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Before Reading During Reading After Reading Title: John Phillip Duck Genre: Historical Fiction Text Level: M Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features In this story set during the Depression, Edward and his father work in a hotel. One day, Edward sneaks a baby duck into the hotel. • Dedication page • Author’s Note (end of book) • Text structure: -problem/solution , plot Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers • Read to find out how Edward solves his problem. • How does Edward make his dream come true? Unfamiliar Language Structures OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for • Dialect in some of the dialog comprehension support Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: Before Before Reading Relevant Vocabulary • depression • entrée lid • scrawniest Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: • bulrushes • parlor • provisions • bellman • brass band • pantry One to One Conference: Teacher Records Observational Notes and/or Completes Rubric and Places Collective Information in Assessment Notebook • Assess fluency of oral reading • Assess & prompt for fluent & efficient word-solving strategies During During Reading • Assess and prompt for comprehension • Assess and support log response Discussion Group Prompts Comprehension Prompt to Assess Deep Understanding of Text • What do you think Edward learned from this • What was the overall theme or author’s message? Give experience? evidence from the text to support your thinking. • In your opinion, what was Edward’s biggest problem? Why? After After Reading Title: A Picnic in October Genre: Personal Narrative Text Level: N Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features In this personal narrative, a boy and his family celebrate the birthday of the Statue of Liberty • Dialog • Italian language • Symbolism: liberty, toasting Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Purpose for Reading: Read to find out why the family has a picnic every October. Unfamiliar Language Structures Reading Log Focus: What things did the family do every year on their picnic? • New colossus • “Give me your tired, your poor, OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for your huddled masses yearning to comprehension support breathe free…” Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: Before Before Reading Relevant Vocabulary • sniggers Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: • straggled • immigrant ferry • • barrier • soppy • old country • Lady Liberty One to One Conference: Teacher Records Observational Notes and/or Completes Rubric and Places Collective Information in Assessment Notebook • Assess fluency of oral reading • Assess & prompt for fluent & efficient word-solving strategies During During Reading • Assess and prompt for comprehension • Assess and support log response Discussion Group Prompts Comprehension Prompt to Assess Deep Understanding of Text • What do you think Tony learned from this • How did Tony change? experience? • What triggered the change in Tony? • What are your thoughts about the family that • Give evidence from the text to support your thinking nearly missed the ferry? After After Reading Title: The Bee Tree Genre: Narrative Text Level: P Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features Mary Ellen gets tired of reading indoors. Her grandfather knows that a trip to the bee tree is just the thing to rejuvenate her. • Onomatopoeia Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Unfamiliar Language Structures Purpose for reading: Read to find out what happens on the trip to the bee tree. • Character names Log Focus: What lesson does Mary Ellen learn about reading? Give evidence from the text to support your thinking. OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support Relevant Vocabulary Before Before Reading Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: • chortled • expedition • Yukon One to One Conference: Teacher Records Observational Notes and/or Completes Rubric and Places Collective Information in Assessment Notebook • Assess fluency of oral reading • Assess & prompt for fluent & efficient word-solving strategies During During Reading • Assess and prompt for comprehension • Assess and support log response Discussion Group Prompts Comprehension Prompt to Assess Deep Understanding of Text • What did Mary Ellen learn about reading? • How does the author use language to let us know how • How did the trip to the bee tree change Mary Mary Ellen is feeling? Give examples from the text to Ellen? support your thinking. After After Reading Title: The Mary Celeste: An Unsolved Mystery from History Genre: Historical Narrative Text Level: P Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features The Mary Celeste: An Unsolved Mystery from History is a real –life mystery. The Mary Celeste was a ship in the late 1800”s whose entire crew disappeared. • Vocabulary boxes with definitions • Spiral notebook pages with more information/further explanation • Ship names italicized • Map/timeline pages Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers • Numbered theories/descriptions at Purpose for reading: Read to find the clues and form your theory of what the end happened to the crew of the Mary Celeste. Give evidence from the text to support your thinking. Unfamiliar Language Structures OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support • Unfamiliar vocabulary is defined in boxes on each page Before Before Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: Reading • The ship is referred to as “her” Relevant Vocabulary • amiss • aimlessly • clambered • lashed • rouse • rosewood harmonium • adrift • derelict One to One Conference: Teacher Records Observational Notes and/or Completes Rubric and Places Collective Information in Assessment Notebook • Assess fluency of oral reading • Assess & prompt for fluent & efficient word-solving strategies During During Reading • Assess and prompt for comprehension • Assess and support log response Discussion Group Prompts Comprehension Prompt to Assess Deep Understanding of Text • What do you think happened to the Mary • What is your theory of what happened to the Mary Celeste? Celeste? • How did the special text features help you • Give evidence from the text to support your theory. understand the text? After After Reading Title: When Lightning Comes in a Jar Genre: Personal Narrative Text Level: R Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features A young girl describes a family reunion at her grandmother’s house from the food, baseball and photos to the flickering fireflies on the lawn. • Short story unfolds through dialog Unfamiliar Language Structures Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers • Hard-boiled eggs like giant eyes Purpose: Read to find out what is meant by “When lightning comes in a jar.” • tired bones Focus: Why was it important to Trisha to find out what lightning in a jar was? Before Before Read whole book. Reading Relevant Vocabulary • croquet • wickets • circuit preacher • rig • rave • contraption One to One Conference: Teacher Records Observational Notes and/or Completes Rubric and Places Collective Information in Assessment Notebook • Assess fluency of oral reading • Assess & prompt for fluent & efficient word-solving strategies During During Assess and prompt for comprehension Reading • • Assess and support log response Discussion Group Prompts Comprehension Prompt to Assess Deep Understanding of Text • What did Trish learn that lightning in a jar was? • What was the overall theme or author’s message? Give • How do you know time passed? evidence from the text to support your thinking. • What type of predictions could you make about Trisha’s family universe? • What connections could you make with Trisha After After and her family? Reading Title: The Cats in Krasinski Square Genre: Historical Fiction Text Level: Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features In this story set during World War II, a young girl tells of her sister’s plan to Long complex sentences often consist of outsmart the Gestapo and smuggle food to the people who are in the ghetto. seven lines on a page. *Read “Historical Note” on last page. Time: Not in paragraph from. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Read to find out how they tricked the Gestapo in order to get food to the people Multiple problems in the Ghetto. Unfamiliar Language Structures Response Log Focus: How did the girl and her friends outsmart the Gestapo? Lots of commas separating lengthy sentences. Read the whole book Several sentences start with and or but. OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for Before Before Reading comprehension support Relevant Vocabulary • rubble • satchels • furrowing the chests • nuzzling • smuggle • Ghetto • Gestapo • groats • Jewish armband One to One Conference: Teacher Records Observational Notes and/or Completes Rubric and Places Collective Information in Assessment Notebook • Assess fluency of oral reading • Assess & prompt for fluent & efficient word-solving strategies During During Reading • Assess and prompt for comprehension • Assess and support log response Discussion Group Prompts Comprehension Prompt to Assess Deep Understanding
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