Following Characters Into Meaning: Unit 2

Lesson Name: Following Characters into Meaning

Grade Subject: Third Grade

Course Topic‐Strand: Language Arts Reading

Unit 2 Name: Following Characters into Meaning

Estimated Time Needed for Lesson:

3. RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3. RL.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. 3. RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 3.RL.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. 3. RL.10 By the end of the year read and comprehends literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. 3. RF.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings 3. SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion 3. SL.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. 3. SL.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.) 3. L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening

a. Choose words and phrases for effect.*

Key Vocabulary: Character, Secondary character, Envisionment, Prediction, Empathy, Revise Inference, Dramatization, Connection, Personality, Precise Lesson/message/moral, and Synthesis. Anchor Texts: Fairy Tales, folk tales, myths, (The Two Volcanoes) Because of Winn Dixie, Poppleton, Poppy, and Charlotte’s Web

Assessments Formative Summative Informal running record Possible excerpt of text for (Including CCSS students to analyze character. performance task.) Assessment checklist With 2-3 prompts for Reading journal entries students to consider.

WORKSHOP CALENDAR FOR: Grade 3 Reading Unit 2 Dates: October 7-November 1

Unit of Study: Following Characters into Meaning

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

7 8 9 10 11

Making Movies in Our Living in the World of Teachers Choice Stirring Our Empathy Letting the Text Revise Minds as We Read the Story through Personal Our Image of the Skills or Strategy Lesson 1 Response Characters Lesson 2 Mini-lesson Lesson 3 Lesson 4

14 15 16 17 18

Spinning All We Know Detailing Predictions to Teachers Choice Mining Details about Talking to Grow into Predictions Bring Out Personalities Characters Theories About Skills or Strategy Characters Lesson 5 Lesson 6 Lesson 7 Mini-lesson Lesson 8

21 22 23 24 25

Developing Nuanced Complications in Teachers Choice Attending to Objects Seeing Characters Theories About Character that Reveal Character Through the Eyes of Characters Skills or Strategy Others Lesson 10 Lesson 11 Lesson 9 Mini-lesson Lesson 12

28 29 30 31 1

Reaching for Exact True Synthesizing Insights Teachers Choice Seeing Text through the No School TWD Words Into Ideas About Books Prism of Theory Skills or Strategy Lesson 13 Lesson 14 Lesson 15 Mini-lesson

11/4 11/5 11/6 11/7 11/8

Teachers Choice Skills or Strategy

Mini-lesson

See additional lessons 16-20 if needed attached to bottom

Following Characters into Meaning: Unit 2

Lesson 1: Making Movies in Our Minds as We Read Getting Ready -Do Before: Anchor Charts: - Use chart Ways You and  Read Chapter 1 of Tiger Rising or a similar Another Reader Can Talk About Your Books book page 16

 Student bring Reading Notebook and extra large post its notes

Connection Tell children about a time when words on a page brought a character to life for you.

Teaching Point Reread an intense but brief section of your read aloud book, and as you read, pause often to visualize, describing what you are seeing and enacting it. Readers can make a movie in our mind where In a mini lesson we take the class back to a familiar bit of the read aloud text. we become one of the characters. Name what you are doing: you pause often to put yourself in characters shoes. “Readers did you notice when I read, I made a movie in my mind? It’s sort of as if the words on the page are the script of the movie. I read them; I project then into my mind. This way as I read, I see what Rob is seeing, doing and remembering.”

Active Involvement Stop and Jot: Ask the students to use their notebooks now to sketch what they are seeing or they Continue reading, pausing can use words. After a moment ask them to turn and talk to their neighbor. often to prompt the children to walk in the shoes of the character, seeing what he or she is seeing, thinking what he or she is thinking.

Link: Send students off to “Remember; when you are reading make sure you are making the movie of the story in your read mind.”

 Make it as likely as possible that when the children disperse to read, they continue visualizing and almost dramatizing.  Ask them to mark especially powerful passages as they read independently.

Mid Workshop “Readers, envision not only the characters engaged in the action of the story but also the setting.” Teaching Point Share Point out the class chart of “Ways to Share Books With a Partner”

Add the idea that readers can read a favorite part and act it out. Start with, “Previously, in…” then summarize the book to that point. Now put the book between you and your partner and take turns acting it out.

Lesson 2: Living in the World of the Story

Getting Ready to Do Before:  You will have finished an opening chapter of a read-aloud Anchor Charts: -

 Use the strategy of “read yourself awake” on the next chapter

 Bring a personal story of when you were operating on autopilot and someone had to wake you up Connection “Story-tell” a time when you lived on auto-pilot until someone helped you wake up and pay attention.

Teaching Point: Readers Remind children of a story where a character crossed a threshold and entered a new world, need to monitor not only examples, Lion, Witch and the Wardrobe, Narnia, Wizard of Oz. for sense but also for complacency, and to have All readers must cross a threshold of sorts so that they too enter the world of the story. fix-up strategies to wake “Readers, when any one of us reads a fiction story, we need to let whatever book it is take us ourselves up, reminding through the magic doorway and let us enter the world of the book. It might not be a fantasy ourselves to envision as world, but it is the world of the story. We read and we see the world through the eyes of the main we read. character.”

Active Involvement: Read Read a section of the book aloud as you prompt students to reenact the scene, and then give aloud an upcoming them the opportunity to reenact without prompting. (Direct partners to assume different roles.) section of the read-aloud book, asking students to “Let’s continue to read______. Listen as if you are the character so later you can reenact this listen as if they are living moment.” within the scene.

Link: Send students off to “Today try to read your independent book like we’ve been reading our read-aloud. Try to read. practically turn it into a play. Try to be the main character. From now on as you read try to make the stories come to life. Read as if it is happening, act it out if you need to, as if you have entered into the world of your story.”

Mid Workshop Readers keep offstage characters in our peripheral vision. (Students remain aware of the other Teaching Point characters and consider what they are doing when not part of the action) (Use drawing as a means of envisioning) Share: Readers reflect on Gather the children and ask them how their reading went. “Readers, it’s time to stop for today. our reading lives and Show me with a thumbs up or thumbs down whether you were able tor read yourself awake” establish goals for ourselves. Ask them to study their goals and set new reading goals for themselves based on their logs.

Coach them to boost the level of what they are doing to build their reading muscles.

