Ri.1.1: 10.3-10.7
Monday, September 26, 2016
1:02 PM
Ri.1.1
Conferen...
Conference logs are used by the teacher to keep a running record of the student's
understanding of the standard. The log has a rubric that is attached to the bottom of this
plane.
Standard: Ri.1.1
I can:
I can refer to details and examples in a text when explaining what the texts says explicitly and when
drawing inferences from the text.
Direct Teaching:
Comprehension: Using the link below teacher will model how to find explicit information from details in
the text. Then teacher will model how to make inferences by connecting what we already know to a
detail in the text to make a new idea.
Students with partners will read a text and find explicit details and make inferences from the text. They
will then explain the text with both explicit details and with their made inferences.
Students independently will work doing the same kind of work using the text "Rocks and the Salt we Eat".
https://macmillanmh.com/ccssreading/imagineit/grade4/ccslh_g4_ri_2_1a.html
Language: Using the link below teacher will model how to use context clues to find the meaning of
unknown words. Students will then work with a partner to use details and context to find the meaning of
unknown words. For two questions students are also finding and determining the word in the sentence
that helped them find the meaning of the unknown word.
http://www.cpalms.org/Public/PreviewResourceUpload/Preview/32076
Session #4: Embracing the Challenge of Nonfiction Reading
In this session: teach students that although there are a variety of ways that nonfiction texts can pose challenges,
when readers are aware of those ways they can get themselves ready to tackle the hard parts.
Connection:
• Tell readers that in many endeavors, there are signals that note when things become more challenging. Point
out that sometimes nonfiction books are deceptive, looking easier than they are.
• Students should have brought in a challenging text to tackle today.
• Together, by examining challenging nonfiction texts, investigate what makes them so challenging.
Teaching Point:
• There are a bunch of ways that nonfiction texts can be hard, and when you know some of these ways, you can
get yourself ready to tackle the hard parts.
Teaching:
• Recruit kids to join in a study of what makes nonfiction text challenging. Distribute passages that illustrate
common challenges and rally small groups to analyze for sources of difficulty.
• Rally Robin- You will give students a text excerpt and a white board to jot their observations about what it is that
makes the text excerpt so hard.
• Gather ideas from students about what makes complex nonfiction hard. Add students' contributions to chart.
• Anchor Chart- Tackle the Hard Parts of Nonfiction Reading…
Connection to standard (stems): Does the heading and subheading always state the main idea of the
paragraph/section? Sometimes we infer the main idea instead of taking what is explicitly stated to find the main
idea.
When we read informational texts we use the main idea to cut out information that is not completely important to
the topic. In harder texts we have to reread to find the main idea and re read again to find the important details.
Silent Reading Assignment: Send kids off to read, encouraging them to not shy away from the challenges that
nonfiction offers, but to notice and embrace the challenges.
- Jot down their goal for their challenging book and any strategies that worked well for tackling that challenge.
Reading Workshop Page 1
- Jot down their goal for their challenging book and any strategies that worked well for tackling that challenge.
Teacher Conference: What is your main idea? Does your headings/subheadings or even titles fit your main idea?
Session #5: The Challenges Posed by Texts That Are Structured as Hybrids
In this session: you'll teach students that one of the challenges nonfiction readers face derives from the fact that
many texts are hybrid in structure. Readers of hybrid nonfiction use authors' signals to determine which lenses to
read through and how the different parts of a nonfiction text fit together.
Connection:
• Review the minilessons you have already had about the work they are doing with different text structures.
• Have students use their knowledge of the structures for a small activity: THINK PAIR SHARE: Teacher reads a
quote and students try to find the structure with evidence (chronological, problem/solution, cause and effect,
compare/contrast).
• Bring up the point that it is sometimes difficult in nonfiction texts because some contain both expository and
narrative parts.
• Explain that readers read narrative and expository texts with different lenses. Emphasize that the challenge with
this work is knowing which lenses to use while reading each part.
• Point out that authors usually signal a change in structure. Suggest you are not sure how they do that and invite
kids into an inquiry with this.
