4th Grade Reading
1
Block 1: Fiction
8/27-10/23
9 weeks (41 days)
TEKS 4.1A, 4.3A, 4.3B, 4.3C, 4.6, 4.6A, 4.6B, 4.6C, 4.8A, 4.9A, Fig.19A-F
Week
1
2
Time Frame
8/27 – 8/29
9/2 – 9/5
Lessons
1-3
4-7
3
9/8 - 9/12
8-12
4
5
9/15 – 9/19
9/22 – 9/26
13-17
18-22
6
9/29 – 10/3
23-27
7
10/6 – 10/10
28-32
8
10/13 – 10/17
33-37
9
10/20 – 10/21
38-39
Focus
4.9A Establishing Reading Workshop
4.9A, 4.6, Fig 19A-C Establishing Reading Workshop
& Realistic Fiction Genre Immersion
4.6A, Fig 19E Understanding Plot and Summarizing
Realistic Fiction
4.6B, 4.6/Fig 19D Inferring about Characters
4.9A, 4.6, 4.6A, Fig 19A-D Establishing Reading
Workshop & Historical Fiction Genre Immersion
4.6C, 4.3A, 4.3/Fig 19D Point of View, Theme, &
Summarizing Historical Fiction
4.6B, 4.8A, 4.8/Fig 19D, Fig 19D Character’s Role in
the Plot, Sensory Language & Imagery, & Inferring
4.6, 4.6A, 4.6B, Fig 19A-D Traditional Literature
Genre Immersion, Understanding Plot, & Characters
4.3/Fig 19 D, 4.3A, 4.3B Comparing and Contrasting
Characters & Understanding Theme
Unit Assessment Administered and Scanned by 10/24
2 Flex Days that may be used anywhere within this block.
4th Grade Reading
2
Block 1: Fiction
Lesson
1
Objective & TEKS
TEKS: 4.9A
Obj: We will read independently for a
sustained period of time and produce
evidence of reading.
Product: I will select books and enjoy
Reading Workshop.
2
TEKS: 4.9A
Obj: We will read independently for a
sustained period of time and produce
evidence of reading.
Product: I will select books and enjoy
Reading Workshop.
3
TEKS: 4.9A
Obj: We will read independently for a
sustained period of time and produce
evidence of reading.
Product: I will select books and enjoy
Reading Workshop.
Procedure
Focus: Setting up Reading Notebooks, First Day
of School Read Aloud, and Selecting Books
Text: Picture Book of Choice (1st Day of School,
Back to School, Motivational/Inspirational)
Approach: Minilesson
Resources/Materials:
 Classroom library books organized in
baskets
 Book checkout and return system
 Spiral notebooks
Focus: How Readers Choose Books
Text:
Approach: Minilesson
Resources/Materials:

Ways We Choose Books Anchor Chart
Focus: Making Good Book Choices
Text:
Approach: Minilesson
Resources/Materials:
Making Good Book Choices Anchor Chart
4th Grade Reading
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Lesson 1
Rationale: More than anything else, establishing routines and procedures for managing independent reading
will get your Reading Workshop off to a good start. Best of all, a tight, thoughtful organization will enable your
students to read for a substantial period of time every day. Early in the year, you will want to present any
number of minilessons on managing Reading Workshop, but once students have established the routines, you will
rarely need to revisit these lessons.
For your students, a successful experience with Reading Workshop begins with knowing the basics: how
to use the classroom library, choose books, record their reading, and respond to their reading. Also, you
will want to establish Reading Workshop as a quiet, productive time; insist on silence from the start.
When students are engrossed in their independent reading, you can more easily confer with individuals or
work with small groups in guided reading and literature study.
During the first month of Reading Workshop, you have two critical goals:
1. Help your students think of themselves as readers by reading books that they enjoy and have them
participate in all the choices and decisions readers make.
2. Establish the roles and routines of the Reading Workshop.
BEFORE THE LESSON
1. Make sure you have set up your Classroom Library and it is ready for student use.
2. Create Teacher’s Reading Notebook.
3. Select a First Day of School Book to Read Aloud to your students.
Creating Reading Notebook Minilesson:
1. Students will create a Reading Notebook. This Reading Notebook will be used throughout the year for
Whole Group, a Record of Reading, and Reading Responses.
Step 1
2. On the first page of the notebook, you will need to create a Record of Reading section. On the top line
of the Record of Reading, label the left margin: Date, the middle: Title/Author, and the right margin:
Genre. Leave 2 blank pages behind this section.
3. Paste a copy of the Genre Codes to the front inside cover for easy reference.
4th Grade Reading
Steps 2 & 3
4
4. On the next page, create a Whole Group section with about 50 blank pages behind this section.
Step 4
5. After the Whole Group section pages, create a Reading Response section with the remaining blank
pages behind this section.
Step 5
6. You will want to use your Reading Notebook as a model for students. Guide them in the creation of their
Reading Notebook. You might want to assist students in the completion of their Reading Notebooks in
small groups throughout the rest of the week.
This needs to be completed by the end of this week. These pictures are included only to serve as a visual. You
may create your Reading Notebooks anyway that works best for you as long as you have a Record of Reading,
Whole Group section, and a Reading Response section.
First Day of School Read Aloud: After you have created the Reading Notebook, read aloud a book of your
choice. (You want to choose something your students will relate to on the first day of school.)
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Management Minilesson: Selecting Books
1. Introduce Classroom Library: “This year you will get to read many wonderful books in our
classroom and at home. I’d like to introduce you to our classroom library. Let’s talk about how we
can choose, read, and return them in a way that lets us all find and use them easily.”
2. Share the way books are organized; point out books categorized by author, genre, topic, series,
illustrator, format, award winner or by any other category you’ve established. Show students
the place where each category of books is kept. Then show students how to take books out and
return them to each basket. “We will get to share these wonderful books in our classroom this year.
If we are responsible for selecting and returning them to the baskets, we will always be able to find the
books we want to read.”
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Genre Codes
Code
RF
Genre
Realistic Fiction
Genre Codes
Code
RF
a made up story that could really
happen in today’s world
HF
Historical Fiction
Traditional Literature
HF
Biography
TL
Autobiography
B
Informational
AB
Use blanks to create other genre codes, as needed
Poetry
I
Drama
P
Persuasive
a written argument that tries to
convince the reader to think a
certain way or take action
Poetry
a piece of writing in which words
and their sounds are used to show
images and express feelings and
ideas
D
a story that is meant to be
performed for an audience
Per
Informational
gives facts about real people,
places, things, or events
a piece of writing in which words
and their sounds are used to show
images and express feelings and
ideas
D
Autobiography
a true story of a real person’s life,
written by that person
gives facts about real people,
places, things, or events
P
Biography
a true story of a real person’s life,
written by another person
a true story of a real person’s life,
written by that person
I
Traditional Literature
short, made up stories that could
have been retold over and over for
many years
a true story of a real person’s life,
written by another person
AB
Historical Fiction
a made up story that could have
happened in a real time and place
in the past
short, made up stories that could
have been retold over and over for
many years
B
Realistic Fiction
a made up story that could really
happen in today’s world
a made up story that could have
happened in a real time and place
in the past
TL
Genre
Drama
a story that is meant to be
performed for an audience
Per
Persuasive
a written argument that tries to
convince the reader to think a
certain way or take action
4th Grade Reading
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Lesson 2
BEFORE THE LESSON
1. Create the Ways We Choose Books Anchor Chart, but leave it blank. You will create this with your
students during the lesson.
2. Create the Reading is Thinking Anchor Chart.
Management Minilesson: How Readers Choose Books
1. Introduce Ways We Choose Books: “We choose books to read in many different ways and for
many different purposes. For example, I love to read mysteries, and so I often look for that type of
book. What do you think about when you choose a book to read?” Display the Ways We Choose
Books Anchor Chart and record student responses on the anchor chart.
2. “Today we have listed many of the different ways you might choose books to read. I’ll leave this list
of ways readers choose books on the wall because you may think of other ways you choose books to
read and we can add them.”
3. Write “Reading is Thinking” on a chart. “Today you are going to have a good block of time to
enjoy your reading. Reading is thinking, and you can do your best thinking when it is quiet. When
we do our independent reading, you will need to read silently without talking to the person next to
you or to anyone else. The room is completely quiet so that you and your classmates can do your best
thinking. When I am talking to a reader, I will be sure to whisper. So will the reader I’m talking
with, so that we will not interrupt anyone’s thinking.
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4. Independent Practice: “Now, when I call your group, I want you to choose a book from the
classroom library to read. Find a comfortable seat and enjoy your book. Remember, reading is
thinking-so you will need to read silently. Do not talk, so that your classmates can do their best
thinking. When we gather for our group meeting later, we can talk about how well we did at keeping
the room completely quiet so we could all do our best reading and quickly share how you chose the
book you are now reading.”
5. Group Meeting: Bring students back together to share how they chose the book they are reading and
reflect on how well they did at keeping the room completely quiet.
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Ways We Choose Books
 Front cover / inside jacket
 Back cover information
 Characters we’ve read about in other books
 Another book in a series
 Interesting title
 Great illustrations
 Authors we know and like
 Book recommendations from teachers, friends, and critics
 Books that are movies
 Genres we like to read
 Try the beginning
 Read some of the middle
 “Must-Read” book basket
 New/popular book
 Sequel to a book we’ve read
 Heard it read aloud
 Read it before and enjoyed it
This anchor chart
should be blank in
order to record
student
responses. These
are just ideas of
ways to choose
books that might
help start the
conversation.
4th Grade Reading
10
Reading is Thinking
4th Grade Reading
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Lesson 3
BEFORE THE LESSON
1. Create the Making Good Book Choices Anchor Chart, but leave the columns blank. You
will complete this with your students during the lesson.
Strategies and Skills Minilesson: Making Good Book Choices
As you teach the minilesson, create the Making Good Book Choices Anchor Chart with three
categories, indicating the characteristics of Easy, Just-Right, or Challenging.
1. Introduce Making Good Book Choices: “Today we are going to talk about how readers
choose “easy,’ “just right,” or “challenging’ books to read. I’ll make some notes on this
chart to help you remember each kind of book we talk about.
2. “Sometimes, easy books are fun to read. They’re the kinds of books you read when you
want to relax. You might pick a favorite picture book you’ve heard read aloud or a book
that you have read before and enjoyed or a new book that won’t take a lot of effort for you
to read and understand. You can read the book easily and understand it very well. Help
me as I write the characteristics of Easy books on the chart.” Record characteristics.
3. “Just-Right books are those that you understand well and can enjoy. You read the book
smoothly and have only a few places where you need to slow down to figure out a word or
think more about the meaning. These are the books that will help you become a better
reader each time you read. Most of the time you should read just-right books. Help me as
I write the characteristics of Just-Right books on the chart.” Record characteristics
4. “Challenging books are very difficult for you to read. You have trouble reading many of
the words and don’t understand most of what you are reading. These are books that are too
difficult for you to enjoy right now, but you may find you will enjoy them later.
Challenging books are not usually good choices for right now. There may be some times
when you would choose a challenging book, such as when you needed to find some facts
about a topic, but most of the time, you would save challenging books until they are “justright” for you. Help me as I write the characteristics of Challenging books on the chart.”
Record characteristics
5. Independent Practice: “When you are reading today, think about whether the book you
are reading is easy, just right, or challenging for you. When you return to the group, be
prepared to share the category that best describes your choice. Yesterday you did a
wonderful job reading silently so everyone could do their best thinking. Let’s do the same
today.”
6. Group Meeting: Bring students back together to share what category (easy, just-right, or
4th Grade Reading
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challenging) their book fits into and why, and reflect on how well they did at keeping the
room completely quiet.
4th Grade Reading
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Making Good Book Choices
Easy





fun to read
relaxing
favorite picture book
effortless
You can read “Easy”
books easily and
understand them well.
Just-Right
 Understand well and
enjoy
 read smoothly and only
a few places where you
need to slow down to
figure out a word or
think more about the
meaning
 these are the books that
help you become a better
reader each time you
read
 You should read “JustRight” books most of the
time.
Challenging
 difficult to read
 have trouble with many
of the words and don’t
understand most of
what you are reading
 too difficult for you to
enjoy right now
 There are times when
you would choose a
challenging book, such
as when you needed to
find some facts on a
particular topic, but
most of the time, you
would save Challenging
books until they are
“Just Right”
4th Grade Reading
14
Block 1: Fiction
Lesson
4
5
6
7
TEKS & Objective/Product
TEKS: Fig 19A-C; 4.6
Obj: We will establish purpose, ask
questions, and monitor comprehension
when reading.
Product: I will establish purpose, ask
questions, and monitor comprehension
when reading a realistic fiction text.
TEKS: Fig 19A-C; 4.6
Obj: We will establish purpose, ask
questions, and monitor comprehension
when reading.
Product: I will establish purpose, ask
questions, and monitor comprehension
when reading a realistic fiction text.
TEKS: Fig 19A-C; 4.6
Obj: We will establish purpose, ask
questions, and monitor comprehension
when reading.
Product: I will establish purpose, ask
questions, and monitor comprehension
when reading a realistic fiction text.
TEKS: Fig 19A-C; 4.6
Obj: We will understand, make inferences,
and draw conclusions about the structure
and elements of fiction and provide evidence
from text to support our understanding.
Product: I will understand, make inferences,
and draw conclusions about the structure
and elements of fiction and provide evidence
from text to support our understanding by
creating a list of noticings and book
examples.
Procedure
Focus: Realistic Fiction Genre Immersion &
Reading is Thinking: Sticky Notes
Text: How Tia Lola Came to Stay (Journeys)
Approach: Interactive Read Aloud (IRA) and
Minilesson
Resources/Materials:


Reading is Thinking Anchor Chart

Turn and Talk Anchor Chart
Sticky Notes
Focus: Realistic Fiction Genre Immersion &
How to Turn and Talk
Text: Me and Uncle Romie (Journeys)
Approach: IRA and Minilesson
Resources/Materials:
Focus: Realistic Fiction Genre Immersion &
Keeping a Record of Reading
Text: Moon Runner (Journeys)
Approach: IRA and Minilesson
Resources/Materials:

Reading Notebook
Focus: Realistic Fiction Genre Study &
Guidelines for Reading Workshop
Text:
Approach: Minilesson
Resources/Materials:


