Lesson Plan: Tomas and the Library Lady (45 minutes)
Date:
12/17/07
Purpose: Students will listen to a read aloud text for the purpose of using the Turn & Talk strategy to
share ―thinking about reading‖ and to develop the use of the making inferences reading strategy.
Essential question:
Text(s): Tomas and the Library Lady
Charts/environmental supports:
Theme 4, Story 1; Segment 1, Picture Book Pages 1-5
Predict/Infer Strategy Chart, Infer Chart
Assessment: Weekly selection assessment, Infer assessment after completion of lessons.
Connect:
The use of the anthology selection (Tomas and the Library Lady) to teach a specific reading strategy.
Emphasize ―thinking during reading‖
Teach:
Explain and model Turn & Talk strategy, thinking and talking with a specific learning purpose,
transitioning to carpet with T & T partner. Predict/Infer Chart, story clues and personal knowledge
Introduction of the text(s):
Use of building background pages in Teacher’s Edition and student anthologies. Students are at desk with
copy of student anthology and pages opened to building background pages. Teacher read aloud, student
share ideas and discuss information about Tomas Rivera.
Model:
Text chunks I’ll use
What I’ll do/say
What students will do/say
Picture Book Page 2
Turn and talk to your partner about Students share ideas and thinking
Turn & Talk
what Tomas’ comments about the
about how Tomas is feeling, based
water tell us about him.
on story clues and personal
knowledge.
Before reading pages 3-4
Pages 3-4
After the end of page 5 is
read.
Listen to the story details that are
clues about the hardships that
Tomas and his family face.
Turn and Talk to your partner about
what kind of hardships they face.
What can we infer about Tomas
and his family based on the
hardships that are described?
Students share ideas and thinking
about sleeping on cot, sharing
house with other workers, made
ball from teddy bear.
What does Papa Grande want
Tomas to become?
Students will use text evidence to
identify that Papa Grande wants
Tomas to become a storyteller.
Students will connect hardships
with personal knowledge to infer
that Tomas’ family doesn’t have
much money, and they make due
with what they have.
Transition to independent reading/investigation:
Transition back to desks; Listen to segment 1 on CD, and follow along in textbook.
Independent practice:
Students partner read segment 1
Share/closing:
Tell students we will continue with segment 2, more practice making inferences.
LSV/CEL
Lesson Plan: Tomas and the Library Lady (45 minutes)
Date:
12/18/07
Purpose: Students will listen to a read aloud text for the purpose of using the Turn & Talk strategy to
share ―thinking about reading‖ and to develop the use of the making inferences reading strategy.
Essential question:
Text(s): Tomas and the Library Lady
Charts/environmental supports:
Theme 4, Story 1; Segment 1, Picture Book Pages 6-11
Predict/Infer Strategy Chart, Infer Chart
Assessment: Weekly selection assessment, Infer assessment after completion of lessons.
Connect:
Today’s lesson to segment 1, listen to segment 1 on CD, Review Infer strategy
Teach:
Review segment 1 learning, thinking during reading, Turn & Talk strategy
Review Inference chart
Introduction of the text(s):
Segment 2, Pages 6-11
Model:
Text chunks I’ll use
What I’ll do/say
What students will do/say
Before reading page 6
Listen for the story clues that tell us Students will use story clues and
about Tomas’ experience as he
personal knowledge to infer that
arrives at the library.
this is probably Tomas’ first trip to
Turn and talk to your partner about a library.
Turn and Talk
the story clues and what we can
infer about Tomas’ visit to the
library.
Page 7
Turn and talk to your partner about Students will share ideas and
the reading material that Tomas
thinking about what Tomas wants
selected at the library.
to read about.
Page 9
Turn and talk to you partner about
if it surprises you that the library
lady lets Tomas borrow book under
her name.
Students will share thinking and
ideas about why the library lady let
Tomas take the books under her
name.
Page 10
Remember what Papa Grande
Students will use the illustration to
wanted Tomas to become? How
identify that Tomas’ family is
does this illustration show that
listening to him read and tell
Tomas is doing that?
stories.
Before reading page 11
Listen for more story clues that
Students will use text evidence to
again refer to hardship for Tomas
identify more story clues that
and his family.
indicates the hardship faced by
Turn and Talk
Turn and talk to your partner about Tomas and his family.
these story clues.