○ Inquiry question: What signals do authors give to readers to let you know when a part of a text should be
read through the lens of a story and when a part should be read through the lens of reading for
information?
Teaching Point:
• I am thinking that since this is an inquiry there is no real teaching point yet. The lesson moves onto teaching and
engagement.
Teaching/Engagement:
• Provide a brief explanation of how the inquiry will go before getting students started.
○ Even though they have their own texts we are going to be working on one together first. This text IS a hybrid
and requires different ways of reading. Each partner will receive the text to work together. They will read it
aloud and really student it while they read. They should be thinking about places where the text calls for
them to reading with the lens of a story and where to read with the lens of reading for information.
○ Uncover the chat that guides student work with "Coding nonfiction texts" Students can also have a green
and blue colored pencil to differentiate between both lenses.
○ Think pair share observations about reading through narrative lens and reading though expository lens.
Connection to standard (stems): Bring up the point that if you know which parts of the texts are read through with a
lens for information then that is the part of the text you use when you are explaining what the texts says. The story
lens part of the hybrid also gives you perspective and allows you to infer more information than just what is written in
the expository portion.
Link: Add to the anchor chart "Notice if the text is hybrid - use your lenses to read"
Silent Reading Assignment: Students use the book (little readers - Unit 2 week 3 or Unit 1 week 4) to continue the
same work they did during the lesson. After students may answer Ri.1.1 questions by explaining the text. They may
also write which parts were written in narrative and which were written in expository and explain how they both
relate.
This session may take two days. Students complete two little readers with Ri.1.1 questions for each book. Students
can create inference charts. How did their inferences bring them to the main idea?
Session #6: Tackling Tricky Vocabulary through Reading, Note-Taking, and
Conversation
In this session: you'll teach students that when readers look in and around new vocabulary words, they can often
figure out their meaning.
Watch CNN Kids right before beginning this lesson. Have students keep an ear out for words they hear that they do
Reading Workshop Page 2
Watch CNN Kids right before beginning this lesson. Have students keep an ear out for words they hear that they do
not know the meaning of. Have them right it down. (Sticky note or reading notebook)
Connection:
• Have your readers take a minute to discuss something they thought was interesting with a partner. Pair Share
• Tell the students that finding the world to be more interesting than realized is a reward for the hard work you are
doing with your reading of nonfiction texts.
• Sometime the text can be hard, especially with new vocabulary. Am I right that a large number of new words
can be difficult?
• Tell the story from pages 59-60 about the boy who referred to a unicycle as a urinal. Say that he was a risk taker
by trying a new word and that he is building his vocabulary.
Teaching Point:
• Today I want to teach you that looking in and around new vocabulary words, you can often figure them out.
Teaching:
• Provide students with an explanation of the broad mental work readers do to figure out the meaning of
unknown words.
○ When you see words you don't know, think: look in, look around.
○ Show anchor chart page 60 (pre-make: Printed)
• Demonstrate your own reading work for the students, thinking aloud as you apply the strategy.
○ Use page 13 of Everything Weather. Use script from page 60 under Life Under Pressure or model a word of
your own.
• Recap the work you've just demonstrated.
○ Looking in and around help us figure out new meaning and help us build vocabulary and learn more about
what the text is teaching us.
Connection to Standard: Connects to the language standard of context clues. Remind students to choose a word
or phrase from the sentence that helped them determine the meaning of the unknown word.
To under our text better and find the main idea we need to be able to read more words and know the meaning of
the words we are reading.
Silent Reading Assignment (on standard): Students will find 3 words that are unknown to them. Students will write the
sentence out that the word is in then use the poster from the lesson to determine the meaning of the word. Students
then also highlight a word that led them to the meaning of the word or explain how or what strategy they used to
find the meaning of the word.
Link: Remind students that figuring out the meaning of unknown words is another one of the jobs they have as
informational readers.
Add to anchor chart for reading nonfiction well. Page 63.
Reading Workshop Page 3
Add to anchor chart for reading nonfiction well. Page 63.
Grade book entries:
Conference Log (What level did kids end on?)
Unit 2 Week 3
2nd Little reader questions
Reading Workshop Page 4