Realistic Fiction Genre Anchor Chart

Reading Notebook
Guidelines for Reading Workshop
Anchor Chart
4th Grade Reading
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Lesson 4
Realistic Fiction Genre Immersion and Reading is Thinking-Sticky Notes
Lesson Overview: 4.6, Fig19A, Fig19B, Fig19C
Text: How Tia Lola Came to Stay (Journeys, Unit 1, Lesson 3 pg. 72)
Approach: Interactive Read Aloud & Minilesson
BEFORE THE LESSON
1. Create Stopping Points – Record the following on sticky notes and place on the correct pages in the
text:
o On pg. 74 After Reading the Introduction, ask: “Where does this story take place?” (Vermont)
Follow-up: “How do you think Vermont is different from New York City and from the Dominican
Republic?” “Does this remind you of anything that might have happened to you?”
o On pg. 76 After Miguel gets his Great Idea, ask: “What problem does Miguel have?” (He had
made his aunt feel bad.)
Follow-up: “How do you think Miguel might solve his problem?”
o On pg. 80 At the End of the Story, ask – “What kind of person is Miguel?”
2. Plan an Introduction for the IRA Choose an appropriate introduction to engage your students and
get them thinking about the text. You might…
 Prompt students to anticipate a book by a favorite author
 Invite personal connections
 Provide important background knowledge
 Draw attention to the genre
 Prompt predictions based on the title
 Ask students to make connections to a previously read text
Strategies and Skills Minilesson: Reading is Thinking-Sticky Notes
Display the Reading is Thinking Anchor Chart that you previously created with your class in Lesson 2.
1. Introduce Reading is Thinking: Using Sticky Notes to Record Your Thinking and Talking
About Your Reading: “When I read I am always thinking about what the author is saying and how I
feel. For example, when I read The Winter Room, by Gary Paulsen, I was thinking about visiting my
uncle’s farm when I was a child. My aunt baked bread just like Eldon’s mother did, and I could
almost smell it. I felt that everything on the farm was old and well used. I liked the description of the
names carved on the beds-names they didn’t even know because the beds were so old. I wondered
what the author was suggesting when he wrote: “I don’t know what he meant exactly, but many
questions I as Father are answered that way, with words around the edges.” (Teachers: Use this
example or another example of something you have read with the class and a connection you made to
the text.)
2. “You will be thinking as you read your book today. You may be thinking about what you like or
don’t like things the book reminds you of in your life or in other books, or questions you have. You
might be making predictions, noticing something about the author’s language or style, or thinking
about how a character reminds you of someone in your life. I’ll write some of the thinking we talked
about on this Reading is Thinking Anchor Chart to remind you. We can add more later.” Take a
moment to list the kinds of thinking on the Reading is Thinking Anchor Chart.
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3. “Today when we read “How Tia Lola Came to Stay”, we will be sharing our thinking and recording
it on sticky notes.” Pass out two sticky notes to each student and have them place them on top of their
Readers Notebook to use during the stopping points of the IRA.
Interactive Read Aloud (IRA) “How Tia Lola Came to Stay”
1. Introduce Text Choose an appropriate introduction to engage your students and get them thinking
about the text. You might…
 Prompt students to anticipate a book by a favorite author
 Invite personal connections
 Provide important background knowledge
 Draw attention to the genre
 Prompt predictions based on the title
 Ask students to make connections to a previously read text
 Raise questions to spark curiosity
2. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the
Stopping Points you created before the lesson.
Stopping Points –
 After Reading the Introduction, ask: “Where does this story take place?” (Vermont)
Follow-up: “How do you think Vermont is different from New York City and from the Dominican
Republic?” “Does this remind you of anything that might have happened to you?”
 After Miguel gets his Great Idea, ask: “What problem does Miguel have?” (He had made his
aunt feel bad.) Follow-up: “How do you think Miguel might solve his problem. Record your
thinking on your first sticky note.” Ask for a couple of volunteers to share their thinking.
 At the End of the Story, ask – “What kind of person is Miguel? Record your thinking on your
second sticky note.” Ask for a couple of volunteers to share their thinking.
3. In closing, you might say “At the end of the week, we will be creating an Anchor Chart with
Characteristics and Noticings of Realistic Fiction. We will be reading another realistic fiction
story together tomorrow.”
4. Independent Practice: “When you are reading today, mark two places in your book where you
might share some of what you were thinking about as you read. Use sticky notes to help you
remember the place so we can share our thoughts when we gather for our group meeting. Place the
sticky notes in your Reading Notebook in the Reading Response section.” (Teachers, you might want
to require students to tape or paste their sticky notes that they use during Reading Workshop.)
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5. Group Meeting: Following the Independent Reading time, invite students to talk together about the
thinking they did about their reading. Explain that they can talk about what they are thinking about
their reading.
6. Informal Assessment: Have students reflect on how well they followed the procedure for using
sticky notes. (This can be easily accomplished with a thumbs up=I did it; thumbs to the side=I need
to practice more; thumbs down=I did not do this)
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Reading is Thinking
This book reminds me of…
I predict….
I wonder….
This part confuses me…
The character reminds me….
Why did/does…..
I think that…..
I notice that the author….
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Lesson 5
Realistic Fiction Genre Immersion and Turn and Talk Procedures
Lesson Overview: 4.6, Fig19A, Fig19B, Fig19C
Text: Me and Uncle Romie (Journeys, Unit 2, Lesson 8 pg. 201 )
Approach: Interactive Read Aloud & Minilesson
BEFORE THE LESSON
1. Create Stopping Points for IRA – Record the following on sticky notes and place on the correct
pages in the text:
 On pg. 203 After James and Aunt Nanette climb the stairs to the apartment, ask: “Who is
telling this story?”
Follow-up: “Where does the story take place?”
 On pg. 206 After Aunt Nanette tells James she has to go away, ask: “Why doesn’t James want
his Aunt Nanette to leave?” Turn and talk about your thinking with a partner.”
 On pg. 206 After Aunt Nanette returns home, ask: “How do James’s feelings about Uncle
Romie change after he spends time with him? Turn and talk about your thinking with a partner.”
(He realizes Uncle Romie is a good man and that they have a lot in common.)
 On pg. 212 Focus on the picture at the end of the selection, ask – “What does James do at the
end of the story?”
Follow-up: “How does he make his collage special for Uncle Romie?”
2. Plan an Introduction for the IRA Choose an appropriate introduction to engage your students and
get them thinking about the text. You might…
 Prompt students to anticipate a book by a favorite author
 Invite personal connections
 Provide important background knowledge
 Draw attention to the genre
 Prompt predictions based on the title
 Ask students to make connections to a previously read text
 Raise questions to spark curiosity
3. Create the How to Turn and Talk Effectively Anchor Chart, but leave the steps blank. You will create the
steps with your students during the lesson.
Management Minilesson: How to Turn and Talk
Display the blank How to Turn and Talk Anchor Chart.
1. Introduce How to Turn and Talk: “Yesterday we talked about how readers think while they read,
and you shared the thinking you were doing as you read. When we talk with a partner or in a small
group, we are going to refer to our talking with each other as a “turn and talk.” Let’s talk a little bit
about how we can “turn and talk” with each other well so we can do our best talking and learning. I’ll
write our thoughts on this chart.”
2. Elicit the students’ suggestions, shaping them to create a simple, clear set of guidelines. See the
How to Turn and Talk Effectively Anchor Chart for suggested language.
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3. “Let’s practice turning and talking now. When we finish we will use the How to Turn and Talk
Effectively Anchor Chart to evaluate how well we did.” Put students in groups of 2 (or 3 when
necessary). Have students turn and talk with their partner about their favorite thing they did over the
summer. As students are sharing their thinking, walk around and listen in to groups and facilitate the
conversation when necessary. Have a few groups share that you noticed did well.
4. Informal Assessment: Have students reflect on how well they followed the procedure. (This can be
easily accomplished with a thumbs up=I did it; thumbs to the side=I need to practice more; thumbs
down=I did not do this)
5. “Today when we read “Me and Uncle Romie”, we will be sharing our thinking with a partner when I
ask you to Turn and Talk. Make sure you listen to what I ask you to think about before you turn and
face your partner.”
Interactive Read Aloud (IRA) “Me and Uncle Romie”
1. Introduce Text Choose an appropriate introduction to engage your students and get them thinking
about the text. You might…
 Prompt students to anticipate a book by a favorite author
 Invite personal connections
 Provide important background knowledge
 Draw attention to the genre
 Prompt predictions based on the title
 Ask students to make connections to a previously read text
 Raise questions to spark curiosity
2. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the
Stopping Points you created before the lesson.
Stopping Points –
 On pg. 203 After James and Aunt Nanette climb the stairs to the apartment, ask: “Who is
telling this story?”
Follow-up: “Where does the story take place?”
 On pg. 206 After Aunt Nanette tells James she has to go away, ask: “Why doesn’t James want
his Aunt Nanette to leave?” Turn and talk about your thinking with a partner.”
 On pg. 206 After Aunt Nanette returns home, ask: “How do James’s feelings about Uncle
Romie change after he spends time with him? Turn and talk about your thinking with a partner.”
(He realizes Uncle Romie is a good man and that they have a lot in common.)
4th Grade Reading
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
On pg. 212 Focus on the picture at the end of the selection, ask – “What does James do at the
end of the story?”
Follow-up: “How does he make his collage special for Uncle Romie?”
3. In closing, you might say “At the end of the week, we will be creating an Anchor Chart with
Characteristics and Noticings of Realistic Fiction. We will be reading another realistic fiction
story together tomorrow.”
4. Independent Practice: “When you are reading today, mark two places in your book where you
might share some of what you were thinking about as you read. Use sticky notes to help you
remember the place so we can share our thoughts when we gather for our group meeting. During our
group meeting, we will turn and talk with our partner and share our thinking. Don’t forget to place
the sticky notes in your Reading Notebook in the Reading Response section.”
5. Group Meeting: Following the Independent Reading time, invite students to turn and talk with their
partner about the thinking they did while they were reading.
6. Informal Assessment: Have students reflect on how well they followed the procedure for turn and
talk. (This can be easily accomplished with a thumbs up=I did it; thumbs to the side=I need to
practice more; thumbs down=I did not do this)
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How to Turn and Talk Effectively
1. Turn and face your partner or group.
2. One person talks at a time.
3. The listeners look at the speaker.
4. Members listen to understand what the
speaker is saying.
5. Members should respond to the speaker’s
thinking by…
I agree! I also think….
What do you think this means?
Hmmm…Maybe you’re right, but I was thinking….because….
What do you mean?
Can you tell me more about that?
I’m wondering…What do you think?
6. The next speaker takes a turn and members
respond until everyone has shared their
thinking.
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Lesson 6
Realistic Fiction Genre Immersion and Keeping a Record of Your Reading
Lesson Overview: 4.6, Fig19A, Fig19B, Fig19C
Text: Moon Runner (Journeys, Unit 4, Lesson 18 pg. 454)
Approach: Interactive Read Aloud & Minilesson
BEFORE THE LESSON
1. Create Stopping Points for IRA – Record the following on sticky notes and place on the correct
pages in the text:
 On pg. 456 After reading the introduction, say: “What do you think will happen in this
story?”
Follow-up: “What do you think will happen to Ruth and Mina’s friendship?”
 On pg. 459 After Ruth suggests the two girls race each other, ask: “Why is Mina afraid to
beat Ruth in a race?”
Follow-up: “In their race, do you think Mina will run her hardest or let Ruth win?”
 On pg. 464 At the end of the selection, ask: “What does Mina learn from Ruth? What does
Ruth learn from Mina? Turn and talk about your thinking with a partner.”
 Plan an Introduction for the IRA Choose an appropriate introduction to engage your students and get
them thinking about the text. You might…
o Prompt students to anticipate a book by a favorite author
o Invite personal connections
o Provide important background knowledge
o Draw attention to the genre
o Prompt predictions based on the title
o Ask students to make connections to a previously read text
o Raise questions to spark curiosity
3. Have your Reading Notebook that you created in Lesson 1ready to use for modeling under the document
camera or if you do NOT have a document camera, you will need to create an enlarged version of
the Record of Reading as an anchor chart.
Management Minilesson: Keeping a Record of Your Reading
1. Introduce Keeping a Record of Your Reading: “You have been doing lots of wonderful reading
and thinking about your books. Readers sometimes keep a list of books they’ve read so they can look
back at their reading. Today I am going to show you a way to help you remember the books you have
read. In the front of your Reading Notebook we created a section called Record of Reading. This
is where you will keep a record of the books you have read.”
2. Point to the section label and open up your Reading Notebook to this section and place it under the
document camera. If you do NOT have a document camera, you will need to create an enlarged
version of the Record of Reading as an anchor chart.
3. Model how to record a book on the Record of Reading Log using a student’s independent book as an
example. Say something like “Nicole, what is a book you are reading right now? The View from
Saturday On Nicole’s Record of Reading she would put the date that she began the book and write
the Title and author (using capital letters where appropriate) like this.” Model under the document
camera or on the anchor chart.
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4. “The last column is for the genre code. The View from Saturday is a fictional story that could take
place today, so we call it realistic fiction. When Nicole finishes her book and is sure that it is
Realistic Fiction, she will write RF for Realistic Fiction.” Write RF in the Code Column
5. “During Independent Time, if you have already finished books this year, just fill in the information on
the list and then write the one you are reading now. I’ll keep this under the document camera as an
example of how to record your books on your list. Remember your Reading Notebook will be a
special book for you this year, and you will want to take very good care of it. When we gather for
group share today, bring your Reading Notebook so partners can check each other’s reading list to be
sure we’ve all started to use it correctly.
Interactive Read Aloud (IRA) “Moon Runner”
1. Introduce Text
2. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the
Stopping Points you created before the lesson.
Stopping Points –
o On pg. 456 After reading the introduction, say: “What do you think will happen in this story?”
Follow-up: “What do you think will happen to Ruth and Mina’s friendship?”
o On pg. 459 After Ruth suggests the two girls race each other, ask: “Why is Mina afraid to beat
Ruth in a race?”
Follow-up: “In their race, do you think Mina will run her hardest or let Ruth win?”
o On pg. 464 At the end of the selection, ask: “What does Mina learn from Ruth? What does Ruth
learn from Mina? Turn and talk about your thinking with a partner.”
3. In closing, you might say “Tomorrow, we will be creating an Anchor Chart with Characteristics
and Noticings of Realistic Fiction.”
4. Independent Practice: “When you are reading today, mark two places in your book where you
might share some of what you were thinking about as you read. Use sticky notes to help you
remember the place so we can share our thoughts when we gather for our group meeting. Don’t
forget to place the sticky notes in your Reading Notebook in the Reading Response section. During
our group meeting, we will turn and talk with our partner and share some of our thinking. Also, I
want you to add your books that you have been reading this week to your Record of Reading in your
Reading Notebook ”
5. Group Meeting: Following the Independent Reading time, invite students to turn and talk with their
partner about the thinking they did while they were reading. Also have partners check each other’s
Record of Reading to make sure they listed books correctly.
6. Informal Assessment: Have students reflect on how well they followed the procedure for turn and
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25
talk. (This can be easily accomplished with a thumbs up=I did it; thumbs to the side=I need to
practice more; thumbs down=I did not do this)
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Lesson 7
Realistic Fiction Genre Study and Guidelines for Reading Workshop
Lesson Overview: 4.6, Fig19A, Fig19B, Fig19C
Texts: How Tia Lola Came to Stay, Me and Uncle Romie, and Moon Runner
Approach: Minilessons
BEFORE THE LESSON
1. Create the Realistic Fiction Genre Study Anchor Chart with the definition completed, but leaving both
the Noticings and Book Examples columns blank. You will complete this with your students.
2. Create the Guidelines for Reading Workshop Anchor Chart.
Realistic Fiction Noticings Minilesson
1. Display the Realistic Fiction Genre Anchor Chart and discuss the definition of realistic fiction with
your students.
2. Explain that all Realistic Fiction stories have certain characteristics. You might say “We have read
three examples of realistic fiction text : How Tia Lola Came to Stay, Me and Uncle Romie, and Moon
Runner.” Ask “What did all of these stories have in common?” Facilitate the discussion using the
bullet points below. You may have to model your thinking about the genre noticings.
All of these stories …
 fictional, but could happen in real life
 the author made them up with a specific purpose in mind.
 the story happens in a real place in today’s world
 the author created characters that are like real people
 each story has a unique plot, but all have characters who have a problem that is resolved
through a series of events
 the author could choose to have a character tell the story; or the author could choose to have a
speaker outside the story, referred to as the narrator, to tell the story.
 the author creates the story with a message to the reader called the theme. The theme is often a
lesson that the character learns about life.
3. Following the discussion, complete the Genre Noticings Column of the Realistic Fiction Anchor Chart.
4. Distribute a copy of the Realistic Fiction Genre Anchor Chart to students with the noticings already
filled in.
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5. For each Noticing, cite an example from one of the books read this week and record it in the Book
Examples column of the anchor chart. (A completed Realistic Fiction Genre Anchor Chart has been
included at the end of this lesson.) Students will write the text examples on their copy.
6. Students will paste the completed Realistic Fiction Genre Chart in the Whole Group Section of
their Reading Notebook.
Management Minilesson: Guidelines for Reading Workshop
Display the completed Guidelines for Reading Workshop Anchor Chart.
1. Introduce Guidelines for Reading Workshop: “As readers and writers we need to work together in
our classroom, helping each other do our best learning. Up to this point, we have referred to this time
as Independent Reading. From this point forward, we will call this time Reading Workshop. We have
been talking about some of the ways we can help each other as readers and writers. On this chart are
the ideas of guidelines for our reading workshop.”
2. Read the each guideline aloud and discuss with your students.
3. Distribute a half sheet copy of the Guidelines for Reading Workshop to each student and have them
paste it on the back inside cover of their Reading Notebook.
4. Independent Practice: “Today, during Reading Workshop, as you are reading, mark two places in
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your book where you might share some of what you were thinking about as you read. It might be that
you notice something about the genre of the book you are reading. Use sticky notes to help you
remember the place so we can share our thoughts when we gather for our group meeting. During our
group meeting, we will turn and talk with our partner and share some of our thinking. Don’t forget to
place the sticky notes in your Reading Notebook in the Reading Response section”
5. Group Meeting: Following the Reading Workshop time, invite students to turn and talk with their
partner about the thinking they did while they were reading.
6. Informal Assessment: Have students reflect on how well they followed the procedure for Reading
Workshop. (This can be easily accomplished with a thumbs up=I did it; thumbs to the side=I need to
practice more; thumbs down=I did not do this)
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Realistic Fiction- A made up story that could really happen in
today’s world
Noticings
Author’s Purpose: to entertain
Characters: are like real people;
readers learn about characters
and their relationships through
author’s descriptions. Pay
attention to what characters
think, say, and do
Setting: based on a real place
Plot: a series of events that occur
as characters try to solve the
problem/conflict and reach a
resolution
Point of View: narrator or
speaker of story
Theme: the story’s message to
the reader, often determined
through what characters in the
story learn.
Book Examples
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Realistic Fiction- A made up story that could really happen in
today’s world
Noticings
Author’s Purpose: to entertain
Characters: are like real people;
readers learn about characters
and their relationships through
author’s descriptions. Pay
attention to what characters
think, say, and do
Setting: based on a real place
Plot: a series of events that occur
as characters try to solve the
problem/conflict and reach a
resolution
Book Examples
Author’s Purpose: from How Tia Lola Came to
Stay- to entertain the reader with a story about a
boy who learned how to make others happy.
Characters: from How Tia Lola Came to Stay
Miguel, the main character
Tia Lola, Miguel’s aunt
Juanita, Miguel’s sister
Miguel’s Mother
Setting: from Me and Uncle Romie This story
takes place in New York City at a train station,
apartment, and on a train.
Plot: from How Tia Lola Came to Stay
Problem Miguel wasn’t sure how he felt about
having his Tia Lola living with them.