Lesson 3: Stirring Our Empathy through Personal Response

Getting Ready -Do Before: Anchor Charts: - Use chart Strategies Reader’s  Using a read-aloud-select a part that will easily use to Grow Ideas” page 49 allow children to make a connection to their own lives You might also use the chart”Acting Out an Important Scene” p. 55  Student bring Reading Notebook and extra large post its

Connection Readers, remember yesterday when we read about______. Recall a scene you and your students read We pictured it in our minds, we could actually see……(Share the scene you want students to previously and remember from the prior days reading) envisioned. You will revisit this scene to show how empathy adds to our responsive reading

Teaching Point  “Today I want to teach you that when we read ourselves awake, really envisioning what’s Readers not only envision, happening in the story, so that we are almost in the characters shoes, we often find but we often empathize ourselves remembering a time in our lives when we lived through something similar. We with the characters. bring these feelings and insights from those experiences to bear on our understanding of what we are reading.”

 We usually approach a book with our baggage – feelings – tucked away, but we need to nudge ourselves to respond personally as we read.

 Reference the book you are reading as a read-aloud. Give an example of what you have tried.

Active Involvement Students jot their associations down and then talk about how the personal response illuminates Encourage readers to let the passage for them. the scene you have been discussing spark “Readers, as I read a bit more of the story I want you to let it jar your memory about______” memories of times they When I finish reading just stop and write as quickly as you can about a time when something have experienced similar happened to you. something similar. Help students name what they have done and transfer it to another text. Now ask, “How does this memory help you to understand how the character is feeling…think and give me thumbs up when you have an idea to share.”

Link  “Today when you are reading….” Send students off to read  Remind students to empathize with their characters as they read independently and to use post its to mark places in the text that prompt such work.

Mid Workshop Readers make connections between a text and our lives to become more insightful. As students Teaching Point read suggest they hit the “Pause” button when they come to a spot that helps they realize something about the character. Tell them it helps to, “Walk in the shoes of the character”. Students partner share how the book is affecting them.

Share Gather readers. Name the steps involved in reenacting an important part of the text and ask them to do it. Coach students as they try it. Celebrate the work of one group to cement the learning for all.

Following Characters into Meaning: Unit 2-Volume 1

Lesson 4: Letting the Text Revise Our Image of the Characters

Getting Ready -Do Before: Anchor Charts: In the mini-lesson you will be Identify a part in the read-aloud that spotlights how new details from adding to the chart “Strategies Readers Use to the text often make readers change their initial envisionment about a Grow Ideas about Characters” character. In the Share you will channel students to choose their own ways to share from the options on

charts: “Ways You and Another Reader Can Talk about Your Reading Lives/Your Books (created in previous sessions) Connection: Recall that ““During reading time yesterday I know each of you was a character in your book. reader’s walk in the shoes When your character got furious you probably found yourself clenching your fists, kicking at the of main characters. Tell ground, scowling at your partner. When your character stopped and looked up and felt the them that today and sunshine was shining through, no doubt, you did felt the sunshine on your face” (Help readers to always they will do that. envision your words-act them out!)

Emphasize that readers add in stuff from their own lives as they continue to build mental pictures.

Teaching Point: Readers “Today I want to teach you that a reader not only sees, hears and imagines as if they are in the revise their mental story, making a movie in our minds, but a reader also revises that movie.” Sometimes as we read movies when new details further into a story we need to say, “Oops, I need to change what I’m thinking.” in the text lead us to self- Help students picture a character from the read-aloud. As you read on channel them to create an correct impression that will need to be revised. Demonstrate your thinking,-show how ideas get revised.

(Teaching point will be Set students up in partnerships to talk about how they need to revise their mental movies based added to the Anchor on new information. Summarize what you hope they learned that is applicable to another text, Chart, “Strategies Readers another day. Use to Grow Ideas About Characters”

Active Involvement: Reread a section of the book and have partners then say the dialogue to each other using tone— Invite children to revisit a the words do not need to be exact-“actors” can say what they think the character would say. piece of text that they read earlier, this time showing their new sense of character. Link “Today when you read, look for new details that will make you revise that mental movie or Send students off to read yours.”

Remind students that reading not only involves envisioning but also involves re-visioning.

Mid Workshop “Readers revise our mental movies, paying attention to details about the main character, other Teaching Point characters, and the setting.”

Share: Readers are Readers-you will have time now to talk with your partners. You may decide how to focus your reminded of all they know talk using some of the ideas on the charts. Decide what support you need as a reader. Use your and that they are able to time to strengthen your muscles as a reader. Take a moment to make a short mental list of the call up what they know work you could do. Thumbs up if you have a few ideas. when they need it. Call on a few children to share their ideas.

Lesson 5: Spinning All We Know into Predictions Getting Ready-Do Before:  Plan to reread a bit of your read-aloud book and Anchor Charts: -Make the chart “Strategies be prepared to continue on. Readers Use When We Predict”  Have a child in mind you who used their life to imagine a character’s feelings Hang the chart “Ways you and Another Reader  You will want to be up to a part that will allow Can Talk about Your Books” students to make string prediction in the next lesson

Connection Tell about a time in your life when, because you knew a person well, you heard that the person was facing trouble and immediately did some envisioning and predicting about how this person would rise to the challenge. (refer to sample on p. 72, and think of your own story)