Transition to independent reading/investigation:
Transition back to desks; Listen to segment 2 on CD, and follow along in textbook.
Independent practice:
Students partner read segment 2
Share/closing:
Tell students we will continue with segment 3, more practice making inferences.
LSV/CEL
Lesson Plan:
Tomas and the Library Lady (45 minutes)
Date:
12/19/07
Purpose: Students will listen to a read aloud text for the purpose of using the Turn & Talk strategy to
share ―thinking about reading‖ and to develop the use of the making inferences reading strategy.
Essential question:
Text(s): Tomas and the Library Lady
Charts/environmental supports:
Theme 4, Story 1; Segment 3, Picture Book Pages 12-16
Predict/Infer Strategy Chart, Infer Chart
Assessment: Weekly selection assessment, Infer assessment after completion of lessons.
Connect:
Segment 1 and 2; Focus strategy – Making Inference
Listen to segments 1 and 2 on CD – students at desks with textbook, following along
Teach:
Review segment 1 and 2 learning, thinking during reading, Turn & Talk strategy
Review Inference chart
Introduction of the text(s):
Segment 3, 12-16
Model:
Text chunks I’ll use
Before reading page 13
Turn and Talk
Page 15
Page 16
What I’ll do/say
Listen for the story clues/details
that helps us know that Tomas
loves to read.
Turn and talk to your partner about
the story clues that you notice.
Turn and talk to your partner about
why you think Tomas and the
library lady exchanged gifts.
What students will do/say
Students will share ideas and
thinking about story clues that
show that Tomas loves to read.
How is Tomas’ ride in the car at the
end of the story the same and/or
different than his ride at the
beginning of the story?
Students will identify that the
family is still in the rusty, old car
and still on bumpy road, but Tomas
is happier after his library
experience and having his new
book.
Students will share ideas and
thinking about why Tomas and the
library exchanged gifts.
Transition to independent reading/investigation:
Transition back to desks; Listen to segment 3 on CD, and follow along in textbook.
Independent practice:
Students partner read segment 3
Share/closing:
Tomorrow will listen to whole story on CD; Will look at 2 pages of the story for whole group lesson.
LSV/CEL
Lesson Plan: Tomas and the Library Lady (45 minutes)
Date:
12/20/07
Purpose: Students will listen to and read 2 pages of the story Tomas and the Library Lady for the purpose
of identifying Time-Order words and phrases.
Essential question:
Text(s): Tomas and the Library Lady
Charts/environmental supports:
Student Anthology Pages 170-172
Overhead transparencies and students copies of Pg. 170-172
Assessment: Student participation in identifying time-order words and phrases.
Connect:
Understanding of time-order words phrases as indicators of Sequence of Events in a story.
Teach:
Sequence of events is the order in which story events occur.
Words and phrases function as signals of when events occur.
Access student background knowledge and brainstorm list on time-order word/phrases
Introduction of the text(s):
Explain to students that they will listen to and read 2 pages of text from the story for the purpose of
identifying time-order words and phrases.
Show the students the overhead copy of the pages of text.
Show the students their copy of the pages of text.
Model:
Text chunks I’ll use
What I’ll do/say
What students will do/say
Student Anthology Pages
Be ready to follow along in your
Students will follow along in their
161-168
books as you listen to pages 161textbook as they listen to pages
168 on CD. Follow he text with
161—168 on CD.
your eyes and finger as you listen.
Stop at the end of 168.
This will show in your actions that
you are actively listening.
Photocopies of pages 170Pass out student copies of pages
Students will then listen to, and
172 for students.
170-172. Explain to students that
then partner read and indentify
they will listen to these pages to
time-order words. Working with a
identify time-order words/phrases.
partner, students will circle timeorder words and phrases.
(Listen to rest of story.)
Overhead transparencies of
I will draw name sticks for students Students come up to the overhead
pages 170-172.
to share the time-order words and
projector and circle the time-order
phrases that they located in the text. word/phrases that they located in
the text.
Overhead transparencies of
pages 170-172.
Looking into the story and timeorder words and phrases that were
identified, how much time went by
in pages 170-172 of the story?
Students will use the time-order
words and phrases to identify that
the summer has passed.
Transition to independent reading/investigation:
Independent practice:
Share/closing:
LSV/CEL
LSV/CEL