Tia Lola was feeling bad and Miguel had a
“Great Idea.”
Miguel created a surprise message in the
snow to cheer up Tia Lola
Resolution: Tia Lola loved the surprise and
became very happy.
Point of View: narrator or
speaker of story
Theme: the story’s message to
the reader, often determined
through what characters in the
story learn.
Point of View: from Moon Runner The narrator is
an outside person, not a character in the story
Theme: from How Tia Lola Came to Stay Miguel
learned to put other people’s feelings above
himself and making others happy leads to
happiness within yourself.
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Guidelines for Reading Workshop
1. You must always be reading a book or
writing your thoughts about your reading.
2. You need to work silently to enable you
and your peers to do your best thinking.
3. Use a soft voice when conferring with a
teacher.
4. Select books you think you’ll enjoy and
abandon books that aren’t working for you
after you’ve given them a good chance.
5. List the book information using your
Record of Reading.
6. ALWAYS do your best work.
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Guidelines for Reading Workshop
1. You must always be reading a book or writing your thoughts about your reading.
2. You need to work silently to enable you and your peers to do your best thinking.
3. Use a soft voice when conferring with a teacher.
4. Select books you think you’ll enjoy and abandon books that aren’t working for you
after you’ve given them a good chance.
5. List the book information using your Record of Reading.
6. ALWAYS do your best work.
Guidelines for Reading Workshop
1. You must always be reading a book or writing your thoughts about your reading.
2. You need to work silently to enable you and your peers to do your best thinking.
3. Use a soft voice when conferring with a teacher.
4. Select books you think you’ll enjoy and abandon books that aren’t working for you
after you’ve given them a good chance.
5. List the book information using your Record of Reading.
6. ALWAYS do your best work.
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Block 1: Fiction
Lesson
8
9
10
11
12
TEKS & Objective/Product
TEKS: 4.6A
Obj: We will sequence and summarize the
plot’s main events and explain their
influence on future events.
Product: I will sequence and summarize the
plot’s main events and explain their
influence on future events when reading a
realistic fiction text.
TEKS: 4.6A
Obj: We will sequence and summarize the
plot’s main events and explain their
influence on future events.
Product: I will sequence and summarize the
plot’s main events and explain their
influence on future events when reading a
realistic fiction text.
TEKS: 4.6A/Fig 19E
Obj: We will summarize information in text
maintaining meaning and logical order.
Product: I will summarize information in
text maintaining meaning and logical order
when reading a realistic fiction text.
Procedure
Focus: Understanding Plot
Text: How Tia Lola Came to Stay (Journeys)
Approach: Minilesson
Resources/Materials:
TEKS: 4.6A/Fig 19E
Obj: We will summarize information in text
maintaining meaning and logical order.
Product: I will summarize information in
text maintaining meaning and logical order
when reading a realistic fiction text.
Focus: Summarizing
Text: How Tia Lola Came to Stay (Journeys)
Approach: Minilesson
Resources/Materials:
TEKS: 4.6A, 4.6/Fig 19E
Obj: We will understand, make inferences,
and draw conclusions about the structure
and elements of fiction and provide evidence
from text to support our understanding.
Product: I will understand, make inferences,
and draw conclusions about the structure
and elements of fiction and provide evidence
from text to support our understanding by
answering test-formatted questions.
Focus: Bridging to the Testing Genre
Text: How Tia Lola Came to Stay (Journeys)
Approach: Minilesson
Resources/Materials:

Plot Line Anchor Chart
Focus: Understanding Plot
Text: Moon Runner (Journeys)
Approach: Minilesson
Resources/Materials:

Plot Line Anchor Chart
Focus: How Events Influence Future Events
Text: How Tia Lola Came to Stay (Journeys)
Approach: Minilesson
Resources/Materials:




Summarizing Anchor Chart
Summarizing Anchor Chart
Bridging Stems Handout
Sentence Strips or Colored Paper
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Lesson 8
Understanding Plot
Lesson Overview: 4.6A
Texts: How Tia Lola Came to Stay
Approach: Minilesson
BEFORE THE LESSON
1. Create the Plot Line Anchor Chart with the definitions completed, but leaving the Plot Line blank. You
will complete this with your students.
Understanding Plot Minilesson
1. Display the Plot Line Anchor Chart and discuss the definition of each component of the plot.
2. Explain that all Realistic Fiction stories have a unique plot that the author uses to convey his message
to the reader by using characters who have a problem and how they resolve their conflict in the story.
3. Fill in the Plot Line Anchor Chart with your students using How Tia Lola Came to Stay.
4. Independent Practice: Students will read Me and Uncle Romie and begin to complete a Plot Line in
their Reading Notebook using the handout provided.
5. Reading Workshop: Each day as students complete the Independent Practice, they should read
their Independent Book, record their thinking on sticky notes and paste them in their Reading
Notebook in the Reading Response section, and continue to keep a record of their reading.
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Plot Line
Title:_________________________
Climax-Turning Point
Resolution-Reasonable
Ending
Problem/Conflict
Introduction to Characters and Setting:
Problem/Conflict: Starts the Action; Problem the main character faces
Rising Action: Sequence of Events



Climax: Turning Point of the Story
Falling Action: Event(s) that Lead to Resolution

Resolution: Solves the character’s conflict; Reasonable Ending-the
character is going to be okay; Not always happy ending
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Plot Line
Title:_________________________
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Lesson 9
Understanding Plot
Lesson Overview: 4.6A
Texts: Moon Runner
Approach: Minilesson
BEFORE THE LESSON
1. Create the Plot Line Anchor Chart with the definitions completed, but leaving the Plot Line blank. You
will complete this with your students.
Understanding Plot Minilesson
1. Display the Plot Line Anchor Chart and discuss the definition of each component of the plot.
2. Explain that all Realistic Fiction stories have a unique plot that the author uses to convey his message
to the reader by using characters who have a problem and how they resolve their conflict in the story.
3. Fill in the Plot Line Anchor Chart with your students using Moon Runner. In today’s lesson, you
will want to release more responsibility to your students in completing the plot line.
4. Independent Practice: Students will read Me and Uncle Romie and complete a Plot Line in their
Reading Notebook using the handout provided.
5. Reading Workshop: Each day as students complete the Independent Practice, they should read
their Independent Book, record their thinking on sticky notes and paste them in their Reading
Notebook in the Reading Response section, and continue to keep a record of their reading.
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Lesson 10
How Events Influence Future Events
Lesson Overview: 4.6A
Text: How Tia Lola Came to Stay
Approach: Minilesson
(BEFORE THE LESSON)
1. Create the How Events Influence Future Events Anchor Chart with the definitions completed, and
using the completed Plot Line from How Tia Lola Came to Stay.
How Events Influence Future Events Minilesson
1. Display How Events Influence Future Events Anchor Chart and discuss the definition and how
authors use events to influence future events and push the character forward to resolving the conflict.
2. Explain that authors often use one event to cause, or influence future events in the plot.
3. Identify which events cause future events in How Tia Lola Came to Stay. (Tia Lola came to stay with
Miguel and his family in Vermont…Miguel doesn’t like her being there.) On the Plot Line draw an
arrow from one event to a future event and explain on a sticky note how that event leads to the future
event and pushes the plot forward towards the resolution.
4. Independent Practice: Students will read Me and Uncle Romie (Journeys) and add some examples
of how events influence future events to their completed Plot Line from the previous day, either just
writing it in or using sticky notes.
5. Reading Workshop: Each day as students complete the independent practice, they SHOULD read
their independent book, record thinking on sticky notes, paste them in their Reading Notebook in the
Reading Response section, and continue to keep a Record of their Reading.
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How Events Influence Future Events
Title:_________________________
Climax-Turning Point
Resolution-Reasonable
Ending
Problem/Conflict
Influencing Future Events = author’s create events in the plot
that push the character forward to resolving the conflict
Some examples could be:
- conversation between characters
- character actions
Mom and Miguel had a conversation
in the kitchen about Tia Lola.
Miguel had a “Great Idea” about
how to make Tia Lola feel welcome
which is the turning point, or climax
of the story.
Ask yourself, “How does this event push the plot forward.
What event does it cause to happen?”
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Lesson 11
Summarizing Fiction
Lesson Overview: 4.6/Fig 19E
Texts: How Tia Lola Came to Stay
Approach: Minilesson
BEFORE THE LESSON
1. Create the Summarizing Fiction Anchor Chart with the definitions completed, but leaving the
Summary blank. You will use the completed plot line from How Tia Lola Came to Stay to craft your
summary with your students.
Understanding Plot Minilesson
1. Display the Summarizing Fiction Anchor Chart and discuss the elements of a good summary.
Emphasize the importance of paraphrasing the plot’s main events.
 Paraphrase-to express the meaning of something written in different words, especially to
clarify the message
2. Write the summary on the Summarizing Fiction Anchor Chart with your students using How Tia
Lola Came to Stay.
3. Independent Practice: Students will complete the summary in their Reading Notebook for Me and
Uncle Romie using the completed Plot Line.
4. Reading Workshop: Each day as students complete the Independent Practice, they should read
their Independent Book, record their thinking on sticky notes and paste them in their Reading
Notebook in the Reading Response section, and continue to keep a record of their reading.
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Summarizing Fiction
A summary is the retelling in your own words, or paraphrasing, of
the most important parts.
The most important parts in fiction:
Conflict
Most Important Event(s) that move the Character
from the Conflict to the Resolution
Summary:
Resolution
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Lesson 12
Bridging: Understanding Plot and Summarizing
Lesson Overview: 4.6A, 4.6/Fig 19E
Text: How Tia Lola Came to Stay
Approach: Minilesson
BEFORE THE LESSON
1. Using the stems from the Bridging Handout, write questions for How Tia Lola Came to Stay. You
will add these to your Plot Line Anchor Chart and the Summarizing Fiction Anchor Chart during
the lesson.
 Using the story, How Tia Lola Came to Stay, a possible question could be: What effect does
Miguel’s conversation with Mom on pg. 76 have on the story? (Their conversation leads to his
“Great Idea” or the turning point of the story.)
Bridging: Understanding Plot and Summarizing
1. Display the Plot Line Anchor Chart and the Summarizing Fiction Anchor Chart and explain that
test makers have certain language that they use when they write test questions.
 You must explicitly make the connection between the skills they have learned in class and what
the test question is asking the reader to do.
2. Using the question stems you wrote for How Tia Lola Came to Stay, read the first question and
explain what the question is asking the reader to do. Then model using the appropriate anchor chart and
evidence from the text, How Tia Lola Came to Stay, to support your thinking in crafting your answer.
3. Record the answer to the question and add it to appropriate Anchor Chart.
4. Continue using this same process until you have bridged each question.
5. Independent Practice: Students will complete the bridging assessment…..
 Use the data from this assessment to make decisions about individual student’s needs.
6. Reading Workshop: Each day as students complete the Independent Practice, they should read
their Independent Book, record their thinking on sticky notes and paste them in their Reading
Notebook in the Reading Response section, and continue to keep a record of their reading.
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Bridging
4.6A & 4.6/Fig. 19E
Why is it important to the story that
_______________________________ ?
(fill in the blank with the event that leads to the conflict in the plot
or the event that leads to the resolution)
What effect does _________________have
on the story?
(fill in the blank with the event that leads to the conflict in the plot
or the event that leads to the resolution)
The problem in the story is solved when________’s main conflict is resolved when(fill in the blank with the main character)
What is paragraph __ mostly aboutWhat is the best summary of the story?
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Block 1: Fiction
Lesson
13
14
15
16
17
TEKS & Objective/Product
TEKS: Fig 19D
Obj: We will make inferences about text and
use textual evidence to support
understanding.
Product: I will make inferences about text
and use textual evidence to support
understanding when reading a realistic
fiction text.
TEKS: 4.6B/Fig 19D
Obj: We will describe the interaction of
characters including their relationships and
the changes they undergo.
Product: I will describe the interaction of
characters including their relationships and
the changes they undergo when reading a
realistic fiction text.
TEKS: 4.6B/Fig 19D
Obj: Obj: We will describe the interaction of
characters including their relationships and
the changes they undergo.
Product: I will describe the interaction of
characters including their relationships and
the changes they undergo when reading a
realistic fiction text.
Procedure
Focus: Making Inferences
Text: How Tia Lola Came to Stay (Journeys)
Approach: Minilesson
Resources/Materials:
TEKS: 4.6B/Fig 19D
Obj: We will summarize information in text
maintaining meaning and logical order.
Product: I will summarize information in
text maintaining meaning and logical order
when reading a realistic fiction text.
Focus: Character Relationships
Text: Moon Runner (Journeys)
Approach: Minilesson
Resources/Materials:
TEKS: 4.6B/Fig 19D
Obj: We will understand, make inferences,
and draw conclusions about the structure
and elements of fiction and provide evidence
from text to support our understanding.
Product: I will understand, make inferences,
and draw conclusions about the structure
and elements of fiction and provide evidence
from text to support our understanding by
answering test-formatted questions.
Focus: Bridging to the Testing Genre
Text: Moon Runner, How Tia Lola Came to
Stay, and/or Me and Uncle Romie (Journeys)
Approach: Minilesson
Resources/Materials:

Inference Anchor Chart
Focus: Understanding Characters
Text: Moon Runner (Journeys)
Approach: Minilesson
Resources/Materials:

Understanding Characters Anchor Chart
Focus: How Does the Character Change
Throughout the Story?
Text: Moon Runner (Journeys)
Approach: Minilesson
Resources/Materials:




