Austin ISD Updated July 2015curriculum.austinisd.org/schoolnetDocs/languageArts/4th/1st_9wks/… · ¿Cómo el resumir los eventos principales de un cuento ayudan al lector a entender

Austin ISD Updated July 2015

Grade level: Fourth Grade Reading Lesson Name: First 20 Days of Reading - Week 1 Grading Period: 1st 9 Weeks, Arc 1 Estimated timeframe: Dual Language – English Language Arts, 10 days (Aug. 24-Sept. 4), 30-35 min. daily Monolingual – 5 days (Aug. 24-28), 60 min. daily

These lessons are appropriate for both Monolingual teachers and Dual Language teachers.

Lesson Components Lesson Objectives: Los estudiantes anotarán las características de los libros de fantasía y escribirán la definición del género de fantasía. Los estudiantes identificarán los elementos de una historia y como los personajes cambian en una variedad de libros de fantasía. Los estudiantes practicarán al principio del año, en el Taller de Lectura los procedimientos y rutinas que son las expectativas para el resto del año.

Language Objectives: Los estudiantes usarán lenguaje académico para discutir los elementos de una historia y los eventos principales en secuencia y describir cómo los personajes cambian en un texto de fantasía.

Prior Learning: Students can describe similarities and differences in the plots and settings of several works by the same author.

Standards(Texas Essential Knowledge and Skills): 4.6 Lectura/comprensión de textos literarios/ficción. Los estudiantes comprenden, infieren y sacan conclusiones sobre la estructura y los elementos de la ficción, y proporcionan evidencia del texto para apoyar su comprensión. Se espera que los estudiantes: 4.6A ordenen en secuencia y resuman los eventos principales de un argumento y expliquen su influencia en eventos futuros; 4.6B describan la interacción de los personajes, incluyendo sus relaciones y los cambios que experimentan;

College and Career Readiness:

Draw and support complex inferences from text to summarize and draw conclusions.

Generate ideas and gather information relevant to the topic and purpose, keeping careful records of outside sources.

Listen effectively in informal and formal situations.

Essential Questions:

¿Cómo es que el entender la estructura y características de un texto te ayudan a comprender mejor cuando estás leyendo?

¿Por qué es importante colocar los eventos principales de una trama en un orden correcto?

¿Cómo cambian los personajes del principio al final de la historia?

¿Cómo el resumir los eventos principales de un cuento ayudan al lector a entender el texto?

¿Qué hacen los lectores en un Taller de Lectura? Enduring Understandings:

Cada género tiene una estructura única, con elementos específicos que ayudan al lector a diferenciarlo de los otros géneros.

Para escribir efectivamente en un género dado, el escritor debe entender lo especial de ese género.

Resumir es tomar una gran parte de la selección del texto y reducirla a los puntos principales para un entendimiento más conciso.

En un Taller de Lectura, los lectores tienen tiempo para leer libros que ellos han escogido leer. Ellos leen y aplican las habilidades y estrategias de lectura que se les ha ensenado durante la mini lección.

Vocabulary Essential: género, literario, ficción, fantasía, estructura, características, elementos de la historia, personajes, escenario, problema, conflicto, argumento, eventos, soluciones, resumen, resumir,


secuencia, palabras claves, orden, primero, después, entonces, finalmente, evidencia del texto y predicción.

Lesson Preparation

Prepare a large anchor chart of the Story Mapping Graphic Organizer for reference and support when identifying story elements and sequencing events.

Chart Paper Anchor: “Reading is Thinking”

Copies of Story Mapping Graphic Organizer and How and Why Character’s Change (attached below this lesson) for student use OR Students’ Reader’s Notebooks in which they can draw/complete their own graphic organizer

Post-it notes for class responses

A variety of fantasy books for students to choose from at all independent reading levels of your students. Two of these books should be used for Read Aloud this week. To prepare for Read Aloud, pre-read the two selected books and plan appropriate stopping points for think alouds. See lesson plan for instructional focus.

A few good examples are… o Cloudy with a Chance of Meatballs by Judi Barrett o Crickwing by Jannell Cannon o The Leaf Men by William Joyce o Captain Raptor and the Moon Mystery by

Kevin O’Malley o Tuesday by David Wiesner o The Fantastic Flying Books of Mr. Morris

Lessmore by William Joyce o Just a Dream by Chris Van Allsburg o The Whingdingdilly by Bill Peet o The Rough-Face Girl by Rafe Martin

Recommended Spanish Texts o Los Fantásticos Libros Voladores de Morris Lessmore por William Joyce o Mi Vida Con la Ola por Catherine Cowan o La Verdadera Historia de los Tres Cerditos por Jon Scieszka o “El Paro que abría y cerraba”, Tesoros p. 230 o Las Huellas Secretas por Julia Alvarez o Amos y Boris por William Stieg o Tomás y la Señora de la Biblioteca por Pat Mora o El Increíble Niño Comelibros por Oliver Jeffers o Flotando en la Canción de Mamá por Yuyi Morales o Jumanji por Chris Van Allsburg o Doña Flor por Pat Mora o La Escoba de la Viuda por Chris Van Allsburg


Anchors of Support .

Turn and Talk Expectations Chart Good Listener Expectations Chart

“ Consejos para Voltear y Hablar “ Mira a tu compañero Escucha a tu compañero Listo para hablar cuando sea tu turno Habla solo para que tu pareja te escuche Volteen hacia el frente cuando tú y tu compañero terminen. Esperen en Silencio

UN BUEN OYENTE TIENE:

Las piernas cruzadas

La vista hacia la persona que habla

Las manos quietas

Respeto a la persona que habla

Paciencia PIENSA:

Con la mente

Acerca de lo que él/ella ve, oye, y sabe

Acerca del mensaje

Acerca del propósito

Acerca de cómo la información se relaciona con ellos

Acerca del significado ESCUCHA:

El propósito

El mensaje

Las respuestas

Su turno

Hechos

Inferencia

Ideas

Instrucciones NO :

Habla cuando alguien más está hablando

Ignora • Interrumpe

Se distrae • Inquieta

Voltea para otro lado


GÉNEROS DE FICCIÓN GÉNERO DESCRIPCIÓN Ficción Histórica una historia que sucedió en un tiempo en particular del pasado Ficción Realista una historia inventada que pudiera suceder Fantasía un libro mágico con animales que hablan Cuentos de Folklor/de hadas una historia inventada pasada por generaciones Misterio historia de suspenso donde hay claves y eventos dudosos. Aventura/Acción tiene peligro y riesgos, viaje, emoción. OTROS Poesía una historia con patrón y ritmo

Genre Anchor Chart Examples


Reading Is Thinking Anchor Examples

Independent Reading Expectations LA LECTURA INDEPENDIENTE

Leer y dar vuelta a las páginas * 0 voz – independiente

La vista en el libro * 1-2 voz cuando tú estés trabajando con la Sra. Olson

Enfócado * nada de sonidos-cuerpos quietos

Sentado * los lápices escribiendo

Nadie distrae a los demás de sus * reaccionando a tu libro con Libros auto control

Estamos interesados en nuestros libros

La Sra. O en conferencia con niños/as


SE VE COMO SE OYE COMO

Divertido * silencioso *seguro

Aprendiendo algo

Cómodo * calmado Se siente como *parte de la historia

How Are We Learning? ¿Cómo estamos aprendiendo? Partner Expectations, Expectativas de Compañeros Group Work Expectations,Expectativas de Trabajo en Grupo Independent Work Expectations,Expectativas de trabajo Independiente Whole Class Expectations, Expectativas de toda la clase

GRUPOS DE COMPAÑEROS

Turnarse * darle a cada quien oportunidad de hablar

Uno habla,el otro escucha * respetar las ideas de cada quien

Ser cada quien responsable * trabajar juntos

Voces de 8 pulgadas * voces de 12 pulgadas

Contacto visual * hacer tu parte

En silencio * Escuchar a los demás

Concentrado en el trabajo * levantar la mano para hablar

Levantar la mano para pedir * Poner atención a la maestra ayuda ( después de haber * Participar en la discusión – compartir tus Usado tus recursos ) ideas

INDEPENDIENTE TODA LA CLASE


Finding a ‘Just Right Book’

Character Changes Anchor Chart

Como Cambia Un Personaje A lo Largo de la Historia PRINCIPIO El lector aprende las fortalezas y debilidades de los personajes principales. MEDIO Ocurren eventos que hacen que el personaje principal piense acerca de la vida de manera diferente. FINAL El personaje principal muestra crecimiento.


Sequencing Anchor Charts

SECUENCIA

poner las cosas en orden

el orden de eventos en una historia PRIMERO-SIGUIENTE-ENTONCES-FINALMENTE PALABRAS CLAVES Primero antes más tarde Siguiente después eventualmente Entonces luego mientras tanto Finalmente al fin al día siguiente

Differentiation

Strategies

Special Education: If needed, read the student-selected story to/with students and allow them to verbalize their summary responses while you write them. Incorporate picture clues into the graphic organizer to help clarify each component. Allow for cooperative learning opportunities (pair students strategically). Refer to the student’s IEP for other routinely offered accommodations.

English Language Learners: Define the terms on the anchor chart and/or provide picture clues to match the vocabulary. Allow for cooperative learning opportunities. Provide sentence stems to help students form oral and written responses. Refer to the student’s IEP for other routinely offered accommodations.

Extension for Learning: Reality and Make-Believe Chart Students will find three events from the beginning, middle and end of their story that could happen in real life and three that are ‘make believe.’ Next, they will write a paragraph explaining which of these events they would adapt to create a different story. “Can you predict the outcome if….?”

21st Century Skills

CRITICAL THINKING AND PROBLEM SOLVING: Use Systems Thinking


Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems. Students create an interactive Choose Your Own Adventure type story using a website, app, PowerPoint or paper and pencil.

Website Suggestion: Inklewriter - This website helps writers tell creative interactive tales with useful online tools. Branching stories will stay organized so students can focus on the plot and characters. There is also a built in mapping tool for planning. Suggestions are given for creating student accounts and tutorials are available. http://www.inklestudios.com/inklewriter/

For PowerPoint use slides and the action buttons to given students alternative plot options in planning their interactive story.

English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners.

Lesson Cycle

Engage

Gather students either on a carpet or allow them to stay at their desks. Remind students of your expectations of Whole Group Focus Lesson. Expectations may include:

• Coloca el libro que estás leyendo, tu diario de lectura, y un lápiz sobre tu escritorio. • Muévete rápido y silenciosamente al área de conferencia con nada en las manos. • Encuentra tu lugar y dales espacio a las personas alrededor tuyo. Siéntate con las manos sobre tu regazo. • Estar listo para escuchar y aprender.

Have the students practice this routine a few times, so they know you are serious about them performing this routine efficiently. You may decide to assign seats to avoid the shuffling around that wastes time. Try timing students to see if they can get settled and be ready to learn in one minute.

Read Aloud

Begin by showing the book Wolf by Becky Bloom or another fantasy book.

Stop at various points during the read aloud (before, during, and after) to think aloud about the kinds of thoughts you have while reading. You might share a connection you have, questions you ask yourself, or a reaction you have to what is happening in the story.

Use this engage lesson to explicitly teach the expectations of “Turn and Talk” using the Turn and Talk Expectations Chart as a guide (Anchors of Support section above). Remind students about voice level, and “Being a Good Listener” as illustrated in the above anchor.

After modeling Turn and Talk with another student continue with the Creative Learning Strategy-Art Talk as noted below. The goal for this Turn and Talk is to explore elements of fantasy.

Creative Learning Strategy- Art Talk

Teacher facilitates a conversation with students about an image to engage and encourage critical thinking. Students use evidence to make connections and infer information.

Have the students Turn and Talk about what they notice about this book. o ¿Qué ves en las ilustraciones? o ¿Es creíble esta historia? o ¿Qué género es? ¿Cómo lo sabes? o ¿Cuáles son algunos detalles importantes o características que la hacen una fantasía?

http://www.inklestudios.com/inklewriter/

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4


Using the feedback from the students create a concept map in Inspiration or an anchor chart with the characteristics they are noticing about the fantasy genre with the book Wolf! or another fantasy read aloud.

Create a working definition from student responses of the fantasy genre on a genre anchor chart (see above in Anchors of Support). Also, add examples or titles of the genre as the year progresses as a reference for the students. This chart can be added to as different genres are explored.

Lesson stages

Day 1 - Introduction to Reading Workshop-Reading is Thinking SE Focus Lesson

Start a “Reading is Thinking” anchor similar to the one pictured in the Anchors of Support section (above). Connect your thinking from the Engage read aloud to the “reader voice in your head.” Remind students that while we read, our “reader’s voice” is thinking and using the strategies on the chart. Begin with just a few strategies and add more strategies to the chart with each daily read aloud.

Introduce students to the schedule of the daily Reading Workshop using an anchor chart: Lectura en Voz Alta del Todo el Grupo o Lectura Compartida: 10-15 min Lectura Independiente, Lectura Guiada Respuesta a la Lectura, Conferencias Lectura: 40-45 min Cierre de todo Grupo : 5 min

Independent Reading

Next, lead the students into the next stage of Reading Workshop. Explain to them that during this part Independent Reading/Guided Reading/Reading Response/Reading Conferences could all be going on, but today we are going to focus on Independent Reading.

Explicitly teach your expectations for Independent Reading using the Independent Reading Expectations anchor chart (Anchors of Support section above.) Start your students off with reading only a short amount of time and add more time each day to build stamina.

If possible, have several Fantasy Genre books with a variety of reading levels available to all of your students to choose from during Independent Reading time during this first week.

Allow students time to browse through the books, and give them a purpose for reading. Explain that today, while they are reading, they should pay attention to their reader’s voice and the strategies they are using to think about their reading.

ACTIVITY 1

After Independent Reading, have students meet with a partner to share what their reader’s voice was saying as they read the story.

Have students work with their partners to Turn and Talk about what strategies they used while independent reading. Remind students about the procedures of Turn and Talk and being a good listener using the guidelines addressed in the Turn and Talk Expectations Chart and the Good Listener Expectations Chart (above.) A suggestion would be to time the Turn and Talk. Begin with one minute and work to increase the time depending on your students. Model this procedure with another student, and have them practice this strategy with their own partners while you monitor.

Some guiding questions for this discussion might be: ¿Te detuviste en algún lugar en tu lectura y tuviste alguna pregunta? ¿Te preguntaste que pasará? ¿Pudiste visualizar o imaginar la historia en tu cabeza a medida que

leías?


During Activity 1 the teacher actively monitors the partner’s discussions, checking for understanding, clarifying instructions and/or scaffolding instruction.

Give each student a sticky note and have them write down a strategy they used during Independent Reading, and place it on the Reading is Thinking Anchor. Have each student write their name or initials on the sticky note so that you can do a quick formative assessment of understanding.

ACTIVITY 2 With a partner, have the students discuss the book they read during independent reading and compare and contrast the stories read by each partner ¿De qué manera son los dos libros similares? ¿De qué manera son diferentes?

Day 2 - Using Reading is Thinking to Identify Story Elements

and Analyze Characters SE Focus Lesson – Read Aloud

Choose a fantasy text from the recommended texts in the Lesson Preparation section of these lessons, or choose one of your own that has easy to identify story elements (characters, setting, plot, sequence).

Refer to the “Reading is Thinking” chart you introduced yesterday, and remind students that you stopped to listen to your reader’s voice as you read. Explain that today you will stop periodically as you read aloud to allow students to share what their reader’s voice is saying as they listen to the story. Plan stopping points at places in the story where it is natural for a reader to notice their reader’s voice (e.g. a place where you might ask a question, be surprised, or wonder what will happen next.)

Begin a Reading is Thinking anchor chart specific to this read aloud, and as students share their thoughts, questions, etc. Label their thinking about this text on this chart.

Focus the discussion towards the story elements of the text. Tell students, “Hacer preguntas es algo bueno que los lectores hacen.” Give examples of good guiding questions such as:

¿Me pregunto que pasará después?

¿Qué ha pasado hasta ahorita en la historia?

¿Cuál es el escenario de mi historia y como da forma a al argumento?

¿Qué me ha sorprendido hasta ahorita acerca de esta historia? Dile a los estudiantes “Al ponerse en el lugar del (personaje) tu voz de lector tiene preguntas acerca de cómo se siente (elpersonaje).”

After the basic story elements have been identified as a whole class, begin to guide student thinking by using questions that center around the characters. This will be the focus for the partner work in Activity 1. Direct the discussion around how the characters have changed from the beginning to the end.

¿Cómo era el personaje al principio del cuento?

¿ Cómo era el personaje al final del cuento?

¿ Cómo cambió el personaje?

¿ Qué causó que cambiara el personaje?

ACTIVITY 1

Tell the students that they will now work with a partner to fill in the ‘How and Why Characters Change’ graphic organizer (at the end of this lesson). They will write about how one of the characters has changed from the read aloud.

Introduce your expectations for partner work. You may use the ideas found in the ‘How Are We Learning?” anchor chart (in the Anchors of Support section above.)


Partner work can be done using different colored pencils within their writing to show proof of contribution.


ACTIVITY 2 - Independent Reading

Students read their independent reading books, thinking about how the character(s) have changed from the beginning to the end of the story.

Students talk to a partner about how the character(s) have changed. Whole Group Closure

Afterward, have 1-2 students share with the whole group how the character(s) changed in the book they read independently.

Day 3 – Choosing a ‘Just Right Book’ SE Focus Lesson

Today, you will teach your students how to choose a “just right book” for reading independently.

Develop a ‘Finding a Just Right Book’ anchor chart (like the one listed in the Anchors of Support section) with your students that will clearly define what a Just Right Book is in your classroom.

Find examples of each of these types of books for yourself to model with your students. Discuss with them how “just right” is different for everyone.

Read aloud a snippet of each book to emphasize the differences between a book that is too easy, a book that is too tricky, and a book that is “just right.” Refer to the ‘Finding a Just Right Book’ anchor chart for characteristics of each type of book.

Brain Pop Jr. also has a video: “Choosing a Book” that you can view with your students.

Using the fantasy books that you used from the previous day, have the students practice choosing their Just Right Book.

Independent Reading

Introduce your Independent Reading Expectations, and have students read for a specific amount of time, increasing the amount of time from the day before.

Although silent reading should begin on Day 1, it is not necessary to teach this lesson until Day 3 or Day 4. Most students will read and not be disruptive for the first few days.

Tell students whether they will sit at their desks to read or whether you will allow them to move to a comfortable spot in the room. Some teachers allow students to sit on the floor, in the library area, or use pillows or carpet squares to make this time special and enjoyable. Any students who have trouble handling this freedom might be told to sit at their desks to read for the remainder of the day’s silent reading time, and they can see if they are able to handle themselves more maturely the following day.

If your students have trouble settling in and actually reading during Independent Reading time, you may teach the following strategies. You may decide to teach this lesson to only a small group of students who tend to waste time at the beginning of independent reading.


ACTIVITY 1

After independent reading, have your students Turn and Talk about how they chose their “Just Right” book.

Review procedures for Turn and Talk beforehand.

Encourage students to talk about how they know that their book is “Just Right” for them.


ACTIVITY 2 – Writing to Learn Journal

Introduce the Writing to Learn journal. Tell students this journal is a place where they will record their thinking about their reading. Sometimes, they may write about the book they are reading. Other times, they may create a graphic organizer or write a response about what they read. And, at other times, they may write about what they are thinking when they are reading.

Today, students will write in their journals about how they know the book they chose is or is not a just right book. Encourage them to refer back to the chart for reasons why it is a good fit, giving at least two justifications.

Whole Group Closure

Ask 1-2 students to share what they wrote in their Writing to Learn Journal. Praise these students for trying their best and sharing their thinking about “just right books”.

Day 4 - Story Mapping Fiction Text: Fantasy Genre

Remember to refer back daily to the Whole Group Focus Lesson expectations. SE Focus Lesson

Review the fantasy text read aloud on Day 2, asking students what they noticed about the genre. Record the things your students noticed on a chart and use these ‘noticings’ to generate a working definition of the genre. Add this definition to the Genre Anchor Chart as shown in the Anchors of Support section of this series of lessons.

Cómo empezar la Lectura en Silencio:

Ve a tu lugar de lectura rápidamente.

Aléjate de tus amigos para que te puedas concentrar de la mejor manera

en tu lectura y en tus pensamientos.

Guarda todo lo que te puede distraer. Deja solamente el libro enfrente

de ti.

Si es un libro nuevo, ve el frente y la parte de atrás. Lee el resumen que

está en la parte trasera, luego empieza a leer las primeras páginas.

Si el libro ya lo empezaste a leer, lee el último párrafo o dos de la parte

que leíste ayer.

Ponte una meta. ¿Cuántas paginas crees que puedas leer hoy? ¿O qué te

gustaría encontrar en tu lectura de hoy?

Continúa leyendo durante toda la lectura independiente.


The focus for this lesson is to have students identify the story elements and organize them in sequence on a Story Mapping graphic organizer. This practice should help increase students' awareness that story characters and events are interrelated. It should also develop students' sense of story, which will assist in storytelling, retelling and writing.

In groups, the students will use the Creative Learning Strategy-Stage Picture to create a frozen statue picture of one story element of the fantasy read aloud.

After dividing the students into 5 groups, remind them of Group Work Expectations, modeling as needed.

Assign each group to one of the following parts of the story: the beginning of the story the setting of the story the problem the solution the end of the story

ACTIVITY 1

After the groups present their Stage Pictures, tell the students that they will now work with a partner to complete the Story Mapping Graphic Organizer (at the end of this lesson) with the story elements created in the Stage Pictures.

Review your expectations for partner work (‘How Are We Learning?” anchor chart, Anchors of Support section above.)

Partner work can be done using different colored pencils within their writing to show proof of contribution.

During Activity 1 the teacher is actively monitoring the partner’s discussions, checking for understanding, clarifying instructions and/or scaffolding instruction.

ACTIVITY 2- Independent Reading & Writing to Learn Journal

Remind students of the Independent Reading Expectations.

Explain to the students that also during independent reading, they can write in their Writing to Learn Journal.

Remind students that the Writing to Learn Journal is a place to think through the key concepts learned in class.

Students may write independently in their Writing to Learn journals in response to this question:

• ¿Cómo el saber las partes de una historia de fantasía (elementos de una historia) te ayudan a entender mejor la historia?

Provide this sentence stem “ Saber los elementos de una historia de fantasía me ayuda a entender la historia mejor porque ...”

Creative Learning Strategy- Stage Picture

Basic Instructions

Give a prompt for the stage picture, i.e.: What happened in the

beginning, middle or end of the story? What is the problem in the

story? What was the solution?

In groups, brainstorm images that come to mind based on the prompt.

The first student begins the frozen statue picture, having the other

students join one at a time to build/elaborate on the first student’s

statue until a cohesive group image (or stage picture) is created.

As a class read the image by asking the class to describe, analyze, and

relate to this image.


Allow time for independent reading today with the fantasy books used from the previous days, increasing the time from the day before to build stamina.

Toward the end of Independent Reading time, model a response of your own to show students an example of how they can write in their Writing to Learn journals, or have the students volunteer their ideas for a class response.

Whole Group Closure

Encourage a few students to share their responses from their Writing to Learn Journals.

Day 5 – Jotting Notes of my Thinking SE Focus Lesson

Refer to the “Reading is Thinking” chart the class has been building together this week. Today you will model for your students how to use sticky notes to keep a written record of your thinking as your read.

Note: Using a fantasy text, plan ahead the places where you will stop during your read aloud to show your students how to record a quick note about what you are thinking.

With the students, read aloud the first half of the fantasy book you have chosen, stopping at your preplanned stopping points to think aloud and record your thinking on a sticky note. Attach the sticky note to the page in the book, so it is visible for you to return to later.

Model a few different types of thinking (a connection, a wondering, visualizing, summarizing).

ACTIVITY 1

Continue to read aloud the remainder of the fantasy book. At your stopping points, ask students to turn and talk to a partner about what they are thinking. Quickly review the expectations of “Turn and Talk”. Distribute sticky notes so students can write their thinking on a sticky note, and collect their notes on a chart for this text. (Write the title of the book at the top, and ‘Stopping point 1:’ as a place to collect their notes.)

Continue reading, stopping, having students record their thinking and collecting sticky notes on a chart. (‘Stopping point 2:’, 3:, etc.)

Students may also record notes about the story elements as they read. Since this will be the second half of the book, you might encourage them to think about the sequence of events the characters engage in to solve the problem and the way the problem is solved.

ACTIVITY 2 – Independent Reading & Jotting Notes

Explain to the students that they will be recording their thinking on sticky notes as they read independently today, just like you modeled and they practiced in Activity 1 today.

They may use the sticky notes to record the story elements of their fantasy text they are reading or examples of their thinking based on the “Reading is Thinking” anchor chart.

While students are reading, check-in with as many students as possible to make sure they have made good book selections, and help students who may have trouble putting their thoughts into brief notes on a sticky note. This is good formative assessment information for you to see how well student have mastered the concepts you have taught this week.

After reading, ask students to share with the class some examples of what they wrote on their sticky notes during independent reading. Explain why it is important to record your thinking. “Conforme vayamos leyendo podemos pensar en una pregunta, observación, o predicción y ajustar o confirmar nuestro pensamiento inicial. Esto nos ayuda a elaborar nuestro entendimiento del texto.”


Closure

Activity

Discussion: Revisit and discuss the Essential Questions (at the beginning of this lesson guide). Facilitate a discussion about how and why using a Story Mapping or Sequencing graphic organizer can help us better comprehend the author’s message and determine the most important information in a fiction text. Emphasize how the characters and the events are interrelated. Events happen in a specific order, and that order helps us predict what will happen next. Reading like a writer: Looking forward to writing workshop, similar tools will help us organize our own stories.

Check for Understanding (Evaluation)

Formative:

Teacher observations with Turn and Talk activities

Monitoring during independent reading

Keep anecdotal notes while students are working with partners and groups. Use these notes to provide further direct support for students needing differentiation strategies

Sticky Note “Reading is Thinking”

Story Mapping G.O.

Character Change G.O.

Participation in Activity 2

Summative:

Writing to Learn Journal Entries

Story Mapping on Day 4

Jotting notes of their thinking on Day 5


Story Mapping Identifica los elementos de la historia y la secuencia de los eventos importantes

Escenario:

Cuándo?

Where? Personajes:

Evento: Luego, Evento: Primero, Evento: Entonces,

Solución: Finalmente,


Nombre del compañero__________________________________

Cómo y Por qué cambia el Personaje

Título del Texto _______________________Autor __________________

Nombre del Personaje _______________________

Al Principio …. Al Final …

Cómo cambió el personaje

Documents

Austin ISD Updated July 2015curriculum.austinisd.org/schoolnetDocs/languageArts/4th/1st_9wks/… · ¿Cómo el resumir los eventos principales de un cuento ayudan al lector a entender