 Say: “One way readers read actively and wisely, then, is we empathize with the main character. We feel with the main character, in a way that leads us to anticipate what the Readers go from character will do next.” empathizing to  Tell the story of a reader who identified with the character in a book and, to predict what predicting, racing would come next, drew on what the text said and also what he imagined the character forward to anticipate probably felt (see sample on p. 73). things that are about to  Tell the story of one time when you watched TV and you were able to race ahead, predicting happen go how the story would unfold. Then draw an analogy between watching TV and reading (see sample on p. 74). Active Involvement  Invite the children to listen to a scene of the read-aloud text as one might watch a TV show, thinking and then jotting what’s going to happen next. (see sample on page 74 from The Tiger Rising)  Read selected text.  Say: “Hmmm. My mind is leaping ahead in the story, isn’t yours? I’m picturing…..(notice something that you visualized as you read). And in my mind I’m almost writing the part of the story that will happen next, aren’t you? Stop and jot on a Post-it note, recording what you think _____ will do next.”  Invite several children to read their predictions into the circle. You don’t need to discuss each one. Simply putting a few into the air accomplishes a lot.  Continue reading as a way to show children that readers carry predictions with us, looking for confirmation while also expecting to be surprised.  Say: “Let’s read on to see what actually happens. Sometimes an author will write the next part exactly as we expect, and sometimes authors throw a curve ball. (see sample from p. 76) Link: Send s\students of “Today when you read, we want to be the kind of readers who read as if we are in the to read skin, the voice, the soul of another. When we read this way, we’ll race ahead of the story, predicting, and worrying about what will happen next.” Impress upon readers the importance not only of walking in the character’s shoes but also of predicting what the character will do next. Impress upon readers the importance not only of walking in the character’s shoes but also of predicting what the character will do next. Mid Workshop Readers lift the level of our predictions by drawing on a knowledge of characters and Teaching Point ourselves. (Use the chart to help students deepen their thinking) Share Ask readers to choose how they will share reading with their partners, reminding them of strategies they know. Refer back to the chart containing ways to share our books. (see p. 86 for more explanation) Say: “Turn and make a plan with your partner about how you’ll spend the next five minutes together, and then get started.” Following Characters into Meaning: Unit 2

Lesson 6: Detailing Predictions to Bring Out Personalities

Getting Ready-Do Before: Prepare for today’s Anchor Charts: - Place the chart “Strategies session by reading up to a part that begs for the Readers Use When We Predict” in a prominent reader to predict what the character will do next. place to refer to during the lesson. P. 96

Connection: Remind “Often I take a few minutes to recall what I’ve already learned, don’t you? Right now I want readers that the you and your partner to use our charts and your memory to list three things you have learned strongest predictions are about prediction.” those that are grounded in our knowledge of the Ask the children to do a “previously in …” retelling on their fingers or to tell their partner about characters of our books. the book

Teaching Point: Good The teaching is woven into the active involvement in this lesson. predictors often make a movie in their minds of Help children to envision as you read aloud. Then channel them to jot a prediction of what will what has yet to occur, happen next. envisioning not only what “We are going to read in a wide awake way, identifying characters so that we imagine not just will happen but also how what will happen, but also how it will unfold. Listen carefully.” Read as if you are acting it out. it will happen. Read a bit, then say, “What are you thinking? Stop and jot in your prediction in your notebook.”

Remind children in a voice over to predict by imagining not only what will happen but also how it will happen. Demonstrate by doing this yourself and sharing with students.

If lesson is running long, stop here and go to Link.

Set the children up to make a second prediction, demonstrating what they have just learned about predictions, doing this off and on in the next portion of the read aloud passage.

Again coach the children predictions, reminding them to envision and to draw on what they know of the characters.

Set readers up to share with a partner, pointing out to each other what they did to make their predictions good. As you listen in on conversations guide children to grasp the ideas of good predictions.

Repeating the idea of not just what but how cements the idea of trying a particular skill.

Active Involvement: Part of the teaching.

Link: Off you go List the qualities of good predictions and remind readers to draw on these whenever they make a prediction. P. 96

Summarize what they were doing…”Today and everyday as you read, remember to picture not just what is happening, but how it is happening, thinking about what you know about the character to anticipate what will happen next. In life, readers don’t usually record their predictions, but for the next couple of days try to do that. Jot your predictions on post-its or in your notebooks. That way we are making our prediction muscles as strong as can be. I won’t always be beside you so be your own coach, remind yourself to lift the level of your predictions.”

Point to the chart Strategies Readers Use When we Predict, p. 96. Point to the first bullet and send them off.

Mid Workshop Readers carry our predictions with us as we read on, and we note whether the text confirms Teaching Point or challenges those predictions. (Readers, if you are surprised by the way a story goes talk to your partner about what you can learn from what evolved.)

Share Give an example of some good prediction work and ask the children to select and discuss an instance in their own prediction work that was good and share with their a small group. Following Characters into Meaning: Unit 2-Volume 1

Lesson 7: Mining Details about Characters Getting Ready -Do Before:  Read a read-aloud that is centered around a main character Anchor Chart: “Strategies Readers Use to with whom children can easily connect. Grow Ideas about Characters  Read up to a part in the text where the characters are interacting in a way that reveals the relationship they have with each other.  You’ll be adding to the chart “Strategies Readers Use to Grow Ideas about Characters” in the teaching share.

Connection: Tell the story Share a story that demonstrates the point. Ex. Someone on a trip that never sees the beauty of of someone who was so the scenery. (Best to choose something you have experienced!) intent on rushing “I know that in our reading workshop, we’ve talked about reading faster, longer, and stronger. I between one place and hope you know that reading your books from start to end “I know that in our reading workshop, another that he never we’ve talked about reading faster, longer, and stronger. I hope you know that reading your books really saw they terrain from start to end without seeing “the scenery” may be fast and long but it won’t be strong! s/he was traveling Stress the importance of stepping into our character’s shoes, envisioning the whole story. You through. can’t do this if you zip through texts with blinders on.

Pick up a picture book, one that you’ve chosen especially to read aloud in today’s minilesson. Demonstrate how you might skim the book for its basic plotline, with minimal attention to detail. Teaching Point: In order No attention to detail = no mental movie making or predicting. Then read a section of the same to envision and predict book with details that bring a character to life – how they talk, move, facial expressions, etc. Talk with strength, readers aloud the details that enable a reader to identify with the characters and make reasonable pay attention to details predictions based on those details. (Make the connection that you hope when they read-they care about the characters) Active Involvement: Help students see that for engaged readers the skills they have been learning are second nature. Read aloud a brief text “As I continue reading, I want you listen in a way so that you are getting more and more (could be from your read- connected to the character with every sentence. Listen to the details and you will find that your aloud) channel readers to envisioning, predicting, and thinking happen all at once.” talk about the text) Stop at a critical part and direct students to open their notebooks and write in a “Whoosh” all that they are thinking. Have them confer. Link: Send students off to Remind readers to read with an attentiveness to detail, allowing the little things about the way a read character dresses, talks, acts, or moves to help us know the character well enough that we can predict what this character might do in a situation. “You need to know these details in order to climb into this character’s shoes and to imagine or predict how this character might act. Mid Workshop “Readers draw upon their own strengths as people and as readers when we envision and predict. Teaching Point After today we are going to focus on other ways to think about books and it will be up to you to bring what you have already learned with you. Share: “In life, just like in books, we meet people with whom we develop deep bonds. We care for them, we identify with them, and we are forever changed by having known them.” Channel students to talk with their partners about characters who have mattered. Following Characters into Meaning: Unit 2 Volume 2

Lesson 8: Talking to Grow Theories about Characters Getting Ready -Do before:  Class read-aloud Anchor Charts: -  Students bring their “My Reading Life” folders and reading notebooks to the meeting area  “Strategies Readers Use to Grow Ideas  Hang the chart “Strategies Readers Use to Grow About Characters Ideas About Characters

Connection Tell students that you have noticed them talking up a storm outside reading time and talking far less during reading time. Their extracurricular talk is usually about people, which is what readers talk about too.