How Does the Character Change
Throughout the Story? Anchor Chart
Character Relationships Anchor Chart
Bridging Stems Handout
Sentence Strips or Colored Paper
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Lesson 13
Making Inferences
Lesson Overview: Fig. 19D
Texts: How Tia Lola Came to Stay
Approach: Minilesson
BEFORE THE LESSON
1. Create the Inference Anchor Chart with the definition and column headings completed. You will
complete this with your students.
2. Use sticky notes to prepare examples of inferences, background knowledge, and text evidence to use
during the lesson. See completed Inference Anchor Chart for making the sticky notes.
Making Inferences Minilesson
1. Display the Inference Anchor Chart and discuss the definition of inference.
2. “Sometimes you need to make an inference using text evidence and background knowledge.” Place
the sticky note with the text evidence on the anchor chart in the first row and read it aloud.
3. Model thinking about your background knowledge and place that sticky note on the anchor
chart in the first row.
4. Think aloud about how readers use text evidence and their schema (background knowledge) to
infer ideas about the text. Model composing the inference then place the sticky note on the
anchor chart in the first row.
5. “Sometimes you need to find text evidence to support an inference.” Place the sticky note with the
2nd inference on the anchor chart in the second row and read it aloud.
6. Think aloud about using your background knowledge and locate text evidence to support the
inference. Place the sticky note with your background knowledge and text evidence on the
anchor chart in the second row.
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7. Independent Practice: Students will use the Inferring Handout and the text, Me and Uncle Romie,
to make an inference and locate text evidence to support an inference in their Reading Notebook.
8. Reading Workshop: Each day as students complete the Independent Practice, they should read
their Independent Book, record their thinking on sticky notes and paste them in their Reading
Notebook in the Reading Response section, and continue to keep a record of their reading.
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Inference = an idea that the author does not state
Text Evidence
Background
Knowledge
(Schema)
+
+
+
Inference
=
I know that when I moved to a
new school, I just wanted to fit in
and not stand out as different.
Tia Lola is different.
I know that when I create a
surprise for someone it is because
I care for them and I am glad
they are in my life.
=
=
Miguel is
embarrassed by Tia
Lola and doesn’t
want her there.
Miguel is happy that
Tia Lola has come to
live with them.
Write each of these on a separate sticky note to use in your lesson.
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Inference = an idea that the author does not state
Text Evidence
pg. 204-“Today we’re going to Harlem,”
she said. It’s where Uncle Romie lived
as a boy…We bought peaches at the
market, then stopped to visit awhile. I
watched some kids playing stickball.
“Go on, get in that game, “Aunt
Nanette said, g3ently pushing me over
to join them…I felt like I was on top of
the world.
Background Knowledge
(Schema)
Inference
+
=
+
=
+
=
James has more in common with
Uncle Romie than he originally
thought. James admires Uncle
Romie and his art.
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Lesson 14
Understanding Characters
Lesson Overview: 4.6B/Fig. 19D
Texts: Moon Runner
Approach: Minilesson
BEFORE THE LESSON
1. Create the Understanding Characters Anchor Chart with the definition and Character’s Thoughts,
Actions, or Words row completed. You will complete the inferences with your students.
Understanding Characters Minilesson
1. Display the Understanding Characters Anchor Chart and discuss how Character’s Thoughts,
Actions, or Words are clues the reader can use to make inferences.
2. Read the first excerpt from the text about Mina. Explain how her specific thoughts, actions, and words
help you infer that…. (See the completed Understanding Characters Anchor Chart for examples)
3. Use this same process to continue modeling how readers make inferences to better understand
characters.
4. Independent Practice: Students will use the Understanding Characters Handout and the text Me
and Uncle Romie and make three inferences using the character’s thoughts, words, and actions in their
Reading Notebook.
5. Reading Workshop: Each day as students complete the Independent Practice, they should read
their Independent Book, record their thinking on sticky notes and paste them in their Reading
Notebook in the Reading Response section, and continue to keep a record of their reading.
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Understanding Characters
Details such as what characters think, say, and do are clues that the
reader can use to figure out the reason characters act the way they do.
Character: Mina from Moon Runner
Character’s
Thoughts,
Actions, or
Words
Based on the Characters Thoughts, Actions, or Words what can you infer…
Inference
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Understanding Characters
Details such as what characters think, say, and do are clues that the
reader can use to figure out the reason characters act the way they do.
Character: Mina from Moon Runner
Character’s
Thoughts,
Actions, or
Words
Based on the Characters Thoughts, Actions, or Words what can you infer…
Inference Mina is feeling nervous
Mina is feeling nervous
Mina is feeling confident
about talking to Ruth
about racing Ruth.
and secure.
about their friendship.
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Understanding Characters
Details such as what characters think, say, and do are clues that the reader can use to
figure out the reason characters act the way they do.
Character: James from Me and Uncle Romie
Character’s
Thoughts,
Actions, or
Words
pg. 203-204-“Your uncle’s working very
hard, so we won’t see much of him for a
while…Today we’re going to Harlem,”
she said. It’s where Uncle Romie lived as
a boy…We bought peaches at the market,
then stopped to visit awhile. I watched
some kids playing stickball. “Go on, get
in that game, “Aunt Nanette said,
g3ently pushing me over to join them…I
felt like I was on top of the world.
pg. 206-My uncle Romie stayed hidden
away in his studio. But I wasn’t worried
anymore. Aunt Nanette would make my
birthday special…then Aunt Nanette got
a phone call. “An old aunt has died,
James. I have to go away for her funeral.
But don’t you worry. Uncle Romie will
spend your birthday with you. It’ll be
just fine….I knew it would not be fine at
all. Uncle Romie didn’t know about
cakes or baseball games or anything
except his dumb old paintings. My
birthday was ruined.
pgs. 207-208-We laughed together, then
walked to the kitchen for a breakfast
feast-eggs, bacon, grits, and biscuits.
“James, you’ve got me remembering the
pepper jelly lady. People used to line up
down the block to buy her preserves.”
Could you put someone like that in one of
your paintings?” I asked. “I guess I
could.” Uncle Romie nodded. “Yes,
that’s a memory just right for sharing.
What a good idea, James.
Based on the Characters Thoughts, Actions, or Words what can you infer…
Inference
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Lesson 15
Understanding How Characters Change Over Time
Lesson Overview: 4.6B/Fig. 19D
Texts: Moon Runner
Approach: Minilesson
BEFORE THE LESSON
1. Create the Understanding How Characters Change Throughout the Story Anchor Chart with the
text examples and inferences filled in. (You can use the Understanding Characters Anchor Chart from
lesson 14 and add the new information for today’s lesson.)
Understanding How Characters Change Over Time Minilesson
1. Display the Understanding How Characters Change Throughout the Story Anchor Chart and
discuss with your students how authors use events in the plot to bring about a change in the character.
2. Read the first excerpt from the text about Mina on the Anchor Chart. Explain how her specific
thoughts, actions, and words help you infer that…. This is from the beginning of the story where we
were learning about the conflict. The next inference we made about Mina shows that she…this
is from the middle of the story. Has she changed? The last inference we made about Mina was
from the end as the conflict is coming to a resolution. Has Mina changed? What was the
change? Why did the change occur?
3. Thinking aloud with your students, compose a sentence that explains how Mina changed and what
caused her to change. Record on the Anchor Chart.
4. Independent Practice: Students will use the text Me and Uncle Romie and the three inferences they
made about the character in lesson 14 to answer the questions: How did the character change? and
What caused the character to change? in their Reading Notebook.
5. Reading Workshop: Each day as students complete the Independent Practice, they should read
their Independent Book, record their thinking on sticky notes and paste them in their Reading
Notebook in the Reading Response section, and continue to keep a record of their reading.
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Understanding How the Characters Change Throughout the Story
Readers notice how characters in a story change and why.
Character: Mina
Event
Beginning (Conflict)
Middle
End (Resolution)
Character’s
Thoughts,
Actions, or
Words
Based on the Characters Thoughts, Actions, or Words what can you infer…
Inference Mina is feeling nervous
Mina is feeling nervous
Mina is feeling confident
about talking to Ruth
about racing Ruth.
and secure.
about their friendship.
How did Mina change throughout this story?
What caused her to change?
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Understanding How the Characters Change Throughout the Story
Readers notice how characters in a story change and why.
Character: James
Event
Character’s
Thoughts, Actions,
or Words
Beginning (Conflict)
Middle
pg. 203-204-“Your uncle’s working very hard, so
we won’t see much of him for a while…Today
we’re going to Harlem,” she said. It’s where
Uncle Romie lived as a boy…We bought peaches
at the market, then stopped to visit awhile. I
watched some kids playing stickball. “Go on, get
in that game, “Aunt Nanette said, g3ently
pushing me over to join them…I felt like I was on
top of the world.
pg. 206-My uncle Romie stayed hidden away in
his studio. But I wasn’t worried anymore. Aunt
Nanette would make my birthday special…then
Aunt Nanette got a phone call. “An old aunt has
died, James. I have to go away for her funeral.
But don’t you worry. Uncle Romie will spend
your birthday with you. It’ll be just fine….I
knew it would not be fine at all. Uncle Romie
didn’t know about cakes or baseball games or
anything except his dumb old paintings. My
birthday was ruined.
End (Resolution)
pgs. 207-208-We laughed together, then walked
to the kitchen for a breakfast feast-eggs, bacon,
grits, and biscuits. “James, you’ve got me
remembering the pepper jelly lady. People used
to line up down the block to buy her preserves.”
Could you put someone like that in one of your
paintings?” I asked. “I guess I could.” Uncle
Romie nodded. “Yes, that’s a memory just right
for sharing. What a good idea, James.
Based on the Characters Thoughts, Actions, or Words what can you infer…
Inference
How did James change throughout this story?
What caused him to change?
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Lesson 16
Character Relationships
Lesson Overview: 4.6B/Fig. 19D
Texts: Moon Runner
Approach: Minilesson
BEFORE THE LESSON
1. Create the Character Relationships Anchor Chart and leave the text boxes blank.
Character Relationships Minilesson
1. Display the Character Relationships Anchor Chart .
2. Characters often influence the way other characters act or feel. This is reflected in their relationship.
 In this story the Main Characters are Mina and Ruth. What is their relationship? Are they
sisters, mother/daughter, friends, cousins? They are friends
 How did Ruth influence the way Mina acted and/or felt? Ruth challenged Mina to a race and
called her out for letting her win. She helped Mina change by challenging her to do her best.
3. Thinking aloud with your students, compose a sentence that explains Mina and Ruth’s relationship and
locate text evidence to support your thinking. (Example: Ruth and Mina are friends who challenge
each other to do their best.) Record on the Anchor Chart.
4. Independent Practice: Students will use the text Me and Uncle Romie and the Character
Relationships handout to explain the relationship between Uncle Romie and James or Aunt Nanette
and James in their Reading Notebook.
5. Reading Workshop: Each day as students complete the Independent Practice, they should read
their Independent Book, record their thinking on sticky notes and paste them in their Reading
Notebook in the Reading Response section, and continue to keep a record of their reading.
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Character Relationships-how characters
influence one another based on what they do and how they feel
Who are the main characters?
Describe their relationship. (What is their relationship like?)
Use the text to show how you know.
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Lesson 17
Bridging: Inferring About Characters, How They Change, & Their Relationships
Lesson Overview: 4.6B, 4.6/Fig 19D
Text: Moon Runner, Me and Uncle Romie, and/or How Tia Lola Came to Stay
Approach: Minilesson
BEFORE THE LESSON
1. Using the stems from the Bridging Handout, write questions for Moon Runner. You will add these to
your Understanding Characters and How They Change and the Character Relationships Anchor
Chart during the lesson.
Using the story, Moon Runner, a possible question could be:
 Which sentence from the story shows that Mina wants their relationship to return to “normal.”
(As Mina sat down in the lawn chair, she wished it was still the day the Fellow Friends had
welcomed her into the group.)
Bridging: Inferring About Characters, How They Change, & Their Relationships
1. Display the Understanding Characters and How They Change and the Character Relationships
Anchor Chart and explain that test makers have certain language that they use when they write test
questions.
 You must explicitly make the connection between the skills they have learned in class and what
the test question is asking the reader to do.
2. Using the question stems you wrote for Moon Runner, read the first question and explain what the
question is asking the reader to do. Then model using the appropriate anchor chart and evidence from
the text, Moon Runner, to support your thinking in crafting your answer.
3. Record the answer to the question and add it to appropriate Anchor Chart.
4. Continue using this same process until you have bridged each question.
5. Independent Practice: Students will complete the bridging assessment…..
 Use the data from this assessment to make decisions about individual student’s needs.
6. Reading Workshop: Each day as students complete the Independent Practice, they should read
their Independent Book, record their thinking on sticky notes and paste them in their Reading
Notebook in the Reading Response section, and continue to keep a record of their reading.
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Bridging
4.6B & 4.6/Fig. 19E
Read this sentence from the text.
Sentence from the text showing a character’s thoughts or words
What is ________ most likely thinking at this point in the story?
(fill in the blank with the character)
Why does ____________?
(fill in the blank with a character and an action)
Which sentence from the story shows that_____ is/wants
_______?
(fill in the blank with a character and a feeling or desire)
The ______________ shows that _________ is(fill in the blank with the an event and a character)
___________’s actions suggest that he/sheThe reason ______________ is most likely because he/she ?
(fill in the blank with the a character and an event)
The reader can infer from these sentences that _________(fill in the blank with a character)
Which sentence shows how ________ feels when ____________?
(fill in the blank with the an event and a character)
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Block 1: Fiction
Lesson
18
19
20
21
22
TEKS & Objective/Product
TEKS: Fig 19A-C; 4.6
Obj: We will establish purpose, ask
questions, and monitor comprehension
when reading.
Product: I will establish purpose, ask
questions, and monitor comprehension
when reading a historical fiction text.
TEKS: Fig 19A-C; 4.6
Obj: We will establish purpose, ask
questions, and monitor comprehension
when reading.
Product: I will establish purpose, ask
questions, and monitor comprehension
when reading a historical fiction text.
TEKS: Fig 19A-C; 4.6
Obj: We will establish purpose, ask
questions, and monitor comprehension
when reading.
Product: I will establish purpose, ask
questions, and monitor comprehension
when reading a historical fiction text.
TEKS: Fig 19A-C; 4.6
Obj: We will understand, make inferences,
and draw conclusions about the structure
and elements of historical fiction and
provide evidence from text to support our
understanding.
Product: I will understand, make inferences,
and draw conclusions about the structure
and elements of historical fiction and
provide evidence from text to support our
understanding by creating a list of noticings
and book examples.
TEKS: 4.6A/Fig 19D
Obj: We will understand, make inferences,
and draw conclusions about the structure
and elements of fiction and provide evidence
from text to support our understanding.
Product: I will understand, make inferences,
and draw conclusions about the structure
and elements of fiction and provide evidence
from text to support our understanding by
answering test-formatted questions.
Procedure
Focus: Historical Fiction Genre Immersion &
Different Ways to Respond
Text: The Earth Dragon Awakes (Journeys)
Approach: Interactive Read Aloud (IRA) and
Minilesson
Resources/Materials:


Different Ways to Respond Anchor Chart
Reading Notebook
Focus: Historical Fiction Genre Immersion &
Using Sticky Notes
Text: Riding Freedom (Journeys)
Approach: IRA and Minilesson
Resources/Materials:
Focus: Historical Fiction Genre Immersion &
Checking for Understanding as You Read
Text: Cheyenne Again by Eve Bunting
Approach: IRA and Minilesson
Resources/Materials:

How to Know If You Understand What
You Read Anchor Chart
Focus: Historical Fiction Genre Study & Solving
Unknown Words
Text: The Earth Dragon Awakes, Riding
Freedom, and/or Cheyenne Again
Approach: Minilesson
Resources/Materials:


Historical Fiction Genre Anchor Chart
Solving Unknown Words Anchor Chart
Focus: Plot & Reading Workshop Review
Text: Cheyenne Again by Eve Bunting
Approach: Minilesson
Resources/Materials:

