Module 1 Unit 2. Lesson 1 Guiding Questions and Big Ideas How do people around the world access books and reading? How does reading give us power? Powerful

Module 1

Unit 2

Lesson 1

Guiding Questions and Big Ideas

• How do people around the world access books and reading?

• How does reading give us power?

• Powerful readers have and continue to develop a variety of skills.

• Readers can learn about different cultures.

Learning Targets

• I can identify the main message of Thank You, Mr. Falker by reading excerpts from the text closely.

• I can sort key details from Thank You, Mr. Falker into categories.

• I can describe what the main character wanted and what she did.

• I can discuss how the main message of Thank You, Mr. Falker is conveyed through key details.

Close Reading

• Read the text for the flow and for enjoyment.

• Reread the text to find the gist of various excerpts.

• Underline/ record challenging words.

• Reread to collect and record important details (SIWBS) to share your understanding of the text.

http://www.storylineonline.net/thankyou/story.swf.

http://www.storylineonline.net/thankyou/story.swf

Close Read Recording Form for book:

Name:

Date:

Capturing the Gist of a StoryAfter reading this for the first time on your own, what do you think the lesson of the story is?

•Somebody …•(character)

•in …•(setting)

•wanted …•(motivation)

•but …•(problem)

•so …•(resolution)

Name:

Date:

Capturing the Gist of a StoryAfter thinking more closely about the characters and their motivations, now what do you think the lesson of this story is? Why do you think this?

Lesson 2






Learning Targets

• I can answer questions using specific details from Thank You, Mr. Falker.

• I can explain why I chose specific details to answer questions about the text.

• I can determine the meaning of new vocabulary using clues in the text around a word.

Answering Text Dependent Questions

• Read the questions and underline important words.• Reread the text, keeping the questions in mind. Jot

down quick notes once you find the answer.

Sentence starter + words from the question + evidence from the text = A fantastic answer

According to the text, as a young girl Trisha felt,________________. In the book it said…

Vocabulary Word Work

Quiz- Quiz- Trade1. Glue your word and sentence on the index

card.2. Find your partner.3. Read your word and sentence together.4. Underline words that you think will help you

understand the unknown word.5. Think of two words that are similar to your

word. 6. Check to be sure they make sense in the

sentence.

Lesson 3

http://www.youtube.com/watch?v=GTScRTNvIcI








Learning Targets

• I can identify the main message of The Boy Who Loved Words by reading excerpts from the text closely.

• I can describe what the main character wanted and what he did.

• I can sort key details from The Boy Who Loved Words into categories.

• I can discuss how the main message of The Boy Who Loved Words is conveyed through key details

Close Reading

• Read the text for the flow and for enjoyment.

• Reread the text to find the gist of various excerpts.

• Underline/ record challenging words.

• Reread to collect and record important details (SIWBS) to share your understanding of the text.

Close Read Recording Form for book:

Name:

Date:

Capturing the Gist of a StoryAfter reading this for the first time on your own, what do you think the lesson of the story is?

•Somebody …•(character)

•in …•(setting)

•wanted …•(motivation)

•but …•(problem)

•so …•(resolution)

Name:

Date:

Capturing the Gist of a StoryAfter thinking more closely about the characters and their motivations, now what do you think the lesson of this story is? Why do you think this?

Lesson 4






Learning Targets

• I can answer questions using details from The Boy Who Loved Words.

• I can explain why I chose specific details to answer questions about the text.

• I can determine the meaning of a word using clues in the text around it.

Vocabulary Activity

• Cut Up Sentences

Lesson 5






Learning Targets

• I can identify the main message of The Incredible Book-Eating Boy.

• I can make connections between my life, other books, or ideas to help me understand The Incredible Book-Eating Boy.

• I can demonstrate stamina as I read a book that interests me.

Lesson 6






Learning Targets

• I can identify my reading strengths and challenges in order to set goals for becoming an independent and proficient reader.

• I can sort information about my strengths and challenges as a reader into categories.

Lesson 7

Assessment Time…

Show us what you can do






Learning Targets

• I can write an informative letter that explains my goals for becoming an independent and proficient reader and supports them with facts and details.

• I can use third-grade vocabulary.

Letter about my Reading Goals

ABC Brainstorming

Lesson 8

Developing Reading Fluency: Criteria for Reading Aloud

Learning Targets

• I can identify the skills of a fluent reader.

• I can practice reading an excerpt from my independent reading book with fluency.

Why might practicing reading aloud to others be a way for each of us to build reading power?

Criteria for a Fluent Read-aloud

Feedback

I like how I _______ (star)

I think I would be more fluent if I _______ (step)

Partner Practice with Check-in against Criteria

• Find your Learning Partner.• Chose a passage to read aloud.• Practice reading aloud together.• Partner A reads and Partner B gives them a star

and a step.• Partner B reads and Partner A gives them a star

and a step. • “I like how you_______,”• “I think you would be more fluent if

you_______.”

Fluency Lessons 9,10

Documents

Module 1 Unit 2. Lesson 1 Guiding Questions and Big Ideas How do people around the world access books and reading? How does reading give us power? Powerful