Teaching Point Tell students the story of one time when you were bursting to talk about your thoughts but had to Instead of seeing the bottle them. Liken this to what readers do during reading time, when we read stories to drama of the story from a ourselves and save up our responses to share later. participatory stance, readers will be more paradigmatic, expository, and objective.

Active Involvement: Set Say, “I want you to try something new today. You’re going to listen with your eyes closed. Some children up to listen as people say that when you lose one sense, your other senses are sharpened.” you read a revealing passage aloud. Sit them in “Listen so closely to this passage that you’re bursting with things to say. After I am finished you groups of four and then will have a chance to have a grand conversation in your group about your thoughts. (For example: prepare those clusters to Why did he do that? I bet it is because…… or maybe) have grand conversations. As children talk, coach in. Read a passage from a selected text. (or The Tiger Rising)

Next say “Okay readers, open your eyes and begin your conversations”

Link: Remind children to Add to Chart: “Strategies Readers Use to Grow Ideas about Character” read with their minds on fire, scrawling their ideas  We make a movie in our mind, drawing on the text to envision  onto notes so as not to We use our own experiences to help us walk in the character’s shoes, inferring what the character is thinking, feeling, experiencing lose them.  We revise our mental movies as we read on, getting new details from the text  W notice when we feel connected to a character and use that feeling to deepen our understanding of the character  We read with our minds on fire and capture thoughts that lead us into grand conversations. Mid Workshop Readers let book conversations reverberate, becoming conversations in our mind. Teaching Point Look through your notes, your jottings to find something that will provoke a lively conversation. Share Offer children some pointers on ways to have powerful book talks. Ask them to talk with a partner Encourage students to set and later, at home. a goal of having book conversations that will last.

Following Characters into Meaning: Unit 2 Volume 2 Lesson 9: Developing Nuanced Theories about Characters

 Getting Ready -Do Before: Read aloud from The Tiger Anchor Charts: Rising portions of chapter 10 for teaching point/7 for mid-workshop lesson or read from other read-aloud “To Grow Ideas about a Character, I…” materials  Students bring their “My Reading Life” folders. They “Strategies Readers Use to Grow Ideas about will be using their reading log information during the Characters” lesson.

Connection: People who Tell a story about someone who is good at reading people. Then suggest that reading people in read people well can also real life is not unlike reading people in stories. read texts well.

Teaching Point: You will  Read an upcoming section from your read aloud text, demonstrating how you go about teach students that they letting a character's actions reveal the person. Struggle (think aloud) so you can demonstrate can develop complex there is more to see in the text than first meets the eye. theories about their  Read a portion- stop and ask “What do I know about the character? This book hasn’t told me characters by paying much, maybe I should read on.” Even though it hasn’t told me much, if I pay close attention to attention to how they act. how the character is acting, this can give me a window into what kind of a person she may be. So let’s look deeper.”

 Continue the modeling (think aloud) of how you can use the text to find out more about a . character.

 Pause and talk directly to the students, pointing out several strategies you have used to grow ideas about a character. Active Involvement:.  Invite students to listen as you read on and to develop ideas about a character, using all the tips you have given them.  Record the strategies whole group  Allow opportunities for “turn and talk” with partners to develop classroom chart. Strategies for the chart are listed on page 30 Link: Celebrate the o Tell students that social intelligence is the ability to understand people well, to glean what inferences that children people are thinking and feeling. We need to use our social intelligence as we read characters have identified from the too. Tell students that thoughtful readers pay attention to characters’ actions and choices to learn text and remind them o more about characters. that when they are o Have students fill in their reading log. “Think about what you already know about a learning to read character. As you read today, notice the actions and think about the character’s choices then characters well they are ask yourself What does this reveal about the character?” . Make a Post-it note about the also learning to read places in the prior text that serve as window. Once you’ve written a couple Post-its people well. Teach them containing your insights on your character, read on. Please read with an eye to growing more that reading can develop ideas b out your characters. a persons’ social intelligence

Mid Workshop Readers push ourselves to extend our thoughts using thought prompts. As we read our Teaching Point independent reading books keep your theory about a character in mind and expect to have it challenged. Share: Readers look hard Readers, as you continue to read your books, be sure you are looking for treasure. Have a theory to see significance. about your character and gather evidence to support or develop your theory. You can use some of the strategies listed here about growing your character.

Following Characters into Meaning: Unit 2 Volume 2 Lesson 10: Expecting Complications in Character Getting Ready -Do Before:  Bring your read-aloud (re-read a section to Anchor Charts: - “When A Character Acts Out of make your point) Character, Think About….” and “Strategies Readers Use  Bring a story about when someone acted out of to Grow ideas About Characters….” character and you reflected upon it and the complexities of the person. --Prepare chart “Prompts to Grow Your Ideas”  Students bring reading logs

Connection: Remind Ask them to read each other by studying logs. Have kids exchange reading logs with a partner. children that we read Look at your partner’s log and grow a theory about this reader’s actions and choices based on people by regarding what s/he has written. Ask yourself: How does everything I know about this person, connect with actions as windows.. what I am seeing in this reading log? Turn to your partner and tell them about your theory. (ex. I notice that you like to read historical fiction because I see a pattern here.)

Teaching Point Teacher shares his/her story of a time when a person s/he knows acted out of character. Instead Characters are of dismissing those ideas as weird, you thought, “Why might the person have done that?” and complicated; they are not developed more complex, nuanced ideas about the person as a result. just one way.

Active Involvement: Set Teacher sets students up into groups of 4 or 6 if necessary so that no one is left out. Sets the children up to notice, in a expectation that she is going to read a bit from the read-aloud and then the groups will discuss read-aloud that the whether or not the character acted out of character in the excerpt. Students are directed to protagonist is acting out consider what motivated the character to act in a way that seemed out of character. (Note: this of character and to ask, “What does that show?” is easier with books in the N and above range as characters are more complex)

Link: Send students off to Challenge students to notice when characters act out of character and to let those instances do their own reading, deepen their ideas about characters.

Mid Workshop Readers push ourselves to explain characters acting out of character. Do not just dismiss it Teaching Point when you come upon a surprising part of the text. Instead, think more deeply to see if what you have discovered reveals a different side of the character. : Share: Remind students Reread your post-its and star the ones that could “spark grand conversations.” After a time, have to prepare for the kids share with their writing partners. Remember to push your thinking. conversations they will soon have. Following Characters into Meaning: Unit 2-Volume 1

Lesson 11: Attending to Objects that Reveal Character

Getting Ready -Do Before: Anchor Chart: “Strategies Readers Use to  Reference a read-aloud where a character holds an object dear Grow Ideas about Characters”  Oversized post-its relating to objects that characters hold dear  Bring an example of a conversation from the active involvement section to share in the link  Bring the chart “Strategies Readers Use to Grow Ideas About Characters”

Connection: Tell children Consider sharing one of your experiences about: Objects you took to college, something from about a time in your life your childhood that you still own, something from a parent, etc. when an object took on significance. Sometimes people say that their possessions mean very little to them, but often they are clues into what is important to a person. Pictures, letters, etc.

Characters in book are the same way.

Teaching Point: Readers Use students and the objects they hold close to make your point. Notice and name some of the pay special attention to things that you have observed that lets you know more about the students. the objects that a Think aloud about the objects that are important to the protagonist of the book. character keeps near and dear to their heart to Name what you have done in a way that makes it transferable to other texts and other days. grow ideas about what kind of a person the character is. Those objects are windows into their mind and heart and reveal something.

Active Involvement: Start by asking yourself, “What objects do I keep close? Prompt children to work so that one partner tells Partner 1 will share what their object is and tell their partner their deepest thinking. the other about an object he or she keeps close and Partner 2 will help Partner 1 really think about what the object might represent. the other helps the first discover the significance of that object.

Link: Share the work that Whenever you are thinking about a character, remember that one way you can grow your one child has done that thinking about that person is by considering the objects that they treasure. Authors always you overheard, and in include those objects for a reason. These objects are always little clues about who the character doing so give children yet is and what is important to him/her. one more example of what you have been Remind children to do this often throughout their life. trying to teach. Mid Workshop Readers pay attention to subtle details. They pay attention to the key details that the author Teaching Point includes, as those are the clues that steer us toward big ideas.

Share: Ask one partner to Tell students that if they are not at a place in their book where they have any information about open the conversation objects, they should share any important observations they have about characters in the book. with some thinking about You can use any information from the chart “Strategies Readers Use to Grow Ideas About character. Coach them in Characters.” ways to make their thinking about characters stronger. The important thing is to remind students that they want to think deep and long, coming to new insights about characters and books. Following Characters into Meaning: Unit 2-Volume 1

Lesson 12: Seeing Characters Through the Eyes of Others

Getting Ready -Do Before: Anchor Chart: “Prompts to Grow Your  Find passages in your read-aloud that show the main character interacting with secondary characters. Ideas Pg. Strategies Readers Use to Grow Ideas About  Mentor Text: Dancing in the Wings, Stone Fox or Tiger Rising. Tiger Rising has passages that can be printed from Characters the CD and each partner in the partnership has a different text.

Connection: Once again We are asking students to dig deeper. “Whenever we read something we are given a text. Earlier rally students to take an this year we talked about each of us being the author of our own reading life. But today I want to active stance in their add on to that message, because even if you read a lot you can get very little from the text or it reading. can change your life.”

Today as you read I want you to author a life that lets you see the characters as complex, I want you to think deeply about your independent reading books.

Teaching Point: Noticing  Offer examples from television, film or life of an instance when a character creates a other characters’ “stir” among other characters. behavior toward the main  Demonstrate by applying this thinking to a familiar text. character can reveal important information.

Active Involvement: Offer  Give students a slip of paper to write down their thoughts. children an excerpt of  Discuss their ideas with their partner. Remember each partner within the partnership has familiar text on which a different text they are reading. they can practice their  Make connections between two characters within the text and then connect to thinking. characters to other books.

Link: Send readers off Remind readers to add examining secondary characters to their thoughts as a way to grow ideas about characters in a novel.

“Readers when you read today and always, push yourself to grow ideas about character. Notice the characters actions and think about what those actions say about the character. Try this strategy and let it help you as you write, think, and talk more deeply about the character. At the end of reading time you will have an opportunity to talk to your partner about your characters.

Mid Workshop Readers study character relationships as a way to grow more significant ideas about characters. Teaching Point Share: Ask readers to Some examples are: name some ways they can have conversations  Start conversation with writing prompts such as the thoughts I have about this is, this makes me realize or the thoughts I have about this is. together with their reading partner.  Use a memory of student’s life that connects the story.

 Re-read post its.  Students push themselves to grow a bigger idea by thinking about how other characters Getting Ready -Do Before affect the main character  Class read aloud (Identify a partFollowing of the book Characters where into Meaning:Anchor Charts: Unit 2 Prepare Volume a 2 chart “To Make Sure I Am Using characters’ actions or feelings can be described in Precise Words I Can Ask Myself…” many ways that will allow students toSession reach for13: Reaching for Exact True Words more precise words  Check Post-Its bin from yesterday. There will be a Refer to Book 2-pages 90-91 as this is a very involved lot of new ones today. lesson

Connection: Celebrate that children are noticing the decisions that characters in books make, and the actions they take, and letting those decisions and actions act as clues about the characters. They are becoming skilled in reading people (characters).

Teaching Point: It helps  Model right and wrong way: Use generic, general, nonspecific words to demonstrate the wrong to reach for precise words way. (Tuck in tips about your thinking) to convey something about a character.  Then model checking yourself and searching for the most precise words to describe characters.

 Approach your teaching with a pocketful of ideas for How to Scaffold Children’s Ways with Words. Teach them to take their words up or down a level. .

Active Involvement: Read students a passage from the text and then have them describe the character in that passage using precise words.

Give students a few moments to self reflect on if they used precise words.

Have students talk with partners and see if they can come up with more precise words.

Share examples with the class.

Link Impress upon students the importance of using precise words to describe characters.

Remind children that characters’ choices reveal who they are.

Ask students to notice their own reading talents and share that expertise with their partners.

Use an example from the story and have students describe the topic with as many adjectives as possible.

Work with the class to select the most precise word to describe the topic.

Mid Workshop Readers use more than one word to convey an idea. Teaching Point Share Ask readers to notice their own reading talents and share their expertise with their partners. From now on “spy” on yourself, notice what you are doing as you read on so you can share it with others.

Following Characters into Meaning: Unit 2-Volume 2 Lesson 14: Synthesizing Insights Into Ideas About Books

Getting Ready -Do Before: Anchor Charts: - Prepare a chart Ways  Check that students have at least a dozen post-its in their to Get Our Partner to Say More independent reading book that capture the ideas (not just predictions about their characters Chart from lesson 10: Prompts to Grow Your Ideas  Choose one students post its/rewrite larger (two should fit and two

should not quite fit with the group

 Construction paper for student theory charts

Connection Readers, before we do anything else, I’d like you to thumb through your books and jot the page Celebrate a student’s – numbers down for each of your post-its-you can do that right on the post-it. showing the child’s Suggest that there are probably some really good theories on the Post-its that the reader has reading for precise forgotten about. language

(Point out the connection between the student’s post-its and his/her thinking)

Introduce the idea of Organizing the Post- its/thinking

Teaching Point:  “Reader’s today I want to teach you that when we get about halfway through our books and Readers need to pause in they are just bursting with ideas, it is wise to take time to organize our thoughts. One way to the midst of reading a do this is to sort our post-it notes into ideas that seem to go together.” book to organize our  Students think about how they might organize the post-its and then the student shares thoughts his/her thinking  Push to have students think about whether they give the reader a bigger idea about the character and the book as a whole Active Involvement Let’s practice. You will want to do this with your independent reading about a third or half-way Set partners up to reread through your books-but for now let’s practice with. and categorize based on Re-read the post-its on the sheet I have given you and draw arrows where you think ideas go the class’s work with the together. read-aloud If you come up with a new idea-a bigger idea jot it on your sheet. Circulate, giving support as students reach to develop big ideas. (See Book 2-Pg 108 for Post-it note theory examples) Celebrate big ideas and supportive examples (Point out that it is like bullets and boxes in essay writing) Link  Tell students that once they are well into their books readers sort and theorize about Send students to read their thoughts Mid Workshop Readers use theories as lenses: they connect the ideas to develop theories and then they look Teaching Point back to see if that theory is correct. (they look for evidence to support their theory) Share Pair up students who have done the work with students who had not yet read enough to do it – this will support the reader to do the work when they are ready. Share that some ideas are big and some are little-big ideas often involve more than one character.

Following Characters into Meaning: Unit 2 Lesson 15: Seeing Text through the Prism of Theory

Getting Ready -Do before: Anchor Charts: -  Prepare to tell a personal anecdote – the message should convey that it helps to keep ourselves wide awake and present as we read.  Have your read aloud close at hand  Copies of excerpt – “The House on Mango Street” or another familiar text Connection: Tell children Lucy uses a metaphor about walking her dog and leaving the leash loose so that there is some about a time in your life “flexibility” about where they go and what they see. See page 122. when you were open and flexible to the world It is highly recommended that teachers come up with their own “story” about how being flexible around you, and point out opened them up to new possibilities. the possibilities that flexibility provides us in our lives and as readers.

Teaching Point: Once Tell the story of a time your mental flexibility allowed you to change your thinking. readers have grown a theory, or big idea, we  Remind children of since-revised theories they developed earlier in the read aloud, highlighting ways those theories changed as the class continued reading and learning. reread and read on with  Remind children that the class didn’t merely set out to prove their original theories about that theory in hand. We the main character in the class read aloud. Instead, those theories have gone through hold that theory loosely, several revisions. “We kept our minds open and paid attention to new information we knowing that it will have a found along the way. Pretty soon we revised our first theory.” life of its own and take us to places we didn’t expect Demonstrate the way you revise your theories as you read aloud a tiny text. “Let me show you to go. what I mean by reading with that theory in hand, holding it loosely. I’m going to read a short excerpt, then I’m going to stop and jot a theory very early on. I’m looking for information that will help me change my theory, or grow my theory, to make it even better. Be researchers and study what I do and how I think because later I’m going to ask you to list the thinking work you saw me do.”

Active Involvement: Give Help children practice reading with a theory held loosely in hand. Progress further in the text you children time to discuss just read aloud, inviting them to listen with your theory in hand, revising that theory, sharing with partners their ideas, and then naming what they’ve done in ways that transfer. observations of your theory-building work. Then join them in naming what you did, reiterating your teaching point.

Link: Remind readers to “Your initial theory is most likely not your final one, but it gives you a starting place.” read, growing ideas, then read on expecting their Whenever you are reading, pause to reread your notes and to review your thoughts as you come original ideas to be up with a theory that “fits” with many parts of the text. As you continue to read, expect that new revised. Off you go! information will help you grow an even better theory.

Mid Workshop Readers expect a flimsy theory will grow. (Remind students that a theory is a starting place, don’t Teaching Point worry if your first theory seems a bit flimsy—it will grow and become more substantial as you continue to read.) Share: Ask children to Think, “How does one idea, and another idea, lead me to an even better idea? It’s like following a share their work for the trail of breadcrumbs to a magical place.” Encourage students to work with their post-its as they day with a partner. form their theories. Following Characters into Meaning: Unit 2

Session 16: Bringing a Narrative Frame to Theories about Characters

Getting Ready -Do before: Anchor Charts: -  Prepare to demonstrate your thinking aloud about the desires and motivations of a character from a familiar story  When you confer, bring a small stack of familiar books to help you make your point

Connection:  Experts know which features of a subject merit attention and they focus on those things. Give examples of this from your own experience. Example: Doctors, marriage counselors etc draw upon their experience and generate surprisingly accurate insights. In a story, the protagonist’s wants, struggles, changes and lessons merit our attention. Teaching Point: Our  Expert readers ask questions about the desires and motivations of the characters in our reading experiences books. become even richer when we pay attention to  Demonstrate this by reflecting upon a read-aloud text or character that children know characters in general, as well. well as when we zoom in  Ask yourself what drives this person. Writers create characters who have big desires or on a character’s particular motivations. motivations and struggles.  Listen as I do this thinking about a character from a book I recently read….model thinking about the character’s desires and any obstacles they need to overcome. Name what you have done in a way that is transferable to other texts. Active Involvement: Set students up to talk with partners. Invite readers to consider Push students to identify the resources a character uses to overcome their obstacles. a character’s motivation and struggles within a Have students top and jot their ideas. (this is a good way to create artifacts of thinking) familiar text. Link-Send students off to Students should be reminded that they are reading with attention to key parts of the text—in this read case they are looking for the character’s desires and for what they draw upon to overcome obstacles. Remind students that characters lives are often complicated and uncertain just like real people. Mid Workshop Readers consider Character’s external resources too. (Remind students to think about what the Teaching Point character wants and what is getting in the way, have them jot their thoughts down and signal (thumbs up)when they are ready to share with their partners. Share: Readers scrutinize Ask students to think about themselves as characters to practice thinking about characters’ characters as they motivations, struggles, and resources. encounter trouble Readers read with questions in mind Have students imagine themselves as a character with a goal or a dream, what motivated you? Turn and talk to your partner. Share an example you have heard that is particularly thoughtful and describe it in a way that helps others to do the same work. Following Characters into Meaning: Unit 2

Session 17: Authoring Ideas about Text

Getting Ready -Do before: Anchor Charts: - Create a chart “Conversational  Class read aloud Prompts to Help Partner Talk go Well”  For students-independent reading books and Post-it notes for meeting area

Connection: Remind Say: “When readers have a theory that feels obvious in our minds, we don’t throw it away. We readers of the work know these initial, obvious theories are important because they give us a place to start, but we they’ve been doing in a don’t want to make them our stopping place.” way that helps them remember they can carry Share an example that will have meaning for your class. on with this work whenever they read. Teaching Point: “Today I want to teach you that a simple, obvious idea about a character or a book is a great place A few ways we make our to start, even if your goal is a complex idea. Readers sometimes find that to take that simple idea theories about a as a starting place and to climb to higher levels of thinking, it helps to use a few phrases as character deeper and thought prompts, grasping those phrases like we grasp rungs on a ladder, using them to help us more complex is to talk climb higher and higher.” more, write longer, and think more deeply.  Readers can develop complex ideas about characters by starting simply and building on.

 Help readers expand upon some of their best ideas by introducing the use of key phrases or prompts.

 “Earlier we talked about how using precise words helps us express what we really mean to say about a character. But the truth is that words can help us not only to express what we mean but also to discover what we mean. (see sample on 157-158)

 “There are lots of phrases that we can use to push ourselves to say more about our thinking. The good news is that you already use many of these.”

 Refer to chart

 Read a section of your read-aloud that lets you make this point.

Model several of the conversational prompts such as “remember earlier in the story”…..”Maybe it’s because”

Active Involvement: “Give a thumbs up if you’ve got an idea in mind” Ask readers to sort through their Post-it Channel readers to use the thought prompts to push themselves to grow deeper ideas and then notes, searching for an meet with partners, with one sharing their ideas and the other using thought prompts to help the idea that can be the first one develop those ideas even further. starting point for some more complex thinking

Link: Send readers off Say: “Readers, this work is not easy, but is very important. We want to be the kind of readers who now and forever not only let a text in so that it affects and touches us. Part of reading that way involves pushing to think to collect more evidence past the obvious ideas that most anyone might have. Instead of having theory charts that are of their theories but also crammed with evidence, we’ll spend more time pondering, mulling over our ideas. The more you to aim to grow more original, interesting ideas practice, the more this type of reading will become a natural habit of thought from now on.” Mid Workshop Readers grow more complex theories by asking what characters learn. (ask yourself what the Teaching Point character is learning through his experiences and see if that leads to an interesting theory.)

Share: Celebrate the Say: “I want to give you all the chance to hear about some of the excellent reading work that is work of a partnership by happening all around you. During this workshop time, this is some of what I saw and heard: (use telling the story of what authentic student examples) happened in a way that encourages others to try the same work. Following Characters into Meaning: Unit 2 Volume 2

Session 18: Tracing Ideas through Text Getting Ready -Do Before: Anchor Charts: - Prepare post-its to share with students  Photocopy pages from a read-aloud that reference that reveal the kind of reader you are to show how to reoccurring things in the book. Give these to learn about yourself as a reader. partners during the active involvement so they can determine what reoccurring things may reveal about a character  Be prepared to have students work in discussion

Connection: Compare the Share with students the purpose of the refrain in a song and then move it to what authors do. refrain in songs to the The repeated things in books don’t jump out the way they do in songs but they are important. repetition of certain They run like threads through the text, weaving in and out of the fabric of the story. They say, images, objects, “Reader, this means something! This matters!” situations etc.

Teaching Point: “Today what I want to teach you is this. The stuff that keeps reoccurring, that resurfaces often, that is threaded in and out of the fabric of a narrative, is the biggest stuff. That’s often true in life Readers notice the and that’s often true in books. In books, the things that the author mentions again and again are reoccurring parts of our the ones that she really w ants you to notice, the ones that are critical to understanding the books, and we grow ideas essence of the character and the story.” from them.

Active Involvement: Find Readers, when an idea is important in life, when there is something that we desperately w ant another way to convey someone to know, we don’t just say it one time. In this class, when I want to be sure that you all your teaching point- that learn something especially important, I don’t just say it once, right? Authors are the same way. If authors repeat images, an idea is important – an idea about a character, story or even a big idea about life- an author will objects and dialogue as a bring it up every chance she gets. Here’s something very important. An author may not come way to accentuate ideas right out and say the idea over and over. The author will often use gestures or phrases or symbols that are important. that contain the idea. By bringing those up over and over again, the author hopes that readers will think about the important idea over and over again.

Reader’s I am going to give you some pages from______and I want you to scan the pages to see if you can find some things that reoccur. Then, you and your partner think, “How could this represent something really big in the whole story, to this whole character? In 5 minutes, we will gather back to share to see what you’ve found in your treasure hunt. Readers, even though you are reading particular pages, remember, the idea is to think about the bigger meaning that might relate to the message of the whole character, the whole text, or even to life.”

Link: Recall for students In this lesson, students continue to work together in groups to discover more examples of that just as we share recurring things found in pages of the read-aloud. (Note: This lesson does not follow the typical important events from pattern of the mini-lesson but is instead designed as an inquiry.) our lives over and over again, so, too, authors write about important things that reoccur in their stories.

Mid Workshop Readers can grow big ideas from seemingly small events in stories. Notice that sometimes a Teaching Point small event can take on bigger meaning for the character. (Give an example) Share: Readers notice Readers, you have done amazing work noticing actions and objects, as you continue with your that little objects and independent reading you will continue to do the same thing and we will have an opportunity to actions might have big share these important findings with our partners. meaning for characters.

(Note: that this lesson is scaffolded for students, the teacher selects passages that ensure that students see recurring images etc.) Following Characters into Meaning: Unit 2

Session 19: Intensifying Interpretations by Finding Motifs Getting Ready -Do before:  Read from your read-aloud book Anchor Charts: -

 Have on hand a picture book with which children are familiar.

 Be prepared to extend the read aloud to fill

Connection: Authors Tell children a personal story that helps them understand that objects can carry symbolic meaning repeat things to help and that recognizing those symbolic objects can help then understand and make sense of the text. readers take in the deepest and most intense parts of a story. Teaching Point: All of you have created motifs, even if you have never used the word. Before. You have taken Readers can see more something small, something that may have appeared insignificant and given it meaning in the meaning in motifs, can go story or in your writing or even in your life. deeper into the interpretive thinking, by Give an example. See pg. 185 for ideas thinking like writers as we read. Specifically, we can look for and hold onto motifs.

Active Involvement Ask children to find, in their partnerships, key symbols or motifs in another story they have read.

“To get ready to read the last chapters of our book with as much intensity as we can, let’s practice for a moment finding important symbols, motifs in another book we know well, (Dancing in the Wings. or other picture book). Think about an object or something else in the story that holds associations or bigger meanings about the story. Think it over for a moment and then turn and talk with your partner about what you are thinking. I’ll be holding up the book and turning the pages slowly to remind you of the story.”

Let children know that today’s lesson will be an extended read aloud and discussion. Tell students that together you will all do what readers do when they read books that matter: bring intensity and resonance to their reading of the final chapters.

Link Let children know that books can matter to us in more intense ways, if we let the endings take on more meaning, pull in more associations, and layer on more complexity.

Mid Workshop Note: Since today’s lesson is an extended read aloud and discussion there is no Mid-Workshop Teaching Point teaching point.

Share Note: Since today’s lesson is an extended read aloud and discussion there is no Mid-Workshop teaching point.

Getting Ready -Do before:  Jot post-its Followingfrom a previous Characters read-aloud into Meaning & place themVolume in the2 Building Theories,Anchor Gathering Charts: -Evidence-Unit “Readers Read 2 book for modeling (p.193) Differently. Some Tend to…” Session 20: Spying on Ourselves as Readers  Readers bring books with their jottings

 Reading notebooks to record new rd. goals

Connection  You’ve learned that small bits of a story can take on enormous meaning to characters Readers can look back at and to you and to ‘read’ characters, as well as your friends. their jottings to research  Not only can we look back at our logs to learn about ourselves as readers, we can look themselves as readers. back at our jottings and notice the thoughts we tend to have.  We can spy on our own thinking, and notice what we do and don’t do.  We can set new goals to outgrow our current habits as readers/thinkers.

Teaching Point Summarize & list the kinds of thinking reads do often. Demonstrate that readers can reread Post- Readers analyze our its to notice patterns in our thinking. thinking to determine  Earlier we noticed there are differences in the number of pages we read in a day or both our strengths and week. There are also differences in the kinds of thinking we tend to do. the ways of thinking we  Mention some examples of the following: questioning, predicting, author’s craft, want to develop. connections, envisioning. Display chart: “Readers Read Differently. Some tend to…”  I am going to look through some of the Post-its I made earlier during this unit about The Tiger Rising(ex. p.193-4) (or another read-aloud of your choice)…  Readers, do you see that I looked between my Post-it notes and noticed the kind of thinking I did when I wrote one Post-it. (Gesture at chart.) Did you notice I looked to see if I tended to do that same kind of thinking again?  Now, I’m going to notice the sorts of thinking I rarely do…(Refer to chart again.)  Restate the type of thinking you notice that you do and what you rarely do. I want to continue to do the sort of thinking that is so essential to me… and to nudge myself to ______more often. Active Involvement Ask students to study themselves as readers. “Look across the jottings (or entries) you’ve made Readers reread their Post- and ask, ‘What is the thinking work that I tend to do as a reader?’ You might find that you tend its, noticing the kinds of to do a kind of thinking that isn’t on our list, and we’ll add it.” thinking they tend to do,  Thumb s up if you have a theory about the sort of thinking work you tend to do. and not to do. Turn and  Ask students to turn and talk, saying, “I tend to…” talk.  Listen in on their observations and goals Link  Readers, I hope you have learned that readers can spy on themselves and notice the Send students off to read kinds of thinking we do or don’t do.  Jot down your goals in your reading notebook and read with these in mind today. Mid Workshop Readers put Their Goals into Action. Tell students examples of students working on their goals Teaching Point already, looking back at post-its, adding jottings and encourage them to practice. Share  Remind children that as they’ve been studying themselves, they’ll have discovered they have particular reading talents. Ask partners to tell a bit about their talents.  They may share how they’ve pushed each others’ thinking, as readers.

Assessment Checklist Unit: Following Characters into Meaning

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n 5 F . a 3 o t . L R i . L s e R . 3 . s d

h c y e s t s i r r i v o e d e w

s c h p

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m u h t

a i t o t

h r a f k c

c o y t

a e s n e b i s r

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s n d r s n e l i e a e h

u v y m w l b o

t l d - e d d a n a g r e n e

t a g a u 1

n l . u n s f e L g r a c S d n

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r s e i n e a t c a n h c i e c c

r I r t m p r a

u e h e o t s c b

n s o n a a h a c

d I i b

i y r c m s

e s s d

e r n a p c x 2

. I e L

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Name I Notes

●= Beginning √= Developing X= Secure