Plot Line Anchor Chart or Plot Line
Handout
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Lesson 18
Historical Fiction Genre Immersion and Different Ways to Respond
Lesson Overview: 4.6, Fig19A, Fig19B, Fig19C
Text: The Earth Dragon Awakes (Journeys, Unit 3, Lesson 12 pg. 305)
Approach: Interactive Read Aloud & Minilesson
BEFORE THE LESSON
1. Create Stopping Points – Record the following on sticky notes and place on the correct pages in the
text:
o On pg. 306 After Reading the Introduction, ask: “Why does the author put the text in the
introduction in different type? (to show it’s not part of the regular story)
o On pg. 307 After the ceiling drops on Chin and Ah Sing, say: “The author describes the
earthquake in so much detail that you feel that you are experiencing it. Think about words the author
uses to make you see, hear, and feel the earthquake. Record your thinking on your sticky note. Turn
and Talk with your partner ”
o On pg. 309 After reading about the city’s collapsing buildings, direct attention to the
illustration and , ask – “How does the illustration give you a better sense of what was happening
during the earthquake? Record your thinking on your sticky note. Turn and Talk with your partner”
o On pg. 314 At the end of the story, say: “The author doesn’t tell you if Chin is able to save his
father. Record your thinking on your sticky note about how this makes you feel. Turn and Talk with
your partner.”
 Write Reading Response in Teacher’s Reading Notebook
 Create the Different Ways to Respond Anchor Chart
Strategies and Skills Minilesson: Different Ways to Respond
1. Introduce Different Ways to Respond Minilesson: “Together we have shared our thinking by
talking about books I have read aloud to you. You have been doing good thinking and talking about
the books you have chosen to read. You have talked about your thinking with a partner and in groups.
Now instead of only talking about your thinking, you’re going to put your thinking on paper. When
you write about your thinking, you can remember it and share it with others who read it.”
2. “In our class this year, you’re going to share your thinking by writing your thoughts as a response in
your Reading Notebook. Each day you are going to respond in your Reading Notebook, sharing what
you are thinking about the book you are reading. I have written a response to share my thinking about
a book I’m reading.” Display the Reading Response that you have written in you Teacher’s
Reading Notebook and read it to the students. (If you do not have a document camera, you will
need to create an enlarged version of the Reading Response as an anchor chart)
3. Ask students-“What do you notice about the response I wrote?” Discuss student responses
4. Display the Different Ways to Respond Anchor Chart “I have made a list of all the different kinds
of writing about books you have done and can tell about in your Reading Notebook. Here are some of
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62
the topics you can write about in your journal. I’m sure we will have many more to add as we
continue to write about books we are reading. Let’s place our list on the wall, and I will give you a
copy to paste in your Reading Notebook. If you are having difficulty thinking about what you want to
share in your response, this list may help you. Read and discuss topics.
5. Distribute the student copy of Different Ways to Respond and have them paste it in their Reading
Notebook.
6. “Today when you read “The Earth Dragon Awakes”, we will be sharing our thinking and recording
it on sticky notes.” Pass out two sticky notes to each student and have them place them on top of their
Reading Notebook to use during the stopping points of the IRA.
Interactive Read Aloud (IRA) “The Earth Dragon Awakes”
1. Building Background- Because the historical event and/or time period is important to understanding
the structure and elements of historical fiction, building background knowledge for the historical
context is critical for students to comprehend the text.
 Use the photograph on p. 302 to explain that “The Earth Dragon Awakes” is about what
happens to a boy and his father when the 1906 San Francisco earthquake destroys their tenement
(a poorly built apartment).
 Read pg. 302 “Background” to your students and discuss with your students
 Watch this short video clip about the 1906 San Francisco earthquake:
http://www.history.com/this-day-in-history/the-great-san-francisco-earthquake (You may want to start the
video at 0:34. That is when the information about the San Francisco Earthquake begins)
2. Introduce Text
 You might say- “ The Earth Dragon Awakes is about what happens to Chin and his father, Ah
Sing when the 1906 San Francisco earthquake destroys their tenement (a poorly built
apartment). They are Chinese immigrants who are living in Chinatown in San Francisco.
Imagine how you would feel if you were in an earthquake. Have you ever been in a dangerous
weather event? How did you feel? Did anyone help you? Today, we will read to find out what
happens to Chin and his father, Ah Sing.”
3. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the
Stopping Points you created before the lesson.
Stopping Points –
o On pg. 306 After Reading the Introduction, ask: “Why does the author put the text in the
introduction in different type? (to show it’s not part of the regular story)
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o On pg. 307 After the ceiling drops on Chin and Ah Sing, say: “The author describes the
earthquake in so much detail that you feel that you are experiencing it. Think about words the author
uses to make you see, hear, and feel the earthquake. Record your thinking on your sticky note. Turn
and Talk with your partner”
o On pg. 309 After reading about the city’s collapsing buildings, direct attention to the
illustration and , ask – “How does the illustration give you a better sense of what was happening
during the earthquake? Record your thinking on your sticky note. Turn and Talk with your partner ”
o On pg. 314 At the end of the story, say: “The author doesn’t tell you if Chin is able to save his
father. Record your thinking on your sticky note about how this makes you feel. Turn and Talk with
your partner.”
4. In closing, you might say “At the end of the week, we will be creating an Anchor Chart with
Characteristics and Noticings of Historical Fiction. We will be reading another historical
fiction story together tomorrow.”
5. Independent Practice: “Today during Reading Workshop, you are going to practice writing a
response about your thinking. Use the Different Ways to Respond list and your sticky notes from
our IRA to help you write about your thinking about The Earth Dragon Awakes. Use my example
to help you begin writing your response. During our Group Meeting we will share some of our
responses.”
6. Group Meeting: Following the Independent Reading time, invite students to share their responses
with their partner. Listen in to the conversations and have students share quality responses with the
whole group.
7. Informal Assessment: Have students reflect on how well they responded to their reading. (This can
be easily accomplished with a thumbs up=I did it; thumbs to the side=I need to practice more; thumbs
down=I did not do this)
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Write this sample response in your Teacher’s Reading Notebook.
September 22, 2014
The first thing I thought about when I read The Keeping Quilt is what
it was like for immigrants who come to the U.S. for the first time. Patricia
Polacco’s great-grandparents came from Russia. They faced many changes.
There were other people from different countries and a new language. I
think about how we are all here now but that we or our ancestors came as
immigrants from other countries. We are different in a lot of ways but also
have things in common, like our classroom community of learners.
Another thing I noticed as I read was how the author creates pictures
in the readers’ minds. I like how she uses details to make scenes clear for
the readers. For example, Polacco writes about cut out animals and
flowers from the scraps of clothing while the quilt was being made.
I enjoyed this book because I really like books about families!
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Different Ways to Respond
 What the book is about
 How the book reminds you of another book
 How the book makes you feel
 How the author describes things
 Whether you like the book or not and why
 Why you think the author wrote the book
 Why you chose the book
 How you feel about the author’s writing
 Whether or not you would recommend the book to another reader
 Why you abandoned a book
 What you predict will happen
 What you would change about the book
 Examples of stereotype or bias
 What you found interesting
 What you are wondering about
 Whether the book is easy, just right, or challenging and how you can tell
 About the genre
 What you think is the author’s message
 What books you look forward to reading
 What you don’t understand or questions you have
 How you feel about a character
 What you notice about the author’s style/language
 Something about the author and what it has to do with the story
 What was funny to you
 What you like/dislike about the setting
 How the setting affects the characters
 About good word choice/special language
 What you think about the author’s lead
 How the author captured your interest
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Different Ways to Respond
Different Ways to Respond

What the book is about

What the book is about

How the book reminds you of another

How the book reminds you of another
book
book

How the book makes you feel

How the book makes you feel

How the author describes things

How the author describes things

Whether you like the book or not and why

Whether you like the book or not and why

Why you think the author wrote the book

Why you think the author wrote the book

Why you chose the book

Why you chose the book

How you feel about the author’s writing

How you feel about the author’s writing

Whether or not you would recommend the

Whether or not you would recommend the
book to another reader
book to another reader

Why you abandoned a book

Why you abandoned a book

What you predict will happen

What you predict will happen

What you would change about the book

What you would change about the book

Examples of stereotype or bias

Examples of stereotype or bias

What you found interesting

What you found interesting

What you are wondering about

What you are wondering about

Whether the book is easy, just right, or

Whether the book is easy, just right, or
challenging and how you can tell
challenging and how you can tell

About the genre

About the genre

What you think is the author’s message

What you think is the author’s message

What books you look forward to reading

What books you look forward to reading

What you don’t understand or questions

What you don’t understand or questions
you have
you have

How you feel about a character

How you feel about a character

What you notice about the author’s

What you notice about the author’s
style/language

Something about the author and what it
style/language

has to do with the story
Something about the author and what it
has to do with the story

What was funny to you

What was funny to you

What you like/dislike about the setting

What you like/dislike about the setting

How the setting affects the characters

How the setting affects the characters

About good word choice/special language

About good word choice/special language

What you think about the author’s lead

What you think about the author’s lead

How the author captured your interest

How the author captured your interest
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Lesson 19
Historical Fiction Genre Immersion and Using Sticky Notes to Prepare for Writing Responses
Lesson Overview: 4.6, Fig19A, Fig19B, Fig19C
Text: Riding Freedom (Journeys, Unit 4, Lesson 16 pg. 407)
Approach: Interactive Read Aloud & Minilesson
BEFORE THE LESSON
1. Create Stopping Points – Record the following on sticky notes and place on the correct pages in the
text:
o On pg. 409 After Charlotte sets a goal to have ten good round-trip runs, ask: “What can you tell
so far about the main character of this story? (She is determined; she sets a goal and works hard to
achieve it.)
o On pg. 410 After James agrees to let Charlotte drive, ask: “What do you think will happen when
James watches Charlotte drive the stagecoach? Turn and Talk with your partner ”
o On pg. 412 After Charlotte checks the bridge , ask – “What is Charlotte’s plan for crossing the
bridge?”
o On pg. 416 At the end of the story, say: “The passengers in the stage thought Charlotte was a boy.
What do you think they would have done if they knew the truth? Turn and Talk about you thinking
with your partner.”
2. Write Reading Response in Teacher’s Reading Notebook
3. Create the Different Ways to Respond Anchor Chart
Management Minilesson: Using Sticky Notes to Prepare for Writing Responses
1. Introduce Using Sticky Notes to Prepare for Writing Responses Minilesson: “We have been
talking about all the different ways we think about what we are reading and how we share our
thinking in our journals. As you read this week, stop one or two times to make some quick notes
about your thinking on sticky notes, and place them in your Reading Notebook. When you are ready
to write your response, you can use your sticky notes to help you remember the parts you want to
write about. This may help you write a response that shows lots of good thinking about your
reading.”
2. CAUTION:
o You will not want to overdo the use of sticky notes because it will interrupt the reading
process. Some students will not need the support of sticky notes.
o Your students should be reading and recording their thinking every day. A response should
be completed by the end of the week. (Some students will write a couple of sentences for
their response each day. Others will wait and complete the response on Friday. Either way is
acceptable.)
o The purpose of the reading response is for students to record their thinking about what they
are reading and to share that with others.
3. Common Reading Response Roadblocks
o If students think they must complete a book before they write a response, then remind them
that a response is not a summary of the book, rather a written collection of their thoughts
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while they read.
o If students abandon a book, then they need to write about why they abandoned the book and
what kind of book they want to read next and why.
o If students are reading different book each day, then they are not engaging with text. You will
need to confer with them to give them a direction in selecting a book.
o “Fake reading” is often a sign of choosing the wrong book. You will need to confer with
those students to help them choose books that are engaging to them.
Interactive Read Aloud (IRA) “Riding Freedom”
1. Building Background- Because the historical event and/or time period is important to understanding
the structure and elements of historical fiction, building background knowledge for the historical
context is critical for students to comprehend the text.
 Use the diagram of the stagecoach on p. 404 to explain that “Riding Freedom” is about a
stagecoach driver who faces a dangerous situation.
 Read pg. 404 “Background” to your students and discuss it with your students
 This book is set in the mid-1800s when the West was being settled. It was a dangerous place to
travel. During this time period, women were not allowed to have paid jobs.
2. Introduce Text
 Read the Introduction to the text on page 408.
3. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the
Stopping Points you created before the lesson.
Stopping Points –
o On pg. 409 After Charlotte sets a goal to have ten good round-trip runs, ask: “What can you tell
so far about the main character of this story? (She is determined; she sets a goal and works hard to
achieve it.)
o On pg. 410 After James agrees to let Charlotte drive, ask: “What do you think will happen when
James watches Charlotte drive the stagecoach? Turn and Talk with your partner ”
o On pg. 412 After Charlotte checks the bridge , ask – “What is Charlotte’s plan for crossing the
bridge?”
o On pg. 416 At the end of the story, say: “The passengers in the stage thought Charlotte was a boy.
What do you think they would have done if they knew the truth? Turn and Talk about you thinking
with your partner.”
4. In closing, you might say “At the end of the week, we will be creating an Anchor Chart with
Characteristics and Noticings of Historical Fiction. We will be reading another historical
fiction story together tomorrow.”
5. Independent Practice: “Today during Reading Workshop, you are going to continue reading your
independent book and jotting your thinking on sticky notes. Remember to place these in your
Reading Notebook so they don’t get lost. If you want to begin your weekly response, you may do so.
Use the Different Ways to Respond list and your sticky notes to help you write about your thinking.
Use my example to help you begin writing your response.”
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Lesson 20
Historical Fiction Genre Immersion and Checking for Understanding as You Read
Lesson Overview: 4.6, Fig19A, Fig19B, Fig19C
Text: Cheyenne Again by Eve Bunting
Approach: Interactive Read Aloud & Minilesson
BEFORE THE LESSON
1. Create Stopping Points – Record the following on sticky notes and place on the correct pages in the
text:
o On pg. 7 ask: “Why does his father want him to go?
Follow Up “How do you think Young Bull is feeling? Turn and Talk with your partner.”
o On pg. 13 ask: “They say he has lost nothing of value. No more Cheyenne. Turn and Talk with your
partner about whether or not you agree with that and why ”
o On pg. 21 ask – “What do you think will happen to Young Bull?”
o On pg. 27 say: “The teacher tells Young Bull “Never forget that you are Indian inside. Don’t let us
take your memories. Turn and Talk about what she means by this.”
o On pg. 31 say: “Is Young Bull really riding side by side with the warriors?
Follow Up “At the end of this story the author uses the phrase Cheyenne again. What does this
mean? Turn and Talk with your partner.”
2. Create the How to Be Sure You Understand What You Read Anchor Chart
Strategies and Skills Minilesson: Checking for Understanding
1. Introduce Checking for Understanding Minilesson: When readers read, they notice when
something doesn’t make sense, and they take some action to resolve the problem. “When you are
reading your book and something doesn’t make sense, what do you do?
2. Display How to Be Sure You Understand What You Read Anchor Chart


Read and discuss each bullet point on the chart
“If you have tried all of these ways of figuring out the meaning and you still don’t understand
it, you can ask for help in our small group/guided reading, group meeting, or in your reading
response. This chart will remind you that you need to notice when something doesn’t make
sense and that good readers have lots of ways to solve the problem.”
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3. Today, when you are reading during Reading Workshop, if you notice something doesn’t make sense,
then try and fix it using the strategies we just discussed. Remember to refer to the anchor chart if you
need help remembering what to do.
Interactive Read Aloud (IRA) Cheyenne Again
1. Building Background- Because the historical event and/or time period is important to understanding
the structure and elements of historical fiction, building background knowledge for the historical
context is critical for students to comprehend the text.
 Read the Afterword on page 32 of Cheyenne Again to build background and discuss it with your
students
 Watch this video clip with your students https://www.youtube.com/watch?v=IXE58wAx-sY .
2. Introduce Text
 You might say “Cheyenne Again is written by Eve Bunting. It is a historical fiction text that
takes place during a time when Indian children were forced to attend school away from their
parents. This is a story about a boy named Young Bull who must leave his parents and attend
one of these schools. We will read to find out what happens to Young Bull.”
3. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the
Stopping Points you created before the lesson.
Stopping Points –
o On pg. 7 ask: “Why does his father want him to go?
Follow Up “How do you think Young Bull is feeling? Turn and Talk with your partner.”
o On pg. 13 ask: “They say he has lost nothing of value. No more Cheyenne. Turn and Talk with your
partner about whether or not you agree with that and why ”
o On pg. 21 ask – “What do you think will happen to Young Bull?”
o On pg. 27 say: “The teacher tells Young Bull “Never forget that you are Indian inside. Don’t let us
take your memories. Turn and Talk about what she means by this.”
o On pg. 31 say: “Is Young Bull really riding side by side with the warriors?
Follow Up “At the end of this story the author uses the phrase Cheyenne again. What does this
mean? Turn and Talk with your partner.”
4. In closing, you might say “Tomorrow we will be creating an Anchor Chart with Characteristics
and Noticings of Historical Fiction.”
5. Independent Practice: “Today during Reading Workshop, you are going to continue reading your
independent book and jotting your thinking on sticky notes. Remember to place these in your
Reading Notebook so they don’t get lost. If you want to begin your weekly response, you may do so.
Use the Different Ways to Respond list and your sticky notes to help you write about your thinking.
Use my example to help you begin writing your response.”
6. Group Meeting: Following the Independent Reading time, invite students to share their responses
with their partner. Listen in to the conversations and have students share quality responses with the
whole group.
7. Informal Assessment: Have students reflect on how well they responded to their reading. (This can
be easily accomplished with a thumbs up=I did it; thumbs to the side=I need to practice more; thumbs
down=I did not do this)
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How to Be Sure You Understand
What You Read
Readers notice when something doesn’t make sense.
They have different ways to solve the problem.
 Readers stop and think about what they know.
 Readers go back and reread the sentence or the
paragraph to clarify the author’s meaning.
 Readers continue reading and look for more
information.
 Readers ask for help with understanding.
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Lesson 21
Historical Fiction Genre Study and Solving Unknown Words
Lesson Overview: 4.6, Fig19A, Fig19B, Fig19C
Texts: The Earth Dragon Awakes, Riding Freedom, and Cheyenne Again
Approach: Minilessons
BEFORE THE LESSON
1. Create the Historical Fiction Genre Study Anchor Chart with the definition completed, but leaving both
the Noticings and Book Examples columns blank. You will complete this with your students.
2. Create the Solving Unknown Words Anchor Chart.
Historical Fiction Noticings Minilesson
1. Display the Historical Fiction Genre Anchor Chart and discuss the definition of realistic fiction with
your students.
2. Explain that all Historical Fiction stories have certain characteristics. You might say “We have read
three examples of historical fiction text : The Earth Dragon Awakes, Riding Freedom, and Cheyenne
Again.” Ask “What did all of these stories have in common?” Facilitate the discussion using the
bullet points below. You may have to model your thinking about the genre noticings.
All of these stories …
 fictional, but set in a real time and place in the past
 the author made them up with a specific purpose in mind.
 the author created characters that are like real people that could have lived during that time
period
 each story has a unique plot, but all have characters who have a problem that is resolved
through a series of events
 the author could choose to have a character tell the story; or the author could choose to have a
speaker outside the story, referred to as the narrator, to tell the story.
 the author creates the story with a message to the reader called the theme. The theme is often a
lesson that the character learns about life that directly impacted by the setting and historical
event/movement.
3. Following the discussion, complete the Genre Noticings Column of the Historical Fiction Anchor
Chart.
4. Distribute a copy of the Historical Fiction Genre Anchor Chart to students with the noticings already
filled in.
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5. For each Noticing, cite an example from one of the books read this week and record it in the Book
Examples column of the anchor chart. Students will write the text examples on their copy.
6. Students will paste the completed Historical Fiction Genre Chart in the Whole Group Section of
their Reading Notebook.
Management Minilesson: Solving Unknown Words
Display the completed Solving Unknown Words Anchor Chart.
1. Introduce Solving Unknown Words: “When readers come to words they don’t know, they have lots
of ways to figure them out. ”
2. Read each bullet point and discuss with your students.
3. Independent Practice: “Today, when you are reading during Reading Workshop, if you need to
solve a word you don’t know, then try and solve it using the strategies we just discussed. Remember
to refer to the anchor chart if you need help remembering what to do. Also, you are going to continue
reading your independent book and jotting your thinking on sticky notes. Remember to place these in
your Reading Notebook so they don’t get lost. If you want to begin your weekly response, you may
do so. Use the Different Ways to Respond list and your sticky notes to help you write about your
thinking. Use my example to help you begin writing your response.”
4. Group Meeting: Following the Independent Reading time, invite students to share their responses
with their partner. Listen in to the conversations and have students share quality responses with the
whole group.
5. Informal Assessment: Have students reflect on how well they responded to their reading. (This can
be easily accomplished with a thumbs up=I did it; thumbs to the side=I need to practice more; thumbs
down=I did not do this)
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Historical Fiction- A made up story that could have happened in a
real time and place in the past
Noticings
Author’s Purpose: to entertain
the reader with a story set in the
past
Characters: are realistic or real
people from the past that the
author uses to tell the story
Setting: is IMPORTANT to the
story and shows something about
a period or place in history
Plot: could contain an author’s
imagined details about real events
Point of View: narrator or
speaker of story
Theme: the author’s message to
the reader, may center around an
important issue during the time in
which the story takes place
Book Example
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Solving Unknown Words
 Readers look at the letters and letter
clusters and think about their sounds.
 Readers look at the parts of words.
 Readers use what they know about other
words to figure out new words.
 Readers think about what would make
sense and then check with the letters.
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Lesson 22
Understanding Plot & Reading Workshop Review
Lesson Overview: 4.6A
Text: Cheyenne Again by Eve Bunting
Approach: Minilesson
BEFORE THE LESSON
1. Create the Plot Line Anchor Chart with the definitions completed, but leaving the Plot Line blank. You
will complete this with your students.
Reading Workshop Review Minilesson
Up to this point, you have taught minilessons that have established routines and procedures for an
effective Reading Workshop. Today you will want to review the expectations for your students, so that they
have a clear picture of what to do when they are through with the Independent Practice that follows your
Whole Group teaching. Review and discuss the following bullet points with your students.
 Select a “Just Right” book that you are interested in and want to read.
 Follow the Guidelines for Reading Workshop (refer to the anchor chart)
 Track your thinking each day (use sticky notes, if needed)
 Complete a Reading Response by the end of the week
 Do your best reading and thinking every day. Happy Reading!
Understanding Plot Minilesson
1. Display the Plot Line Anchor Chart or place the Plot Line Handout underneath a document camera.
Review the definition of each component of the plot.
2. Explain that all Historical Fiction stories, like Realistic Fiction, have a unique plot that the author uses
to convey his message to the reader by using characters who have a problem and how they resolve
their conflict in the story.
3. Fill in the Plot Line Anchor Chart or Plot Line Handout with your students using Cheyenne Again.
4. Independent Practice: Students will read Riding Freedom and complete a Plot Line in their Reading
Notebook using the handout provided.
5. Reading Workshop: Students engage in Reading Workshop when they complete the Independent
Practice.
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Plot Line
Title:_________________________
Climax-Turning Point
Resolution-Reasonable
Ending
Problem/Conflict
Introduction to Characters and Setting:
Problem/Conflict: Starts the Action; Problem the main character faces
Rising Action: Sequence of Events



Climax: Turning Point of the Story
Falling Action: Event(s) that Lead to Resolution

Resolution: Solves the character’s conflict; Reasonable Ending-the
character is going to be okay; Not always happy ending
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Plot Line
Title:_________________________
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Block 1: Fiction
Lesson
23
24
TEKS & Objective/Product
TEKS: Fig. 19E
Obj: We will summarize information in text
maintaining meaning and logical order.
Product: I will summarize information in
text maintaining meaning and logical order
when reading a historical fiction text.
Procedure
Focus: Summarizing Historical Fiction
Text: Cheyenne Again by Eve Bunting
Approach: Minilesson
Resources/Materials:
TEKS: 4.6C
Obj: We will identify whether the narrator
or speaker of a story is first or third person.
Product: I will identify whether the narrator
or speaker of a story is first or third person
when reading a fiction text.
Focus: Understanding Point of View
Text: How Tia Lola Came to Stay, Me and
Uncle Romie, Moon Runner, The Earth
Dragon Awakes, Riding Freedom (Journeys),
and/or Cheyenne Again by Eve Bunting
Approach: Minilesson
Resources/Materials:


25
26
Point of View Anchor Chart
TEKS: 4.3A, 4.3/Fig 19D
Obj: We will summarize and explain the
lesson or message of a work of fiction as its
theme.
Product: I will summarize and explain the
lesson or message of a work of fiction as its
theme when reading a fiction text.
Focus: Understanding Theme
Text: Moon Runner, Me and Uncle Romie,
and How Tia Lola Came to Stay (Journeys)
Approach: Minilesson
Resources/Materials:
TEKS: 4.3A, 4.3/Fig 19D
Obj: We will summarize and explain the
lesson or message of a work of fiction as its
theme.
Product: I will summarize and explain the
lesson or message of a work of fiction as its
theme when reading a fiction text.
Focus: Understanding Theme in Historical
Fiction
Text: Dragon Awakes, Riding Freedom
(Journeys), and/or Cheyenne Again by Eve
Bunting
Approach: Minilesson
Resources/Materials:


27
Summarizing Anchor Chart or Handout
TEKS: 4.6C, 4.3A, 4.3/Fig 19D
Obj: We will understand, make inferences,
and draw conclusions about the structure
and elements of fiction and provide evidence
from text to support our understanding.
Product: I will understand, make inferences,
and draw conclusions about the structure
and elements of fiction and provide evidence
from text to support our understanding by
answering test-formatted questions.
Understanding Theme in Realistic Fiction
Anchor Chart
Understanding Theme in Historical Fiction
Anchor Chart
Focus: Bridging to the Testing Genre
Text: Cheyenne Again by Eve Bunting
Approach: Minilesson
Resources/Materials:


Bridging Stems Handout
Sentence Strips or Colored Paper
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Lesson 23
Summarizing Historical Fiction
Lesson Overview: 4.6/Fig 19E
Texts: Cheyenne Again
Approach: Minilesson
BEFORE THE LESSON
1. Create the Summarizing Fiction Anchor Chart with the definitions completed, but leaving the
Summary blank. You will use the completed plot line from Cheyenne Again to craft your summary with
your students.
Summarizing Historical Fiction Minilesson
1. Display the Summarizing Fiction Anchor Chart and discuss the elements of a good summary.
Emphasize the importance of paraphrasing the plot’s main events.
 Paraphrase-to express the meaning of something written in different words, especially to
clarify the message
2. Write the summary on the Summarizing Fiction Anchor Chart with your students using Cheyenne
Again.
3. Independent Practice: Students will complete the summary in their Reading Notebook for Riding
Freedom using the completed Plot Line.
4. Reading Workshop: Students engage in Reading Workshop when they complete the Independent
Practice.
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Summarizing Fiction
A summary is the retelling in your own words, or paraphrasing, of the
most important parts.
The most important parts in fiction:
In Historical Fiction, the setting is an important part of the story
because it is a real time and place in the past and should be mentioned
in the summary.
Conflict
Most Important Event(s) that move the Character
from the Conflict to the Resolution
Summary:
Resolution
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Lesson 24
Point of View
Lesson Overview: 4.6C
Texts: How Tia Lola Came to Stay, Me and Uncle Romie, Moon Runner, The Earth Dragon Awakes, Riding Freedom (,
and/or Cheyenne Again by Eve Bunting
Approach: Minilesson
BEFORE THE LESSON
1. Create the Point of View Anchor Chart with the definitions completed, but leaving the bullet points
blank.
Point of View Minilesson
1. Display the Point of View Anchor Chart and discuss how to determine the 1st or 3rd Person Point of
View.
2. Using the Anchor Chart, model determining the Point of View of Cheyenne Again and Moon Runner.
Record the titles on the Anchor Chart under the correct Point of View.
3. Independent Practice: Students will identify the Point of View of How Tia Lola Came to Stay, Me
and Uncle Romie, The Earth Dragon Awakes, and Riding Freedom using the Point of View Anchor
Chart in their Reading Notebook.
4. Reading Workshop: Students engage in Reading Workshop when they complete the Independent
Practice.
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Point of View
Ask yourself:
 Who is telling the story (narrator)?
 Is the narrator…
a character in the story?
OR
an outside observer?
1st Person Point of View-
3rd Person Point of View-
the narrator will use key words
such as I. me, we, and us
Like in the stories:
the narrator will refer to characters
in the story by their names….key
words he, she, and they


Like in the stories:


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Lesson 25
Understanding Theme
Lesson Overview: 4.3A, 4.3/Fig 19D
Texts: Me and Uncle Romie, Moon Runner, and How Tia Lola Came to Stay
Approach: Minilesson
BEFORE THE LESSON
1. Create the Common Themes Anchor Chart using the picture included.
2. Create the Understanding Theme Anchor Chart with the definition completed, but leaving table blank.
Understanding Theme Minilesson
1. Display the Common Themes Anchor Chart and discuss it with your students.
 Theme is an abstract concept for students. This anchor chart explains common themes that
appear in literature. Students need to be able to connect texts to the ideas on the chart in order to
infer a specific theme.
2. Display the Understanding Theme Anchor Chart and discuss it with your students.
 Distribute a copy of the Understanding Theme Chart to your students.
 Complete the first two rows of the chart with your students using the Common Themes Anchor
Chart and the text. Model your thinking as you complete each section.
 For the last row, fill in the Lesson Learned column, but leave the Personal Connection and
Theme blank.
3. Independent Practice: Students will fill in the Personal Connection and identify the Theme of How
Tia Lola Came to Stay on the Understanding Theme Chart and paste it in their Reading Notebook.
4. Reading Workshop: Students engage in Reading Workshop when they complete the Independent
Practice.
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Understanding Theme
Theme =the implied message, moral, or lesson in the story
The author uses the character’s lesson to teach us something about life
Text
Lesson Learned
Personal Connection
Theme
Me and Uncle Romie
James learned that it takes time to
get to know someone, and you
should not judge someone until you
get to know them.
Friendship, Acceptance, and Family
Taking the time to get to know
someone can lead to lifelong
friendships.
Moon Runner
Mina learned to always do her best
and a true friend is your friend no
matter what .
How Tia Lola Came to
Stay
Miguel learns to accept Tia Lola for
who she is and help her feel welcome.
I remember when we had a new
neighbor. He was older, and I was
afraid of him. After I got to know
him, I realized he was not scary and
could tell really interesting stories.
When I was in junior high, I was in
a golf tournament with my best
friend. We went into the last day of
the tournament tied. I was a little
nervous to beat her, but I played my
best and won the tournament. We
were still friends.
I remember when a new girl moved
into town when I was in elementary
school. I did not like her at first, but
my mom kept encouraging me to
get to know her. Eventually, we
became friends.
Friendship and Never Give Up
True friends want you to do your
best and never give up.
Family, Kindness, and Acceptance
Showing kindness to others helps
them feel accepted.
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Understanding Theme
Theme =the implied message, moral, or lesson in the story
The author uses the character’s lesson to teach us something about life
Text
Me and Uncle Romie
Moon Runner
How Tia Lola Came to
Stay
Lesson Learned
Personal Connection
Theme
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Lesson 26
Theme in Historical Fiction
Lesson Overview: 4.3A, 4.3/Fig 19D
Texts: Cheyenne Again, The Earth Dragon Awakes, and Riding Freedom
Approach: Minilesson
BEFORE THE LESSON
1. Create the Theme in Historical Fiction Anchor Chart with the definition completed, but leaving table
blank.
Theme in Historical Fiction Minilesson
1. Review the Common Themes Anchor Chart
2. Display the Theme in Historical Fiction Anchor Chart and discuss it with your students.
 Distribute a copy of the Theme in Historical Fiction Chart to your students.
 Model the first row of the chart with your students using the Common Themes Anchor Chart
and the text. Model your thinking as you complete each section.
 For the second row, complete the first two columns with the student’s help, but leave the Theme
blank.
3. Independent Practice: Students will identify the Theme of The Earth Dragon Awakes and complete
the entire row for Riding Freedom on the chart and paste it in their Reading Notebook.
4. Reading Workshop: Students engage in Reading Workshop when they complete the Independent
Practice.
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Theme in Historical Fiction
Theme =the implied message, moral, or lesson in the story
 The theme may center around an important issue during the
time in which the story takes place.
 The author uses the character’s lesson and/ or the historical
event to teach us something about life
Text
Lesson Learned Setting or
Theme
Historical Event
Cheyenne Again
Young Bull learned how to have the
courage to stay and hold on to his
memories.
The Earth Dragon
Awakes
Riding Freedom
Set in a time when Native
American children were forced to
attend schools away from their
families.
Courage
It takes courage to make the best out
of a bad situation.
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Theme in Historical Fiction
Theme =the implied message, moral, or lesson in the story
 The theme may center around an important issue during the
time in which the story takes place.
 The author uses the character’s lesson and/ or the historical
event to teach us something about life
Text
Cheyenne Again
The Earth Dragon
Awakes
Riding Freedom
Lesson Learned Setting or
Theme
Historical Event
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Lesson 27
Bridging: Understanding Theme and Point of View
Lesson Overview: 4.6C, 4.3A, 4.3/Fig 19D
Text: Cheyenne Again, The Earth Dragon Awakes, and Riding Freedom
Approach: Minilesson
BEFORE THE LESSON
1. Using the stems from the Bridging Handout, write questions for Cheyenne Again, The Earth Dragon
Awakes, and/or Riding Freedom. You will add these to your Point of View Anchor Chart or
Understanding Theme Anchor Chart during the lesson.
 Using the story, Cheyenne Again, a possible question could be: What lesson does Young Bull
learn from the kind teacher? (Young Bull learns how to hold on to his memories.)
Bridging: Understanding Plot and Summarizing
1. Display the Point of View Anchor Chart and the Understanding Theme Anchor Chart and explain
that test makers have certain language that they use when they write test questions.
 You must explicitly make the connection between the skills they have learned in class and what
the test question is asking the reader to do.
2. Using the question stems you wrote for Cheyenne Again, The Earth Dragon Awakes, and/or Riding
Freedom, read the first question and explain what the question is asking the reader to do. Then model
using the appropriate anchor chart and evidence from the text to support your thinking in crafting your
answer.
3. Record the answer to the question and add it to appropriate Anchor Chart.
4. Continue using this same process until you have bridged each question.
5. Independent Practice: Students will complete the bridging assessment…..
 Use the data from this assessment to make decisions about individual student’s needs.
5. Reading Workshop: Students engage in Reading Workshop when they complete the Independent
Practice.
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Bridging
4.6C, 4.3A, & 4.3/Fig. 19D
The reader can tell that this story is written
in ___ person point of view because(fill in the blank with either 1st or 3rd)
What is the message of this story?
The lesson does _______ learn from
_________?
(fill in each blank with a character)
What lesson does ________ learn in the
story?
(fill in the blank with a character)
4th Grade Reading
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Block 1: Fiction
Lesson
28
29
30
31
32
TEKS & Objective/Product
TEKS: 4.6B
Obj: We will describe the interaction of
characters including their relationships and
the changes they undergo.
Product: I will describe the interaction of
characters including their relationships and
the changes they undergo when reading a
fiction text.
TEKS: 4.8A, 4.8/Fig19D
Obj: We will understand, make inferences,
and draw conclusions about how an author’s
sensory language creates imagery in literary
text and provide evidence from text to
support their understanding.
Product: I will understand, make inferences,
and draw conclusions about how an author’s
sensory language creates imagery in literary
text and provide evidence from text to
support their understanding when reading a
fiction text.
TEKS: 4.8A, 4.8/Fig19D
Obj: We will understand, make inferences,
and draw conclusions about how an author’s
sensory language creates imagery in literary
text and provide evidence from text to
support their understanding.
Product: I will understand, make inferences,
and draw conclusions about how an author’s
sensory language creates imagery in literary
text and provide evidence from text to
support their understanding when reading a
fiction text.
TEKS: Fig 19D
Obj: We will make inferences about text and
use textual evidence to support
understanding.
Product: I will make inferences about text
and use textual evidence to support
understanding when reading a fiction text.
Procedure
Focus: Understanding Character Roles
Text: Cheyenne Again by Eve Bunting
Approach: Minilesson
Resources/Materials:
TEKS: 4.6B, 4.8A, 4.8/Fig 19D
Obj: We will understand, make inferences,
and draw conclusions about the structure
and elements of fiction and provide evidence
from text to support our understanding.
Product: I will understand, make inferences,
and draw conclusions about the structure
and elements of fiction and provide evidence
from text to support our understanding by
answering test-formatted questions.
Focus: Bridging to the Testing Genre
Text: Cheyenne Again by Eve Bunting
Approach: Minilesson
Resources/Materials:

Character Roles Anchor Chart
Focus: Sensory Language that Creates Imagery
Text: The Earth Dragon Awakes
Approach: Minilesson
Resources/Materials:

Sensory Language Anchor Chart
Focus: Sensory Language that Creates Imagery
Text: Moon Runner (Journeys)
Approach: Minilesson
Resources/Materials:

Sensory Language Handout
Focus: Making Inferences
Text: The Earth Dragon Awakes, Riding
Freedom, Cheyenne Again by Eve Bunting
Approach: Minilesson
Resources/Materials:



Inference Handout
Bridging Stems Handout
Sentence Strips or Colored Paper
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Lesson 28
Understanding the Character Roles
Lesson Overview: 4.6B
Text: Cheyenne Again by Eve Bunting
Approach: Minilesson
BEFORE THE LESSON
1. Create the Character Roles Anchor Chart with the definition completed, but leaving table blank.
Understanding Character Roles
1. Display Character Roles Anchor Chart and discuss how authors create characters with specific roles in
mind. Some may be a father, a brother, a friend, etc. Authors use these characters and their roles to further
the events in the plot. Not all characters play important roles in the plot, but some have crucial roles.
2. Model listing all the characters and their roles in Cheyenne Again. Then, explain their role in the plot:
part of the conflict, climax, resolution, rising actions, or falling actions.
 For example, Young Bull’s father plays a role in the conflict because he says Young Bull
must go to the school. If Young Bull had not gone away to school, then there would not be
a conflict.
 Taking Man also plays a role in the conflict because he comes and takes Young Bull away
to school. If Young Bull had not gone away to school, then there would not be a conflict.
play a role in the conflict because he is learning English much more easily and quickly than
she, so her internal conflict is intensified.
 The kind teacher plays a role in the climax and resolution because she gives Young Bull
advice which leads him to resolve his conflict.
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3. Complete the Response at the bottom of the anchor chart and model thinking aloud about your response.
 Without the kind teacher’s advice Young Bull would not have been able to resolve his
conflict. He might have continued to try and run away. Listening to the kind teacher’s
words helped Young Bull remember his Cheyenne memories which helped him accept the
difficult school and be at peace with the situation.
4. Independent Practice: Students will use the text Moon Runner and complete a Roles Chart in their
Reading Notebook. Students will use what they wrote about Character Roles to complete the response
question: How would the plot change if Ruth were not in the story?
5. Reading Workshop: Students engage in Reading Workshop when they complete the Independent
Practice.
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Character Roles
Authors create characters with specific roles in
the plot, such as mother, father, friend, enemy,
partner, brother, sister, etc. The character’s
role plays an important part in one of the main
parts of the plot: conflict, climax, or resolution.
Character
Role
Explain their Role in
the Plot
How would the plot change if the kind teacher were not in the story?
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Character Roles
Authors create characters with specific roles in
the plot, such as mother, father, friend, enemy,
partner, brother, sister, etc. The character’s
role plays an important part in one of the main
parts of the plot: conflict, climax, or resolution.
Character
Role
Explain their Role in
the Plot
How would the plot change if Ruth were not in the story?
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Lesson 29
Sensory Language that Creates Imagery
Lesson Overview: 4.8A, 4.8/Fig 19D
Text: The Earth Dragon Awakes (Unit 3, Lesson 12 pg. 304)
Approach: Minilesson
BEFORE THE LESSON
1. Create the Sensory Language Anchor Chart with the definition, the text, and the examples of sensory
language filled in, but leave the rest of the chart blank.
Sensory Language that Creates Imagery Minilesson
1. Display Sensory Language Anchor Chart and discuss how authors use language to create images in
the reader’s mind.
 Sensory Language
o words and phrases the author uses to appeal to the readers five senses (sight, taste, touch,
smell, and hear)
o words and phrases the author uses to evoke emotion or feeling
o Good readers use the author’s language to play a “movie” in their mind as they read.
Sensory language makes that “movie” more vivid.
2. Distribute the Sensory Language Handout to students.
3. Model using the text example of sensory language/imagery in the first row to complete the last two
columns of the Sensory Language Anchor Chart. Guide students in this process for the 2nd row.
4. Independent Practice: Students will use the text last example of sensory language from The Earth
Dragon Awakes and complete the last two columns of the Sensory Language Handout in their Reading
Notebook. Students will also use what they have learned about sensory language to answer the following
response question: What would change for the reader if the author did not use sensory language?
4. Reading Workshop: Students engage in Reading Workshop when they complete the Independent
Practice.
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Sensory Language- language the author uses to create images by
appealing to the reader’s senses
Imagery-one type of sensory language the author uses to create
a visual or mental picture.
Text
Sensory Language
Illustration
(example from the text)
(what you visualize
based on the author’s
words)
The author uses
the description of
______ to show-
The Earth
Dragon Awakes
pg. 306- Beneath them, unseen timbers crack
like sticks.
I can see the wood used to build the
apartment breaking easily. (you can
draw this or describe it with your
own words)
The author uses the description of
the timbers cracking like sticks to
show how easily the earthquake is
destroying the building.
The Earth
Dragon Awakes
pg. 307- Broken glass sprays like little
daggers.
I can see small, sharp pieces of glass
flying through the air. (you can
draw this or describe it with your
own words)
The author uses the description of
the glass flying through the air to
show how dangerous the
destruction of the earthquake was.
The Earth
Dragon Awakes
pg. 307- He sees cracks. They spread like a
crazy spider web around all the walls. The
walls crumble like paper.
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Sensory Language- language the author uses to create images by appealing to
the reader’s senses
Imagery-one type of sensory language the author uses to create a visual or
mental picture.
Text
Sensory
Language
(example from the text)
The Earth
Dragon
Awakes
pg. 306- Beneath them, unseen
timbers crack like sticks.
The Earth
Dragon
Awakes
pg. 307- Broken glass sprays like
little daggers.
The Earth
Dragon
Awakes
pg. 307- He sees cracks. They
spread like a crazy spider web
around all the walls. The walls
crumble like paper.
Illustration
(what you visualize based
on the author’s words)
What would change for the reader if the author did not use sensory language?
The author uses the
description of ______ to
show-
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Lesson 30
Sensory Language That Creates Imagery
Lesson Overview: 4.8A, 4.8/Fig 19D
Text: Moon Runner (Unit 4, Lesson 18 pg. 454)
Approach: Minilesson
BEFORE THE LESSON
Sensory Language that Creates Imagery Minilesson
1. Under a document camera, use your Teacher’s Reading Notebook to display the Sensory Language
Anchor Chart and review how authors use language to create images in the reader’s mind.
 Sensory Language
o words and phrases the author uses to appeal to the readers five senses (sight, taste, touch,
smell, and hear)
o words and phrases the author uses to evoke emotion or feeling
o Good readers use the author’s language to play a “movie” in their mind as they read.
Sensory language makes that “movie” more vivid.
2. Distribute the Sensory Language Chart to students.
3. Model locating sensory language and imagery the author uses when reading p 463 of Moon Runner.
 She’d won once. It was time to win again. At that moment, the world fell silent. The air filled
with the smell of orange blossoms, a thick haze of sweetness.
 Fill in the example of sensory language on the chart and complete the illustration and the author
uses… columns for that example of sensory language.
3. Independent Practice: Students will use Moon Runner to locate, illustrate, and explain two more
examples of sensory language to complete the last two rows of the chart in their Reading Notebook.
4. Reading Workshop: Students engage in Reading Workshop when they complete the Independent
Practice.
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Sensory Language- language the author uses to create images by
appealing to the reader’s senses
Imagery-one type of sensory language the author uses to create
a visual or mental picture.
Text
Moon Runner
Moon Runner
Moon Runner
Sensory Language
Illustration
(example from the text)
(what you visualize
based on the author’s
words)
The author uses
the description of
______ to show-
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Lesson 31
Making Inferences
Lesson Overview: Fig. 19D
Texts: Riding Freedom
Approach: Minilesson
BEFORE THE LESSON
Making Inferences Minilesson
1. Under the document camera, display the Inference Anchor Handout and review the definition of an
inference.
2. “Sometimes you need to make an inference using text evidence and background knowledge.” Read
the Text Evidence in the first row.
3. Model writing your background knowledge on the anchor chart in the first row.
4. Think aloud about how readers use text evidence and their schema (background knowledge) to
infer ideas about the text. Model composing the inference then write it on the chart in the first
row.
5. Independent Practice: Students will complete the Inference Handout in their Reading Notebook
using Riding Freedom.
6. Reading Workshop: Students engage in Reading Workshop when they complete the Independent
Practice.
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Inference = an idea that the author does not state
Text Evidence
+
Background Knowledge
(Schema)
=
Inference
pg. 409-Chalotte drove back
and forth over her route and
memorized every rock and tree.
She set a goal for herself. If she
made ten clean round-trip
runs, she’d know she was as
good as the next driver.
pg. 410-Now, Charley, we’ve
been over all that. Me and
Frank think…What will the
passengers say about your eye
patch?
+
=
+
=
+
= Charlotte is
courageous.
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Lesson 32
Bridging: Sensory Language & Character’s Role in the Plot
Lesson Overview: 4.6B, 4.8A, 4.8/Fig 19D
Text: Cheyenne Again, The Earth Dragon Awakes, and Riding Freedom
Approach: Minilesson
BEFORE THE LESSON
1. Using the stems from the Bridging Handout, write questions for Cheyenne Again, The Earth Dragon
Awakes, and/or Riding Freedom. You will add these to your Character’s Role in the Plot Anchor
Chart or Sensory Language Anchor Chart during the lesson.
 Using the story, Cheyenne Again, a possible question could be: How does the kind teacher
contribute to the plot? (She gives Young Bull advice that leads him to resolve his conflict.)
Bridging: Understanding Plot and Summarizing
1. Display the Character’s Role in the Plot and the Sensory Language Anchor Chart and explain that
test makers have certain language that they use when they write test questions.
 You must explicitly make the connection between the skills they have learned in class and what
the test question is asking the reader to do.
2. Using the question stems you wrote for Cheyenne Again, The Earth Dragon Awakes, and/or Riding
Freedom, read the first question and explain what the question is asking the reader to do. Then model
using the appropriate anchor chart and evidence from the text to support your thinking in crafting your
answer.
3. Record the answer to the question and add it to appropriate Anchor Chart.
4. Continue using this same process until you have bridged each question.
5. Independent Practice: Students will complete the bridging assessment…..
 Use the data from this assessment to make decisions about individual student’s needs.
6. Reading Workshop: Students engage in Reading Workshop when they complete the Independent
Practice.
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Bridging
4.6B, 4.8A, & 4.8/Fig. 19D
How does ________ contribute to the plot?
(fill in the blank with a character)
Read this sentence from the story.
__________________________________
The imagery in these lines appeal most to
the reader’s sense of(fill in the blank with a sentence from the text)
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Block 1: Fiction
Lesson
33
34
35
36
37
TEKS & Objective/Product
TEKS: Fig 19A-C; 4.6; 4.3
Obj: We will establish purpose, ask
questions, and monitor comprehension
when reading.
Product: I will establish purpose, ask
questions, and monitor comprehension
when reading traditional literature.
TEKS: Fig 19A-C; 4.6; 4.3
Obj: We will establish purpose, ask
questions, and monitor comprehension
when reading.
Product: I will establish purpose, ask
questions, and monitor comprehension
when reading traditional literature.
TEKS: Fig 19A-C; 4.6; 4.3
Obj: We will understand, make inferences,
and draw conclusions about the structure
and elements of traditional literature and
provide evidence from text to support our
understanding.
Product: I will understand, make inferences,
and draw conclusions about the structure
and elements of traditional literature and
provide evidence from text to support our
understanding by creating a list of noticings
and book examples.
TEKS: 4.6A
Obj: We will sequence and summarize the
plot’s main events and explain their
influence on future events.
Product: I will sequence and summarize the
plot’s main events and explain their
influence on future events when reading a
realistic fiction text.
TEKS: 4.6B/Fig 19D
Obj: We will describe the interaction of
characters including their relationships and
the changes they undergo.
Product: I will describe the interaction of
characters including their relationships and
the changes they undergo when reading a
realistic fiction text.
Procedure
Focus: Traditional Literature Genre Immersion
Text: The Dove and the Ant (Journeys)
Approach: Interactive Read Aloud (IRA)
Resources/Materials:
Focus: Traditional Literature Genre Immersion
Text: Stormalong (Journeys)
Approach: IRA
Resources/Materials:
Focus: Traditional Literature Genre Study
Text: Stormalong The Dove and the Ant
(Journeys)
Approach: Minilesson
Resources/Materials:


Traditional Literature Genre Anchor Chart
Solving Unknown Words Anchor Chart
Focus: Understanding Plot
Text: Stormalong (Journeys)
Approach: Minilesson
Resources/Materials:

Plot Line Handout
Focus: Understanding Characters
Text: The Dove and the Ant (Journeys)
Approach: Minilesson
Resources/Materials:

Understanding Characters Handout
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Lesson 33
Traditional Literature Genre Immersion
Lesson Overview: 4.6, Fig19A, Fig19B, Fig19C, 4.3
Text: The Dove and the Ant (Journeys, Unit 3, Lesson 4 pg. 366)
Approach: Interactive Read Aloud & Minilesson
BEFORE THE LESSON
1. Create Stopping Points – Record the following on sticky notes and place on the correct pages in the
text:
o On pg. 366 After Dove tells the Ant about the river, ask: “How does the author show what the
Dove and the Ant are like?
Follow-up: “Which character would you rather have as a friend? Turn and Talk with your partner.”
o On pg. 367 After the Ant gets back on shore, say: “The ant seems really grateful for the Dove’s
help. What does she mean when she says Life is hard and such kindness is scarce? Turn and Talk
with your partner ”
o On pg. 368 At the end of the story, say – “Turn and Talk with your partner about how the Ant and
the Dove are alike.”
Interactive Read Aloud (IRA) “The Dove and the Ant”
1. Introduce Text
 You might say- “The Dove and the Ant is a fable. Usually in a fable, the characters are
animals who learn a lesson. Listen to find out what this fable teaches us about helping others.”
2. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the
Stopping Points you created before the lesson.
o On pg. 366 After Dove tells the Ant about the river, ask: “How does the author show what the
Dove and the Ant are like?
Follow-up: “Which character would you rather have as a friend? Turn and Talk with your partner.”
o On pg. 367 After the Ant gets back on shore, say: “The ant seems really grateful for the Dove’s
help. What does she mean when she says Life is hard and such kindness is scarce? Turn and Talk
with your partner ”
o On pg. 368 At the end of the story, say – “Turn and Talk with your partner about how the Ant
and the Dove are alike.”
3. In closing, you might say “Later this week, we will be creating an Anchor Chart with
Characteristics and Noticings of Traditional Literature. We will be reading another type of
Traditional Literature together tomorrow.”
4. Reading Workshop: Students engage in Reading Workshop.
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Lesson 34
Traditional Literature Genre Immersion
Lesson Overview: 4.6, Fig19A, Fig19B, Fig19C, 4.3
Text: Stormalong (Journeys, Unit 1, Lesson 5 pg.118)
Approach: Interactive Read Aloud & Minilesson
BEFORE THE LESSON
1. Create Stopping Points – Record the following on sticky notes and place on the correct pages in the
text:
o On pg. After the villagers name the giant baby Stormy, ask: “How do you know this is not a
realistic story?” (The baby is eighteen feet tall, and he drinks barrels of milk)
o On pg. After Stormy meets the captain in Boston Harbor, ask: “What problem does Stormy
have? (He is too big to live in town)
Follow-up: “How does he plan to solve it?”
o On pg. After Stormy returns to Boston because he yearns for the sea, say: “The author describes
Stormy’s condition after her returns to Boston. Why are the sailors surprised when they see him?
Turn and Talk with your partner.” (He doesn’t look the same. He looks tired and worn.)
o On pg. At the end of the story, say – “How do the other sailors feel about Stormy? How do they
show that they like him? Turn and Talk with your partner.”
Interactive Read Aloud (IRA) “Stormalong”
1. Introduce Text
 You might say- “Stormalong” is a tall tale. A tall tale is usually a funny story about impossible
or exaggerated events. This story is about a sea-faring giant named Stormy. Let’s read to find
out how Stormy became so famous and why we should remember him.”
2. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the
Stopping Points you created before the lesson.
o On pg. After the villagers name the giant baby Stormy, ask: “How do you know this is not a
realistic story?” (The baby is eighteen feet tall, and he drinks barrels of milk)
o On pg. After Stormy meets the captain in Boston Harbor, ask: “What problem does Stormy
have? (He is too big to live in town)
Follow-up: “How does he plan to solve it?”
o On pg. After Stormy returns to Boston because he yearns for the sea, say: “The author describes
Stormy’s condition after her returns to Boston. Why are the sailors surprised when they see him?
Turn and Talk with your partner.” (He doesn’t look the same. He looks tired and worn.)
o On pg. At the end of the story, say – “How do the other sailors feel about Stormy? How do they
show that they like him? Turn and Talk with your partner.”
3. In closing, you might say “Tomorrow, we will be creating an Anchor Chart with
Characteristics and Noticings of Traditional Literature. ”
4. Reading Workshop: Students engage in Reading Workshop when they complete the Independent
Practice.
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Lesson 35
Traditional Literature Genre Study
Lesson Overview: 4.6, Fig19A, Fig19B, Fig19C, 4.3
Texts: The Dove and the Ant and Stormalong (Journeys)
Approach: Minilessons
BEFORE THE LESSON
1. Create the Traditional Literature Genre Study Anchor Chart with the definition completed, but leaving
both the Noticings and Book Examples columns blank. You will complete this with your students.
Traditional Literature Noticings Minilesson
1. Display the Traditional Literature Genre Anchor Chart and discuss the definition of realistic
fiction with your students.
2. Explain that all Traditional Literature stories have certain characteristics. You might say “We have
read two examples of Traditional Literature text : The Dove and the Ant, and Stormalong.” Ask “What
did all of these stories have in common?” Facilitate the discussion using the bullet points below.
You may have to model your thinking about the genre noticings.
All of these stories …
 fictional, have been shared for years and years all over the world
 the author made them up with a specific purpose in mind to teach children lessons about life
 characters could be like real people, have magical elements, have exaggerated traits or amazing
abilities, or could be talking animals/objects
 usually set long ago, often where the story originated
 each story has a unique plot
 the story was created with a message to the reader called the theme. The theme is often a
lesson about life; may explain how something came to be
 Different versions of the same story are told in different cultures
 Many subgenres of Traditional Literature: fable, fairy tale, tall tale, trickster tale, myth-each
having its own unique features
3. Following the discussion, complete the Genre Noticings Column of the Traditional Literature Anchor
Chart.
4. Distribute a copy of the Traditional Literature Genre Anchor Chart to students with the noticings
already filled in.
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5. For each Noticing, cite an example from one of the books read this week and record it in the Book
Examples column of the anchor chart. Students will write the text examples on their copy.
6. Students will paste the completed Traditional Literature Genre Chart in the Whole Group Section
of their Reading Notebook.
7. Reading Workshop: Students engage in Reading Workshop when they complete the Independent
Practice
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Traditional Literature- is short, made-up stories that have been
retold over and over for many years
Noticings
Author’s Purpose: to entertain; to
teach a lesson
Characters: could be like real people
or have exaggerated traits or amazing
abilities; talking animals and objects
are common in traditional tales;
characters are usually good or evil
Setting: usually set long ago in a
specific place; usually where the story
originated
Plot: what happens in the story could
have magical elements or events that
are unrealistic; includes a problem
characters face, a series of events as
they try to solve the problem, and a
resolution
Subgenres: fable, folktale, fairytale,
tall tale, trickster tale, myth, each
having their own unique features
Theme: the lesson that the author
wants to teach readers; often tells the
beliefs of a group of people; may
explain how something came to be
Book Examples
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Lesson 36
Understanding Plot
Lesson Overview: 4.6A
Text: Stormalong
Approach: Minilesson
BEFORE THE LESSON
1. Create the Plot Line Anchor Chart with the definitions completed, but leaving the Plot Line blank. You
will complete this with your students.
Understanding Plot Minilesson
1. Display the Plot Line Anchor Chart or place the Plot Line Handout underneath a document camera.
Review the definition of each component of the plot.
2. Explain that all Traditional Literature, like Realistic Fiction and Historical Fiction, have a unique plot
that the author uses to convey his message to the reader by using characters who have a problem and
how they resolve their conflict in the story.
3. Fill in the Plot Line Anchor Chart or Plot Line Handout with your students using Stormalong.
4. Independent Practice: Students will read The Dove and the Ant and complete a Plot Line in their
Reading Notebook using the handout provided.
5. Reading Workshop: Students engage in Reading Workshop when they complete the Independent
Practice.
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Plot Line
Title:_________________________
Climax-Turning Point
Resolution-Reasonable
Ending
Problem/Conflict
Introduction to Characters and Setting:
Problem/Conflict: Starts the Action; Problem the main character faces
Rising Action: Sequence of Events



Climax: Turning Point of the Story
Falling Action: Event(s) that Lead to Resolution

Resolution: Solves the character’s conflict; Reasonable Ending-the
character is going to be okay; Not always happy ending
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Plot Line
Title:_________________________
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Lesson 37
Understanding Characters
Lesson Overview: 4.6B/Fig. 19D
Texts: The Dove and the Ant
Approach: Minilesson
BEFORE THE LESSON
Understanding Characters
1. Under the document camera, display the Understanding Characters Handout and review how
Character’s Thoughts, Actions, or Words are clues the reader can use to make inferences.
2. Read the character’s thoughts, actions, and words and make an inference about the Dove and record it
in the first column.
3. Use this same process to make an inference about the Ant in the second column.
4. Independent Practice: Students will use the text The Ant and the Grasshopper (this text is
provided in the following pages) and the Understanding Characters student handout to make
inferences about the Ant and the Grasshopper using the character’s thoughts, words, and actions in
their Reading Notebook.
6. Reading Workshop: Students engage in Reading Workshop when they complete the Independent
Practice.
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Understanding Characters
Details such as what characters think, say, and do are clues that the
reader can use to figure out the reason characters act the way they do.
Text: The Dove and the Ant
Character
Character’s
Thoughts,
Actions, or
Words
the Dove
the Ant
“Help!” cried the Ant. Hearing the Ant’s cry, Ant was working to transport food for
the Dove grabbed a twig in his beak and
storage. The Dove watched her reinforce
dropped it into the water. “Climb on and
the anthill and clear the central chamber.
save yourself!” the Dove called. Clinging to
He saw her moving obstacles from the
the twig, the Ant was soon washed to shore.
“How can I ever thank you?” the Ant asked tunnels.
the Dove.
Based on the Characters Thoughts, Actions, or Words what can you infer…
Inference
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The Ant and the Grasshopper
Illustrated by Scott Roberto
In a field one summer's day a Grasshopper
was hopping about, chirping and singing to its
heart's content. An Ant passed by, bearing along
with great toil an ear of corn he was taking to
the nest.
"Why bother about winter?" said the
Grasshopper; we have got plenty of food at
present." But the Ant went on its way and
continued its toil.
When the winter came the Grasshopper found
itself dying of hunger, while it saw the ants
distributing, every day, corn and grain from the
stores they had collected in the summer.
"Why not come and chat with me," said the
Grasshopper, "instead of toiling and moiling in
that way?"
"I am helping to lay up food for the winter,"
said the Ant, "and recommend you to do the
same."
Then the Grasshopper knew...
It is best to prepare for the days of
necessity.
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Understanding Characters
Details such as what characters think, say, and do are clues that the reader can use to figure out the reason characters act
the way they do.
Text: The Ant and the Grasshopper
Character
Character’s
Thoughts,
Actions, or
Words
the Ant
the Grasshopper
An Ant passed by, bearing along with great toil an ear of
corn he was taking to the nest.
In a field one summer's day a Grasshopper was hopping about,
chirping and singing to its heart's content.
"Why not come and chat with me," said the Grasshopper,
"Why not come and chat with me," said the Grasshopper,
"instead of toiling and moiling in that way?"
"instead of toiling and moiling in that way?"
"I am helping to lay up food for the winter," said the Ant,
"and recommend you to do the same."
"Why bother about winter?" said the Grasshopper; we have got
plenty of food at present."
Based on the Characters Thoughts, Actions, or Words what can you infer…
Inference
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Block 1: Fiction
Lesson
38
39
TEKS & Objective/Product
TEKS: 4.3B
Obj: We will compare and contrast the
adventures of characters in traditional
literature.
Product: I will compare and contrast the
adventures of characters in traditional
literature.
TEKS: 4.3A, 4.3/Fig 19D
Obj: We will summarize and explain the
lesson or message of a work of fiction as its
theme.
Product: I will summarize and explain the
lesson or message of a work of fiction as its
theme when reading traditional literature.
Procedure
Focus: Comparing Characters
Text: The Dove and the Ant
Approach: Minilesson
Resources/Materials:
• Comparing Characters Handout
Focus: Understanding Theme
Text: The Ant and The Dove (Journeys) and
The Ant and the Grasshopper (provided in the
following pages)
Approach: Minilesson
Resources/Materials:
• Understanding Theme Anchor Chart
40
Flex Day
41
Flex Day
42
Unit Assessment Deadline
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Lesson 38
Comparing and Contrasting Characters
Lesson Overview: 4.3B
Texts: The Dove and the Ant
Approach: Minilesson
BEFORE THE LESSON
Understanding Characters
1. Under the document camera, display the Comparing and Contrasting Characters and discuss with
your students what they should think about when comparing characters
2. Explain that a Venn Diagram is an easy way to organize information when comparing and contrasting
characters.
3. Use the understanding characters handout that you completed in lesson 37 to compare and contrast the
Dove and the Ant. Model thinking about their actions and adventures as well as their traits. Use the
Venn Diagram to show how they are different and how they are the same.
4. Independent Practice: Students will use the text The Ant and the Grasshopper (this text was
provided in the previous pages), their completed Understanding Characters student handout, and the
Comparing Characters handout to compare/contrast the Ant and the Grasshopper in their Reading
Notebook.
5. Reading Workshop: Students engage in Reading Workshop when they complete the Independent
Practice.
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Comparing and Contrasting Characters
When comparing and contrasting characters, think about their adventures they undergo
as well as their character traits.
Dove
Ant
Character
Character






4th Grade Reading
123
Comparing and Contrasting Characters
When comparing and contrasting characters, think about their adventures they undergo
as well as their character traits.
Ant
Grasshopper
Character
Character






4th Grade Reading
124
Lesson 39
Understanding Theme
Lesson Overview: 4.3A, 4.3/Fig 19D
Texts: The Dove and the Ant(Journeys) and The Ant and the Grasshopper (provided in the following pages)
Approach: Minilesson
BEFORE THE LESSON
Understanding Theme Minilesson
1. Under the Document Camera, display the Understanding Theme Handout and review it with your
students.
 Distribute a copy of the Understanding Theme Chart to your students.
 Complete the first two rows of the chart with your students using the Common Themes Anchor
Chart and the text. Model your thinking as you complete each section but leave the last theme
blank.
2. Independent Practice: Students will read Frog and the Milk pail (Journeys:Unit 6, Lesson 27
Student Magazine pgs. 20-21) and identify its theme on the Understanding Theme Chart and paste it
in their Reading Notebook.
3. Reading Workshop: Students engage in Reading Workshop when they complete the Independent
Practice.
4th Grade Reading
125
Understanding Theme
Theme =the implied message, moral, or lesson in the story
The author uses the character’s lesson to teach us something about life
Text
Lesson Learned
The Dove and the Ant
The Ant and the Dove
helped each other when
they were each in
danger.
Friendship & Kindness
The best way to make
friends is by exchanges
of kind deeds.
The Ant and the
Grasshopper
The Grasshopper didn’t
take the Ant’s advice to
lay up food for winter, so
in the winter he was dying
of hunger while the ants
had plenty of food.
Be Responsible
The Frog and the Milk
pail
Personal Connection
Theme
It is best to prepare
for the days of
necessity.