-content#!s0:1,33/q:/g:19,20,21/t:/s:/k:33/cid:/f:0/pt:A/features:/staff_picks:/sel:/

Leveled Readers –

TE P. 218-220

B: King Midas and the Golden Touch

O: The Adventures of Perseus

A: The Story of Icarus

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Introduce supporting skill using anchor chart or visual aid.

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

·       Kahoot

·       Think, Pair, Share Class Wrap-Up

·       Graphic Organizer – Story Map

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Theme –

*Salt in His Shoes: Michael Jordan in Pursuit of a Dream by Deloris Jordan

*More Than Anything Else by Marie Bradby

*Those Shoes by Maribeth Boelts

*The Invisible Boy by Trudy Ludwig

*The Hungry Coat by Demi

*The Empty Pot by Demi

*One Green Apple by Eve Bunting

*Mr. Peabody’s Apples by Madonna

*A Day’s Work by Eve Bunting

https://docs.google.com/file/d/0B8DtIUhMGc9qR08tLURTMEJ3Z0k/edit

Organizers for using text evidence to find theme

https://www.teacherspayteachers.com/Product/Theme-Freebie-1627929

Theme in fables

https://www.teacherspayteachers.com/Product/Fables-Multiple-Choice-Test-Determining-Theme-731312

Leveled Readers –

TE P. 292-294

B: Songs for the People

O: The People’s President

A: The Story of Dorothea Lange

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Introduce supporting skill using anchor chart or visual aid.

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

·       Kahoot

·       Think, Pair, Share Class Wrap-Up

·       Graphic Organizer – Idea-Support Map

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

https://cdn-educators.brainpop.com/wp-content/uploads/2018/02/problem-solution_graphic_organizers.pdf

https://www.teacherspayteachers.com/Product/Problem-and-Solution-Graphic-Organizer-tool-433831

Problem/Solution practice

https://www.k12reader.com/worksheet/story-elements-problem-and-solution/view/

https://www.teacherspayteachers.com/Product/Problem-and-Solution-FREEBIE-1622320

Inferencing practice

https://www.teacherspayteachers.com/Product/Making-Inferences-Practice-Assess-FREE-No-Prep-Printables-for-Grades-4-5-1827994

https://www.teacherspayteachers.com/Product/Interactive-Reading-Notebooks-FREE-Bonus-Lesson-Making-Inferences-801171

Inferencing reading passages and question sets

https://www.readworks.org/find-content#!s0:1,7/q:/g:19,20,21/t:/s:/k:7/cid:/f:0/pt:A/features:/staff_picks:/sel:/

Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: Sacagawea.

Leveled Readers –

TE P. 374-376

B: John Wesley Powell

O: Writer from the Prairie

A: Chief Washakie

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Introduce supporting skill using anchor chart or visual aid

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-up

·       Graphic Organizer – Web

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Main Ideas and Details –

*Exploring the Titanic by Robert Ballard

*Leah’s Pony by Elizabeth Friedrich

*The Important Book by Margaret Wise Brown

*The Paperboy by Dav Pilkey

*Swimmy by Leo Lionni

https://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_2.pdf

http://www.learner.org/libraries/makingmeaning/makingmeaning/support/sketch.pdf

https://www.teacherspayteachers.com/Product/Visualization-979895

http://visualizingstrategy.weebly.com/grades-3-5.html

Text structure using videos

http://www.imthatteacher.com/text-structure-videos/

Leveled Readers –

TE P. 68-70

B: The Magic of Teamwork

O: The Beltons’ Imagination

A: A Dragon’s View

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Introduce supporting skill using anchor chart or visual aid

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·       Kahoot

·       Think, Pair, Share Class Wrap-Up

·       Graphic Organizer – Inference Map

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Theme –

*Salt in His Shoes: Michael Jordan in Pursuit of a Dream by Deloris Jordan

*More Than Anything Else by Marie Bradby

*Those Shoes by Maribeth Boelts

*The Invisible Boy by Trudy Ludwig

*The Hungry Coat by Demi

*The Empty Pot by Demi

*One Green Apple by Eve Bunting

*Mr. Peabody’s Apples by Madonna

*A Day’s Work by Eve Bunting

Summarize –

*Going Home by Eve Bunting

*Koala Lou by Mem Fox

*A Chair for my Mother by Vera Williams

*The Snowy Day by Ezra Jack Keats

*Water Dance by Thomas Locker

*Someday a Tree by Eve Bunting

https://www.brainpop.com/english/writing/pointofview/

https://www.readworks.org/lessons/grade4/point-view

https://www.teacherspayteachers.com/Product/Point-of-View-Task-Cards-Freebie-2204642

https://www.teacherspayteachers.com/Product/Point-of-View-Activity-2313343

Theme resources

https://www.teacherspayteachers.com/Product/Teaching-Theme-THE-MEssage-427859

Leveled Readers –

TE P. 144-146

B: The First Woman Doctor

O: A Champion of Change

A: The Writer Who Changed America

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/dow

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Introduce supporting skill using anchor chart or visual aid.

