WONDERS – BUDDY READING AND COMPREHENSION

O: TW use Wonders Unit 6; Week 2 Day 3 pgs. T108-T115 to teach the following: Review Oral Vocabulary words: inspire, respect, decision, distance, swiftly.   Comprehension/Fluency: Connections Within Text:  Problem and Solution;Phonemic Awareness: Phoneme Blending; Phonics:   Review variant vowel /o/:    Structural Analysis: Vowel Team Syllables; Spelling:  word sort with /o/;  High-Frequency Words:  Build Fluency:  Word Automaticy. Close Read: Literature Anthology “Meet Rosina” Genre: Informational Text; Skill: Author’s Purpose.  Strategy: Reread.  Grammar: Possessive Pronouns;  Mechanics: Days, Months, and Holidays

P:  TW follow outlined lesson plan in Reading Wonders. 1. While S are on the carpet, TW ask S if they remember what cause and effect are.2. SW raise their hands and share their answers.3. TW respond, "Absolutely. Cause is the reason why something happens and the effect is the outcome or the end result."4. TW give the example, "My shoelaces were untied when I was walking down the street and I tripped!"5. TW ask S to identify the cause and effect.6. SW share their responses.7. TW respond, "Right. I tripped and that was the outcome, but why did it happen? My shoelaces were untied and that is my cause."8. TW ask student's, "Raise your hand if you remember what 'Author's purpose' is."9. SW raise their hands and share their answers.10. TW respond with, "You're right. Author's purpose is the message that the author is trying to give us or the reason why the author wrote the story - are they trying to convince us that something is true, is it to make us laugh or are they trying to to give us information?"11. TW explain to S that while they are reading, they need to stop and ask each other questions about cause and effect and the author's purpose. 12. TW tell S that once they are done reading, they will be working on a worksheet with their buddy and point out that while the backside of the worksheet is asking about "theme" they are to fill in clues that lead us to the ultimate author's purpose.13. TW have S buddy read - pairing students by ability; above level student paired with below-level or approaching level student. 14. TW have S work on comprehension worksheet with their partners.15. TW walk around the room to check for understanding while asking S questions such as, "How do you know that's what the author's purpose is? Where did you find that in the story? Why is that the cause/effect?"16. Once most of the S are done (about 80% of the class,) TW bring the class back as whole group with the worksheet projected onto the SMARTboard through the ELMO.17. TW ask S, "Now, you are going to help me complete my worksheet. What were some of the causes and effects that we found?"18. SW raise their hands and share their answers (sample answers may include : "One of the causes was that Rosita is deaf and the effect is that Rosita goes to a special school for deaf children.")19. TW call on different S to share their answers.20. TW fill in the sample worksheet using the examples given by the S.21. TW follow steps 17 - 20 for the other side of the worksheet on Author's purpose and fill in the worksheet using student examples.

M: Wonders Teacher Manual, Phonics/Spelling Practice Book, Literature Anthology books, visual vocabulary cards.

A:  T Observation, Comprehension Activity on “Meet Rosa.” CCSD: RF.1.2b RF.1.3b RF.1.3f RF.1.3g, RF.1.4b,  RF.1.2b - L.1.2d   L.1.4b