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

·       Kahoot

·       Think, Pair, Share Class Wrap-Up

·       Graphic Organizer – Flow Chart, cause and effect

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Cause and Effect –

*A Chair for my Mother by Vera Williams

*A Day’s Work by Eve Bunting

*Cloudy with a Chance of Meatballs by Judi Barrett

*Fireflies by Julie Brickloe

*Rabbit Stew by Donna Kosow

*Napping House by Audrey Wood

Inference –

*The Mysteries of Harris Burdick by Chris Van Allsburg

*Babushka’s Doll by Patricia Polacco

*Going Home by Eve Bunting

*How Many Days to America by Eve Bunting

*Is Your Mama A Llama by Deborah Guarino

*Millions of Cats by Wanda Gag

*The Wump World by Bill Peet

https://www.flocabulary.com/unit/cause-and-effect/

Cause and effect worksheets

https://www.k12reader.com/subject/reading-skills/cause-and-effect/

Cause and Effect passages and question sets

https://www.readworks.org/rw/articles-teach-cause-effect#!s0:1,45/q:/g:20/t:/s:/k:45/cid:/f:0/pt:A/features:/staff_picks:/sel:/

Leveled Readers –

TE P. 222-224

B: Plants of the Redwood Forest

O: Life Among the Redwoods

A: Gentle Redwood Giants

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Introduce supporting skill using anchor chart or visual aid.

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

·       Kahoot

·       Think, Pair, Share Class Wrap-Up

·       Graphic Organizer – Column Chart

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

https://youtu.be/MglBOaOnzqM

https://youtu.be/JPEvDQLezyc

Non-fiction text structures lesson

https://www.scholastic.com/teachers/lesson-plans/teaching-content/teaching-nonfiction-text-structures/

Text structure using videos

http://www.imthatteacher.com/text-structure-videos/

Leveled Readers –

TE P. 296-298

B: Flying into History

O: Helen Keller’s Lifelong Friend

A: Champions on Ice

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Introduce supporting skill using anchor chart or visual aid.

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

·       Kahoot

·       Think, Pair, Share Class Wrap-Up

·       Graphic Organizer -Venn Diagram

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Compare and Contrast –

*Thank you Mr. Falker by Patricia Polacco

*More Than Anything Else by Marie Bradby

*Grandfather’s Journey by Allen Say

*My Freedom Trip by Frances Park

*I was Dreaming to Come to America by Veronica Lawlor

*Journey to Ellis Island by Carol Bierman

NOTE: Fairy Tales and Folktales are wonderful to use especially the new versions comparing different points of views from characters.

Fact and Opinion –

*A Place Called Freedom by Scott Russel Sanders

*My Rotten, Redheaded Older Brother by Patricia Polacco

*Lightning by Stephen Kramer

*The Reasons for The Seasons by Gail Gibbons

Compare and contrast Practice

http://www.readwritethink.org/files/resources/lesson_images/lesson54/paragraph_practice.pdf

Fact and opinion Practice

https://www.readworks.org/lessons/grade4/fact-and-opinion

http://www.nbpschools.net/documents/Curriculum/Educational%20Technology/SuccessMaker/Grade4-Print-Partners.pdf

Leveled Readers –

TE P. 374-376

B: The Linney Twins Get Cooking

O: A Hero Weighs In

A: Math Today and Tomorrow

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Introduce supporting skill using anchor chart or visual aid.

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·       Kahoot

·       Think, Pair, Share Class Wrap-Up

·       Graphic Organizer – Inference Map

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

Supplemental Texts:

Author’s Purpose –

*Thank you Mr. Falker by Patricia Polacco

*The Ant Bully by John Nickle

*Fly Away Home by Eve Bunting

*Two Bad Ants by Chris Van Allsburg

*The Dairy of a Worm by Doreen Cronin

*The Lorax by Dr. Seuss

https://www.readworks.org/lessons/grade4/authors-purpose

Formal vs. informal language

https://www.teacherspayteachers.com/Product/Formal-vs-Informal-Language-4207769

O:

A:

O:

A:

O:

A:

O:

A:

O:

A: